The Development of Problem-Solving Skills and Academic Achievement of Students in Grade 5 on Economics By Organizing Learning Using Problem-Based Learning (PBL)

Abstract

The objectives of this research were: (1) to develop the problem-solving skills of Grade 5 students in the Economics strand through Problem-Based Learning (PBL) so that their problem-solving skills met the criterion of 70 percent of the total score; (2) to 
enhance the students’ learning achievement in the Economics strand through PBL so that their achievement met the criterion of 70 percent of the total score; and (3) to examine the students’ satisfaction toward learning activities organized through PBL. 
This study employed a quasi-experimental design using a one-group posttest-only design. The sample consisted of 12 Grade 5 students at Ban Nongphue Ratprasit School during the first semester of the 2025 academic year, selected through purposive sampling. The research instruments included eight PBL lesson plans (one hour per plan), a 
problem-solving skill test, a learning achievement test, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation. 
The results revealed that: 
1) the students’ mean posttest score on problem-solving skills was 24.83, representing 82.77 percent, which exceeded the criterion of 70 percent of the total score, and 100 percent of the students met the criterion
2) the students’ mean posttest score on learning achievement was 25.00, 
representing 83.33 percent, which also exceeded the 70-percent criterion, with all students meeting the standard
3) the students’ overall satisfaction toward PBL learning activities was at the highest level (µ = 4.74,  = 0.05).The findings indicated that theimplementation of Problem-Based Learning (PBL) effectively enhanced students’ problem-solving skills and learning achievement, and resulted in the highest level of student satisfaction toward the learning process