The Effects of Learning Activities Using The TGT Technique Combined with Inquiry - Based Learning on Learning Achievement in “Cultures of Countries in The Asian Region” of Grade 8 Students at Phatthananikhom School

Abstract

          This research aimed to compare the learning achievement on the topic of cultures of countries in the Asian region among Grade 8 students before and after participating in learning activities implemented through the Teams – Games – Tournament (TGT) technique integrated with Inquiry-Based Learning, to compare the learning achievement between students taught through the integrated TGT – Inquiry - Based Learning approach and those receiving conventional instruction, and to examine the effectiveness of the implemented learning activities. The sample consisted of 66 Grade 8 students at Phatthananikhom School in the first semester of the 2025 academic year, divided into an experimental group of 33 students and a control group of 33 students. The research instruments included 15 lesson plans employing the TGT technique integrated with Inquiry-Based Learning, 15 conventional lesson plans, and a 30-item learning achievement test. The data were analyzed using mean, standard deviation, and t-test statistics.

          The research findings revealed that: 1. the learning achievement of students in the experimental group after learning was significantly higher than before learning at the .05 level, 2. the learning achievement of students in the experimental group was significantly higher than the control group at the .05 level, and 3. learning activities using the TGT technique combined with inquiry-based learning were effective in developing learning achievement both within the learner group and when compared with conventional learning management. This reflected the success of integrating cooperative learning techniques with cognitive processes that promote both motivation and analytical thinking skills. The integration of the TGT technique with the inquiry-based learning process can create a learning structure that transforms learners' roles from passive recipients to active knowledge co-constructors, and is appropriate for social studies learning management that requires both collaborative work and deep understanding development.