A Comparative Study of Learning Achievement and Student Satisfaction with the Use of Activity Worksheets in Teaching the Topic of Chromosomes in Biology among Grade 4 Students at the Demonstration Secondary School, Savannakhet Teacher Training College, Academic Year 2024–2025

Abstract

This research aimed to 1) compare the learning achievement in Biology on the topic of Chromosomes among students before and after using activity worksheets, and 2) investigate the level of student satisfaction towards learning with these activity worksheets. This study was necessitated by the challenge that the content on chromosomes is complex and abstract, making it difficult for students to grasp using traditional teaching methods. The study employed a Quasi-Experimental Research design using a One-Group Pre-test–Post-test Design. The sample consisted of 32 students from the 4th - Grade students at the Demonstration School of Savannakhet Teacher Training College, selected using Purposive Sampling. The instruments included activity worksheets, a learning achievement test (a pre-and post-test) (25 items), and a satisfaction questionnaire (5-level Likert Scale). Learning achievement data were analyzed using the Paired-Samples t-test, while satisfaction data were analyzed using descriptive statistics (mean). The research yielded the following key findings: 1) Learning Achievement: Student achievement scores after using the activity worksheets (==22.53) were statistically significantly higher than the scores before use (=8.28). The t-test value was 24.38, with a significance level of p<0.001 and 2) Satisfaction: Student satisfaction towards learning with the activity worksheets was at the "Most Satisfied" level, with an overall mean score of 4.54. The highest satisfaction was observed in the aspects of Content and Measurement and Evaluation. This study concludes that activity worksheets are a highly effective instructional tool. They can significantly raise the learning achievement of the 4^th -grade students on the complex topic of Chromosomes and simultaneously increase student satisfaction towards learning. These findings support learning theories that emphasize constructivism and hands-on active learning.