The Effects of Environmental and Economic Sufficiency–Based Learning (EEBL) on Self-Management Competency of Grade 6 Students

Abstract

This quasi-experimental research aimed to (1) compare the learning achievement between students taught through conventional instruction and those taught through Environmental and Economic Sufficiency–Based Learning (EEBL), (2) examine students’ self-management competency, and (3) assess environmental awareness and sufficiency economy behaviors. The control group consisted of 24 Grade 6 students from the 2023 academic year taught through conventional methods, while the experimental group included 25 Grade 6 students from the 2024 academic year who participated in the EEBL innovation. The research instruments comprised an academic achievement test, a self-management competency assessment, an environmental awareness observation form, and a sufficiency economy behavior assessment. All instruments were validated for content validity (IOC = 0.67–1.00) and reliability (Cronbach’s alpha = 0.87). Data were analyzed using mean, standard deviation, and t-test. The findings revealed that: (1) students who learned through Environmental and Economic Sufficiency–Based Learning (EEBL) achieved higher learning achievement than those who learned through conventional instruction; (2) students in the EEBL group demonstrated a high level of self-management competency; and (3) students showed high levels of environmental awareness and sufficiency economy behaviors. These results indicate that the EEBL approach effectively supports holistic learning outcomes among Grade 6 students.