The Application of Place-Based Education in Social Studies of Grade 5 Bhutanese Students

Leki Dorji D, Nipaporn Sakulwongs
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Abstract

This quasi-experimental study investigated the improvement of students’ learning achievement and learning satisfaction using Place-Based Education (PBE) in teaching and learning Social Studies of grade 5 Bhutanese students. A mixed method was used with a total of 31 students selected through a purposive sampling from one of the semi-urban schools in western Bhutan. The quantitative data collected through the pretest and posttest were analysed and interpreted using an inferential statistics t-test with p ≤ 0.05 level of significance, mean, and standard deviation. Similarly, qualitative data was collected through the semi-structured interview and the data were analysed using thematic analysis. The result of the pretest and the posttest score analysis showed a significant difference between the posttest mean (14.45) and the pretest mean (8.37) with a mean difference of 6.08. The significant (p) value was .01, indicating a significant increase in the posttest scores as compared to the pretest. Subsequently, the data analysed from the interview confirmed that students derived positive learning satisfaction. Thus, the Place-Based Education approach enhances learning in Social Studies and this study recommends that teachers may also try teaching other subjects using the PBE approach to make their lessons engaging and exciting for the learners.
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在地教育在不丹五年级学生社会研究中的应用
本拟实验研究探讨了在地教育对不丹五年级学生社会研究教学中学习成就和学习满意度的提高。采用混合方法,通过有目的抽样从不丹西部一所半城市学校中选出31名学生。通过前测和后测收集的定量数据采用推理统计t检验进行分析和解释,p≤0.05水平的显著性、平均值和标准差。同样,通过半结构化访谈收集定性数据,并使用主题分析对数据进行分析。前测与后测成绩分析结果显示,后测均数(14.45)与前测均数(8.37)差异有统计学意义,均数差异为6.08。显著性(p)值为0.01,表明测试后得分与测试前相比显著增加。随后,从访谈中分析的数据证实,学生获得了积极的学习满意度。因此,基于地方的教育方法提高了社会研究的学习,本研究建议教师也可以尝试使用PBE方法教授其他学科,使他们的课程对学习者来说更有吸引力和令人兴奋。
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CiteScore
1.20
自引率
11.10%
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0
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