Effects of Sequencing Storybooks with Activity-Based Learning on Sequential Working Skills of Kindergarten 3 Students
Keywords:
Sequencing Storybooks, Activity-Based Learning, Sequential working skills, Early Childhood, Executive Function (EF)Abstract
This research aimed to 1) develop and determine the efficiency of a sequencing storybooks based on the 80/80 efficiency criterion; 2) compare students’ sequential working skills before and after using the sequencing storybook set; and 3) examine students’ satisfaction with the developed storybook set. The target group, selected through purposive sampling, consisted of 28 Kindergarten 3 students enrolled in the second semester of the 2025 academic year at Ban Sabarang School. This study employed a pre-experimental design, specifically a one-group pretest-posttest design. The research instruments included five sequencing storybooks, a sequential working skills test, and a satisfaction questionnaire. The data were analyzed using mean, standard deviation, and the t-test for dependent samples.
The results revealed that the sequencing storybooks combined with activity-based learning achieved an efficiency of 83.33/96.00, which was higher than the established criterion of 80/80. The students’ sequential working skills after the experiment (M = 11.68, S.D. = 1.89) was significantly higher than before the experiment (M = 8.82, S.D. = 1.49) at the .001 level of statistical significance. The effect size (Cohen’s d) was 1.76, indicating a large effect, and the average relative gain score was 47.37 percent, which was at a moderate level. Overall, the students’ satisfaction with the sequencing storybooks was at a high level (M = 3.00, S.D. = 0.00). The key academic findings indicated that the sequencing storybooks, which were contextually linked to daily routines and integrated into active learning environments, functioned as a critical mechanism in transitioning students from passive content absorption to systematic cognitive processing. This integration significantly enhanced early childhood students' logical understanding of temporal cause-and-effect relationships, thereby substantively advancing their sequential working abilities and Executive Function (EF) development, which serve as foundational pillars for lifelong learning.
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