Effects of Educational Digital Games with Phenomenon-Based Learning to Enhance Critical Thinking Skills of 4th Grade Students
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Abstract
The purpose of this research were 1) to compare the critical thinking skills of students before and after engagement with an education digital game based on the phenomenon and 2) to study the fourth-grade student’s satisfactions towards education digital game. The study was conducted with a sample of fourth-grade students from two classrooms, each with 30 students, categorized by academic performances high, medium, and low. The research instruments included 1) a lesson plan for critical thinking skills based on the phenomenon, 2) the education digital game, 3) a critical thinking skills assessment, and 4) a satisfaction questionnaire. The data were analyzed by calculating means (M), standard deviations (SD), and t-test. Results indicated that 1) the average critical thinking skill scores of students who learned through education digital game were significantly higher than those who did not learn through education digital game at a significant level of .05, 2) the average critical thinking skill scores of students post-test through digital educational games were significantly higher than pre-test at a significant level of .05, and 3) The students satisfaction toward education digital game was at high level
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References
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