Effects of Group Process-Based Instruction Through Paper Toys Making on Enhancing Holistic Learning of Fourth Grade Students

Abstract

Holistic development helps elementary school students develop their full potential by focusing on formulating them to grow into complete human beings in all aspects and can adapt to various situations and develop lifelong learning. This research aims to study the results of teaching and learning using group process through paper toy making to promote holistic learning of primary school students in grade 4. The sample group consisted of 16 primary school students in grade 4 who were selected by purposive sampling. The instruments used consisted of 1) a holistic learning assessment form and 2) a satisfaction assessment form. The statistics used are the descriptive statistics. The results of the research found that 1) the holistic learning of students after learning was significantly higher than before learning at a level of 0.05 and 2) the satisfaction of students after learning by organising learning using group processes through paper toy making was at the highest level, indicating that the results of teaching and learning using group processes through paper toy making on promoting holistic learning development of primary school students in grade 4.

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Author Information
Pornpana Thongsak, Phuket Rajabhat University, Thailand
Anchalee Thasook, Phuket Rajabhat University, Thailand