Learning Management Based on Situated Learning Theory to Enhance Geographic Capabilities of Upper Secondary Students

Abstract

   This research is an experimental study using a single sample group design. The objectives were: 1. to examine the geographical capabilities of Mathayom 5 students after learning through a process based on situated learning theory, and 2. to study the satisfaction of Mathayom 5 students toward learning management based on situated learning theory. The sample group in this research consisted of 32 students from Mathayom 5/2 at Prachuap Wittayalai School, academic year 2024. The research instruments included: 1) three learning management plans based on situated learning theory, 2) a geographical capability assessment consisting of 6 subjective questions, and 3) a student satisfaction questionnaire using a 5-level rating scale with 14 items. Data analysis employed mean (M) and standard deviation (S.D.)

   The results found that: 1. The geographical abilities of Mathayom Suksa 5 students after learning through Situational Learning Theory were at a very high level. And 2. The satisfaction of Mathayom Suksa 5 students towards the learning management using Situational Learning Theory was at the highest level.