Development of Students’ Questioning Skills by Phenomenon-based Learning in the Earth, Sky, and Stars for Grade 1 Students

Abstract

The purpose of this research was to 1) develop the questioning skills of Grade 1 students and 2) examine their questioning skills against a 70 percent criterion using Phenomenon-based Learning (PhenoBL) in the “Earth, Sky, and Stars” unit within the Science and Technology learning area. The sample comprised 40 Grade 1 students from one classroom at Anuban Ubonratchathani School during the second semester of the 2024 academic year. The research instruments included: 1) 12 Phenomenon-Based Learning lesson plans, which were rated at the highest level of appropriateness, and 2) a 20-item, three-option multiple-choice test designed to measure questioning skills, exhibiting a difficulty index range of 0.38 to 0.78, a discrimination index range of 0.24 to 0.62, and a reliability coefficient of 0.81. The data were analyzed using percentage, mean, standard deviation, and the t-test. The key findings were: 1) Students' questioning skills (QS), which were defined as setting and asking questions, were measured and assessed during the learning process based on three dimensions: (1) the quantity of questions (QS1), (2) the consistency of questions with the learning content (QS2), and (3) the cognitive level of questions according to Bloom's Revised Taxonomy (QS3). The post-intervention average score was 89.13 percent, demonstrating consistent improvement. 2) The post-learning scores for the students' questioning skills acquired through Phenomenon-based Learning were significantly higher than the 70 percent criterion at the .05 level of statistical significance.