The Development of Learning Achievement on Buddhist Etiquette Using Role - Playing Activities for Matthayomsuksa 1 Students at Phra Narai School

Abstract

     The purposes of this research were to: 1. develop learning activities on Buddhist etiquette using role-playing techniques; 2. compare students’ learning achievement on Buddhist etiquette before and after the intervention; and 3. examine students’ satisfaction with the learning activities. The sample consisted of 34 Matthayomsuksa 1/7 students at Phra Narai School during the first semester of the 2024 academic year, selected through cluster random sampling with the classroom as the unit of selection. The research instruments included ten learning activity plans, a 30-item learning achievement test, and a 15-item satisfaction questionnaire. Data were analyzed using mean, standard deviation, and dependent t-test.

     The findings were as follows. First, the developed learning plans (ten in total) received overall expert evaluations at a high level ( = 4.49, S.D. = 0.28). Second, students’ post-learning achievement scores ( = 21.55, S.D. = 0.80) were significantly higher than their pre-learning scores ( = 12.50,   S.D. = 0.50) at the 0.05 level, indicating that participation in role-playing activities effectively enhanced student learning achievement. Third, students’ satisfaction with the role-playing activities was rated at a high level ( = 4.28, S.D. = 0.69).