Development and validation of a learning management model to enhance scientific concepts and competencies for 6th grade students

Piyaporn Srinak, Phichittra Thongpanit and Supawadee Kanjanakate

African Educational Research Journal
Published: February 19 2026
Volume 14, Issue 1
Pages 109-115
DOI: https://doi.org/10.5281/zenodo.18700709

Abstract

This research aims to examine the current situation, needs, and relevant knowledge, and to develop a learning management model to enhance scientific concepts and competencies for sixth-grade elementary students. The study follows a research and development process, beginning with an analysis of the current situation, needs, and relevant knowledge to design the model. The target groups for interviews included five teachers, fifteen students, and five classrooms, selected through purposive sampling. Data were collected using teacher interview forms, student interview forms, and classroom behavior observation forms. Reliability values for these instruments were assessed with a Content Validity Index (CVI) ranging from 0.90 to 0.93, and inter-rater reliability (Cohen's kappa) was between 0.85 and 0.91. In Phase 2, the learning management model was implemented with a target group of twenty purposively selected students at Ban Tha Kho (Chun Prasat Silp) School, with a focus on measuring their academic outcomes in scientific concepts and competencies. The analysis of the pre- and post-test data involved paired-sample t-tests, and effect sizes were calculated using Cohen’s d (d = 2.76). The findings showed that while teachers focused on delivering lessons aligned with the curriculum framework, the goals were not fully achieved, indicating a need for further development in fostering students’ understanding of scientific concepts and their ability to apply knowledge in real-world contexts. Students’ ability to explain scientific phenomena with reasoning and evidence was improved. The overall quality and suitability of the learning management model, based on expert evaluations, was rated highly, with an average score of 4.36 and a standard deviation of 0.23.

Keywords: Scientific concepts, scientific literacy, phenomenon-based, model-based.

Full Text PDF

This article is published under the terms of the Creative Commons Attribution License 4.0