The Effect of Simulation Based Learning in Geography on Analytical Thinking Skills of Students in Matthayomsuksa 1

Abstract

             The objectives of the research study were to 1) design simulation based learning in geography to enhance analytical thinking skills and  2) compare students’ analytical thinking skills after receiving simulation-based learning in geography with the 70 percent criterion. The target group consisted of 35 students in Matthayomsuksa 1/5 during the first semester of the 2024 academic year, selected through purposive sampling. The research instruments used for collecting data were 1) lesson plans using simulation based learning and 2) an analytical thinking skills test. The data were analyzed by using percentage, mean (M) and standard deviation (S.D.).

             The findings were as follows: 1) The simulation based learning design consisted of three activities  1) Adventure with the Pirates (island exploration simulation)  2) Mystery Box: Asia (resource transportation simulation)  3) Pinpoint human activity in Australia (human activity location identification simulation). The quality evaluation by experts indicated the highest level of appropriateness (M= 4.94, S.D. = 0.24).  2) Students’ analytical thinking skills after receiving simulation based learning were higher than 70 percent criterion, with an average score of 73.06 percent and overall mean score of 15.34 and standard deviation of 2.00 (M= 15.34, S.D. = 2.00).