Geographic Process-Based Learning Management: A Mixed-Methods Research and Development Study in Northeast Thailand's Secondary Schools
Keywords:
geographic processes, constructivist learning, spatial thinking, secondary education, northeast Thailand, mixed-methods researchAbstract
Background: Traditional geography education in northeast Thailand faces significant challenges including limited student engagement, inadequate spatial thinking development, and poor academic outcomes. Geographic process-based learning represents an innovative pedagogical approach that integrates constructivist learning principles with hands-on spatial analysis to enhance educational effectiveness.
Purpose: This study investigates the development and implementation of geographic process-based learning management on academic achievement, spatial thinking skills, and student satisfaction among junior high school students across four provinces in northeast Thailand.
Methods: A mixed-methods research and development (R&D) approach was employed using sequential explanatory design. The quantitative phase utilized a quasi-experimental pretest-posttest control group design with 384 participants (calculated using Taro Yamane formula at 95% confidence level, 5% margin of error from population N=2,847) from 48 schools across Chaiyaphum, Nakhon Ratchasima, Ubon Ratchathani, and Khon Kaen provinces. The qualitative phase involved 42 purposively selected participants for semi-structured interviews. Data collection instruments included validated geographic knowledge tests (α=0.89), spatial thinking assessments (α=0.91), and satisfaction questionnaires (α=0.94).
Results: Geographic process-based learning significantly improved academic achievement (experimental: M=82.45, SD=7.23; control: M=68.17, SD=8.91; t(382)=16.78, p<0.001, Cohen's d=1.72) and spatial thinking skills (experimental: M=79.38, SD=6.45; control: M=65.92, SD=7.82; t(382)=18.24, p<0.001, Cohen's d=1.87). Student satisfaction was high (M=4.38, SD=0.67 on 5-point scale). ANCOVA controlling for pretest scores confirmed intervention effectiveness (F(1,381)=287.45, p<0.001, partial η²=0.43). Qualitative findings revealed themes of enhanced engagement, improved spatial reasoning, and positive learning experiences.
Conclusions: Geographic process-based learning management demonstrates significant effectiveness in improving geography education outcomes in northeast Thailand's secondary schools. The approach successfully addresses traditional pedagogical limitations while promoting 21st-century spatial thinking competencies. Findings provide evidence-based recommendations for curriculum developers and educational policymakers in Southeast Asian contexts.
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