Enhanced Collaborative Learning Framework for Social Studies Education: A Quantitative Analysis of the 5 STEPs Model Implementation in Thai Secondary Schools
Keywords:
collaborative learning, social studies education, active learning, secondary education, Thailand, educational innovationAbstract
Background: Traditional teaching methodologies in social studies education often fail to engage secondary school students effectively, particularly in developing critical thinking and collaborative competencies essential for 21st-century learning. The implementation of innovative active learning approaches has emerged as a critical need in contemporary educational practice.
Purpose: This study evaluated the effectiveness of ready-made lessons incorporating the 5 STEPs Collaborative Learning Process (Setting objectives, Teamwork, Exploring resources, Processing information, and Sharing knowledge) on academic achievement and student satisfaction in social studies education among Thai secondary school students.
Methods: A quantitative research and development (R&D) approach was employed using a pre-test post-test experimental design. The study involved 98 Grade 8 students from two secondary schools in Udon Thani Province, Thailand, selected through purposive sampling. Data collection included achievement tests, satisfaction surveys, and efficiency assessments using the 80/80 criteria. Statistical analyses comprised descriptive statistics, paired t-tests, and effect size calculations using Cohen's d.
Results: The ready-made lessons achieved exceptional efficiency ratings of 87.42/91.83, significantly exceeding the standard 80/80 criteria (p < 0.001). Pre-test to post-test academic achievement showed substantial improvement (M = 12.47 to M = 18.92, t(97) = 23.84, p < 0.001, d = 2.41), indicating a large effect size. Student satisfaction levels were consistently high across all dimensions (M = 4.67, SD = 0.48), with particular strength in collaborative engagement and content relevance.
Conclusions: The 5 STEPs Collaborative Learning Process demonstrates significant potential for enhancing social studies education quality in Thai secondary schools. The findings support the integration of structured collaborative learning frameworks as effective pedagogical tools for improving both academic outcomes and student engagement in social studies curricula.
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