The Use of Storyline Technique and Role-Play to Enhance Social Skills of Grade 7 Students

Abstract

This study aimed 1) to develop lesson plans integrating the Storyline technique and role-playing for Grade 7 students in the Civics subject, 2) to examine the effects of the activities on students’ learning achievement, and 3) to compare students’ social skills before and after participating in the activities. The sample consisted of 39 Grade 7/2 students from Singhapahubrasanmit Uppatham School, Lopburi Province, selected by cluster random sampling. The research employed a quasi-experimental design using a one-group pretest-posttest format. The research instruments included fifteen lesson plans, a 30-item learning achievement test, and a 25-item social skills assessment form. Data were analyzed using descriptive statistics mean and standard deviation and a dependent samples t-test. The results revealed that 1) the developed lesson plans were rated at a high level of appropriateness, 2) students’ post-learning academic achievement scores were significantly higher than their pre-learning scores at the .05 level, and 3) students’ post-learning social skills scores were also significantly higher than their pre-learning scores at the .05 level. These findings indicate that the integration of the Storyline technique and role-playing is an effective instructional approach that enhances both students’ academic understanding and social skills. Moreover, it promotes the qualities of responsible, rational, and socially harmonious citizenship, consistent with the educational goals of 21st-century civic learning.