The Development of Science Processing Skills and Learning Achievement Using the Problem-Based Learning with Games of Grade 4 Students

Abstract

This study aimed to 1) develop Grade 4 students’ science process skills through problem-based learning integrated with games, with a target mean score of at least 70% of the total score and at least 70% of students meeting the criterion, and 2) improve their science learning achievement using the same criteria. A pre-experimental research design employing a one-group posttest-only approach was adopted. The target group consisted of 40 Grade 4 students at Sanambin School under Khon Kaen Primary Educational Service Area Office 1 during the second semester of the 2025 academic year, selected through purposive sampling. The research instruments included 1) six lesson plans integrating problem-based learning with games on the solar system, 2) a 32-item multiple-choice science process skills test, and 3) a 32-item multiple-choice science achievement test. Data were analyzed using means, standard deviations, and percentages.
The findings revealed that: 1) students achieved a mean science process skills score of 25.63 out of 32 (80.08%), with 37 students (92.50%) meeting the 70% criterion, and 2) students obtained a mean science achievement score of 25.65 out of 32 (80.16%), with 36 students (90.00%) meeting the criterion. Both outcomes exceeded the established benchmarks. These findings suggest that problem-based learning integrated with games can support students in achieving the specified standards for science process skills and science learning achievement.