A Study on the Development of Eleventh-Grade Students’ Critical Thinking Skills and Self-Efficacy Using Active Learning Pedagogy with Gamification

The main objectives of this research were to develop the critical thinking skills and self-efficacy of eleventh – grade students at a girl school in Bangkok by using classrooms implemented with active learning pedagogy with gamification that provides both the aspects of active learning and gamification on the topic of elementary counting principles. The study used mixed-method pre-experiment research design which also inquire in-depth data from the interviews. The study involved 29 out of 182 students retrieved from cluster sampling. The data were analyzed by using descriptive statistics including mean, percentage and standard deviation. T – test was chosen as the inferential statistic for data analysis. The results indicated that students’ critical thinking skills were improved (Sig (1-tailed) .011 < .025) while self-efficacy was not changed (Sig (2-tailed) .148 > .050). The in-depth data from the interviews suggested that the students’ self – efficacy was not developed because of the stress from their school life. As the findings revealed the effectiveness of active learning pedagogy with gamification toward the critical thinking and self – efficacy, we suggest the use of this combined approach in school and university to promote the competency needed in the 21st century. We also suggest further management of stressful academic environment which will benefit both students and teachers. Furthermore, to obtain more practical data, more specific context of self - efficacy and critical thinking skills could be favored.