The Application of Place-Based Education in Social Studies of Grade 5 Bhutanese Students

Abstract

This quasi-experimental study investigated the improvement of students’ learning achievement and learning satisfaction using Place-Based Education (PBE) in teaching and learning Social Studies of grade 5 Bhutanese students. A mixed method was used with a total of 31 students selected through a purposive sampling from one of the semi-urban schools in western Bhutan. The quantitative data collected through the pretest and posttest were analysed and interpreted using an inferential statistics t-test with p ≤ 0.05 level of significance, mean, and standard deviation. Similarly, qualitative data was collected through the semi-structured interview and the data were analysed using thematic analysis. The result of the pretest and the posttest score analysis showed a significant difference between the posttest mean (14.45) and the pretest mean (8.37) with a mean difference of 6.08. The significant (p) value was .01, indicating a significant increase in the posttest scores as compared to the pretest. Subsequently, the data analysed from the interview confirmed that students derived positive learning satisfaction. Thus, the Place-Based Education approach enhances learning in Social Studies and this study recommends that teachers may also try teaching other subjects using the PBE approach to make their lessons engaging and exciting for the learners.

Improving Students’ Participation and Performance in Building Quantities through Think-Pair-Share Cooperative Learning

“…Similar findings were reported in Nigeria for mathematics (Akanmu, 2019;Abiodun et al, 2022). In other studies, TPS cooperative learning improved student communication skills in Palestine (Raba, 2017), learning achievement and satisfaction in social studies in Thailand (Dorji & Chalermnirundorn, 2021), and student confidence and participation in the United States (Sampsel, 2013).…”