The Effects of Historical Method–Based Instruction on Students’ Ability to Analyze Causes and Consequences in the Context of Twenty-First-Century World Situations among Grade 12 Students

Abstract

     The objectives of this study were to 1. compare students’ learning achievement on the topic “Global Situations in the 21st Century” before and after instruction using the historical method, 2. examine students’ ability to analyze historical causes and consequences after the instruction, and 3. investigate students’ opinions toward learning management using the historical method. The sample consisted of 38 Grade 12 students from Class 6/3 at Lomsak Wittayakom School, selected through cluster sampling during the first semester of the 2024 academic year. The research instruments included five instructional plans, a 30-item learning achievement test, a three-item assessment of historical cause-and-consequence analytical ability, and a 25-item opinion questionnaire. Data were analyzed using the mean, standard deviation, and dependent t-tests.

     The findings revealed that 1. students’ post-instruction learning achievement on “Global Situations in the 21st Century” was significantly higher than their pre-instruction scores at the .05 level of statistical significance, 2. students’ ability to analyze historical causes and consequences after instruction using the historical method was at a satisfactory level, and 3. students’ overall opinions toward learning management using the historical method were at the highest level.