Development of Teamwork Competency and Active Citizenship Competency of Grade 8 Students Through the Five-Step Learning Process Based on John Dewey's Theory

Abstract

The objectives of this research were: 1) to compare students' teamwork collaboration competency after implementing a 5-step learning process based on John Dewey’s theory, and 2) to compare students' active citizenship competency after the intervention. The sample consisted of 40 Grade 8 students at Kasetsart University Laboratory School, Kamphaeng Saen Campus, Nakhon Pathom Province, selected through purposive sampling. The research instruments included lesson plans and competency assessment forms. Data were collected during the second semester of the 2023 academic year and analyzed using mean (x ̅), standard deviation (SD.), and t-test for dependent samples.
The findings revealed that: 1) students' teamwork collaboration competency scores after the intervention were significantly higher than before at the .05 level, and 2) students' active citizenship competency scores after the intervention were also significantly higher than before at the .05 level. Research Discoveries: The findings suggest that learning processes effectively promoting student competencies must involve active learning with high levels of participation between teachers and students, as well as among peers. The teacher’s role shifts to that of a "facilitator" and a designer of situations that stimulate analytical thinking and self-directed problem-solving. This approach enables learners to gain knowledge, skills, and experiences applicable to their future. Educational institutions should establish policies to promote teamwork experiences, providing opportunities for students to demonstrate their potential and participate in society through concrete roles as active citizens.