The Study of Analytical Thinking Ability using Collaborative Learning Process (co-5steps) whit Infographics for Home Economics Grade-6 Students at Ban Pasang Nong-Hee School
DOI:
https://doi.org/10.14456/rc-sdj.2026.3Keywords:
Analytical thinking ability, Collaborative Learning Process (co-5steps), InfographicsAbstract
Background and Objective: Contemporary education aims to develop learners' analytical thinking abilities and practical application skills. External assessments indicated that Grade 6 students in the Occupational Studies course at Ban Pasang Nonghee School exhibited limitations in their analytical thinking. This study, therefore, aimed to investigate: 1) students' analytical thinking ability, 2) their learning achievement, and 3) their satisfaction with a learning management model based on a five-step collaborative learning approach integrated with infographics. The baseline benchmark for success was set at a 75% passing criterion. The target group consisted of 11 Grade 6 students selected through purposive sampling.
Methodology: A one-shot case study design was employed. The research instruments comprised structured lesson plans, an analytical thinking test, a learning achievement test, and a satisfaction questionnaire. Quantitative data were analyzed using percentages, means, and standard deviations.
Results: The findings revealed that 10 out of 11 students (90.90%) successfully met both the analytical thinking ability and learning achievement criteria. Furthermore, the students' overall satisfaction with the integrated learning management approach was at the highest level (M = 4.84, SD = 0.37).
Discussion and Recommendations: The implementation of the 5-step collaborative learning approach integrated with infographics demonstrated strong efficacy, enabling 90.90% of the target group to pass the designated benchmarks. However, the "error analysis" dimension yielded a mean score of only 67.27%, failing to meet the criterion. This suggests that error analysis involves higher cognitive complexity and requires more extended, progressive learning experiences. Future research should explore the development of other higher-order thinking skills, expand the sample size, and incorporate action research frameworks to optimize instructional effectiveness across diverse educational contexts.
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