The Effect of Problem-Based Learning with Board Games on Learning Achievement and Problem-Solving Skills in Social Studies on the Topic of Laws in Daily Life among Grade 6 Students

Abstract

This research aimed to 1) compare Grade 6 students’ learning achievements before and after instruction through problem-based learning with board games in social studies on the topic of laws in daily life, 2) examine Grade 6 students’ problem-solving skills after receiving instruction through problem-based learning with board games, and 3) assess Grade 6 students’ satisfaction with instruction through problem-based learning with board games in social studies on the topic of laws in daily life. The sample consisted of 23 Grade 6 students from Wat Thung Luang School in Wiang Sa District, Surat Thani Province, under the Surat Thani Primary Educational Service Area Office 3, in the 2025 academic year. The participants were selected through simple random sampling. The research instruments included (1) lesson plans based on problem-based learning integrated with board games, (2) board games, (3) a learning achievement test, (4) a problem-solving skills assessment form, and (5) a satisfaction questionnaire. Data were analyzed using the mean, standard deviation, and a dependent-samples t-test. The results revealed that 1) Grade 6 students’ learning achievements after instruction through problem-based learning with board games in social studies on the topic of laws in daily life were significantly higher than before instruction at the .05 significance level, 2) Grade 6 students’ problem-solving skills after receiving instruction through problem-based learning with board games were at an excellent level, and 3) Grade 6 students’ satisfaction with instruction through problem-based learning with board games was at a high level.