Implementing Board Games Combined with Cooperative Learning on Civil and Criminal Law Achievement of Grade 9 Students

Abstract

   This study aimed to examine the effectiveness of learning management through the integration of board games and cooperative learning in the subject of civil and criminal law for Grade 9 students. Specifically, the objectives were to compare students’ learning achievement before and after the implementation of the instructional approach and to investigate students’ satisfaction with the learning activities. The sample comprised 24 Grade 9 students from Classroom 3/2 at Singhaphahu ‘Prasanmit Upatham’ School in Sing Buri Province. Participants were recruited through cluster random sampling with classrooms as the sampling units. The research instruments included lesson plans incorporating board games and cooperative learning, a learning achievement test, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and the paired samples t-test.

   The results indicated that students' post-instruction learning achievement was significantly higher than their pre-instruction achievement (t(23) = 10.842, p < .001). The findings also indicated that students were highly satisfied with the learning management system ( = 4.40, S.D. = 0.21), particularly regarding enjoyment, learning motivation, and collaborative engagement. These findings suggest that integrating board games with cooperative learning not only enhances academic achievement but also fosters positive attitudes and sustained interest in civics. Moreover, the instructional approach demonstrates strong potential for adaptation and application across other social studies subjects.