The Effects of Biographical Learning Activities on Self-Awareness among students in Grade 6
Keywords:
Biographical approach, Self-awareness, Reflective thinking, Positive psychology, Elementary studentsAbstract
This study aimed to investigate and compare the levels of self-awareness among Grade 6 students before and after participating in learning activities based on the biographical approach. The sample consisted of 40 Grade 6 students from a school in the Bang Khae District, Bangkok, selected through cluster random sampling. A quasi-experimental, one-group pretest-posttest design was employed. The research instruments comprised: 1) The intervention consisted of six biographical learning activities integrated with the PERMA model, together with pretest and posttest assessments, for a total of eight sessions and 2) a self-awareness assessment scale with an Item-Objective Congruence (IOC) index ranging from 0.80 to 1.00 and an overall reliability coefficient of .83. Data were analyzed using mean, standard deviation, and a dependent samples t-test. The findings revealed that after participating in the activities, the students' overall self-awareness was at a high level (M=4.07, SD=0.26). The emotional and feeling dimension yielded the highest mean, followed by the abilities and potential dimension, and the values and life goals dimension, respectively. Furthermore, the students' post-intervention self-awareness scores (M=4.38, SD=0.35) were significantly higher than their pre-intervention scores (M=2.85, SD=0.42), t(39) = 5.27, p < .01, with a large effect size (Cohen's d = 0.83). These findings indicate that biographical learning activities can effectively enhance learners' self-awareness, thereby fostering critical reflection and the development of essential 21st-century social and emotional skills.
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