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All Journal Journal of Advanced Sciences and Mathematics Education
Prasart Nuangchalerm
(Scopus ID: 35099135800) Mahasarakham University
Chemistry Education Mathematics Physics Social Sciences

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Development of grade 10 students’ modelling skills on circulatory system through model-based learning Kullasatree Manee; Prasart Nuangchalerm
Journal of Advanced Sciences and Mathematics Education Vol. 3 No. 2 (2023): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v3i2.321

Abstract

Aim: This study aims to elevate the modelling skills of Grade 10 students in understanding the circulatory system, using model-based learning, to a level where they can achieve at least a 70% passing score on a relevant unit test.Method: The study involved 23 students and implemented a model-based learning approach. Research tools included a design for model-based learning, assessments of the modelling process, a modelling ability exam, structural interviews, and student diaries. Data analysis was conducted using percentages and averages, and the action research was structured into two iterative rounds.Results: Initial findings from the first cycle revealed an average modelling ability score of 18.21 out of 24 (75.87%), with 14 students surpassing the 70% threshold. The second cycle showed marked improvement, with an average score of 19.94 out of 24, translating to an 83.09% success rate. Notably, all 23 students exceeded the 70% benchmark in this cycle.Conclusion: The implementation of model-based learning significantly enhanced the students' modelling skills in understanding the circulatory system. The method proved effective in not only achieving but surpassing the targeted 70% success threshold, demonstrating its potential as a valuable educational tool in biology.
Developing students motive achievement through Torrance concept in conjunction with gamification Punyawee Duanyai; Prasart Nuangchalerm
Journal of Advanced Sciences and Mathematics Education Vol. 4 No. 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.381

Abstract

Background: Motive achievement plays a crucial role in students academic success and personal development. To enhance this, the study integrates Torrance future problem-solving framework with gamification strategies.Aim: This classroom action research aims to improve the motive achievement of 11th-grade students by implementing structured, problem-solving-oriented learning activities that foster motivation and engagement.Method: The study involved 20 Grade 11 students and utilized lesson plans incorporating Torrance’s framework and gamification. Data was collected through motive achievement tests, observations, and interviews, and analyzed using means, percentages, and standard deviations over three cycles.Results: The findings demonstrated a steady increase in the percentage of students meeting the success criteria: 25 percent in cycle 1, 55 percent  in cycle 2, and 75 percent  in cycle 3. This indicates a significant improvement in motive achievement through the integration of Torrance concept and gamification.Conclusion: The study concludes that this innovative approach effectively enhances motive achievement and can be a valuable instructional strategy in science classrooms. Future research could explore its application in other subjects or educational levels to validate and extend its impact.
Academic achievement and students’ satisfaction towards inquiry-based learning and gamification of grade 7 students Pawanrat Khotphat; Prasart Nuangchalerm; Antomi Saregar
Journal of Advanced Sciences and Mathematics Education Vol. 5 No. 1 (2025): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v5i1.519

Abstract

Background: Effective science education should promote not only academic achievement but also student motivation and engagement. Integrating inquiry-based learning with gamification has been suggested as a promising approach to support these outcomes, especially in middle school contexts where students often face challenges in understanding abstract scientific concepts.Aim: This study aims to evaluate the academic achievement and satisfaction of Grade 7 students after learning thermal energy concepts through inquiry-based learning integrated with gamification. The target benchmark was set at 70% achievement to assess the effectiveness of the learning model.Method: A post-test only experimental design was employed with 39 Grade 7 students at Kalasin Pittayasan School. The intervention involved four learning sessions that applied inquiry-based strategies enhanced with gamified activities. Research instruments included lesson plans, a 10-item multiple-choice academic achievement test, and a student satisfaction questionnaire. Data were analyzed using descriptive statistics and one-sample t-tests.Results: Findings revealed that students' average achievement score (73.80%) significantly exceeded the 70% criterion (p < 0.05). Students also reported high satisfaction with the learning experience, citing improved understanding, enjoyment, and motivation. Qualitative feedback highlighted a positive classroom environment, increased willingness to participate, and appreciation for game-based elements.Conclusion: The integration of gamification within inquiry-based learning can effectively enhance both academic performance and learner satisfaction in science education. This approach offers a meaningful instructional model for middle school science classes. Future research should explore its long-term impact and adaptability across different subjects and student populations.
Co-Authors Antomi Saregar Kullasatree Manee Pawanrat Khotphat Punyawee Duanyai