Effectiveness of Teams Games Tournament Technique in Basic Drug Education among Grade 5 and 6 Students in a Primary School in Chiang Mai, Thailand
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Abstract
This study evaluated the feasibility and student satisfaction of the Teams Games Tournament (TGT) cooperative learning technique for delivering medicines and illicit drugs education to primary school students. A one-group pretest–posttest study was conducted with 33 Grade 5 and 30 Grade 6 students at Banthakwian School, Chiang Mai, Thailand. The 90-minute intervention included an educational video followed by a structured competitive tournament with oral quizzes and immediate feedback. Knowledge was assessed using an 8-item quiz, and satisfaction was measured using a 9-item Likert-scale questionnaire. Immediate post-lesson knowledge gains were not statistically significant: Grade 5 scores increased slightly from 5.94 ± 1.80 to 6.18 ± 2.24 (p = 0.309), whereas Grade 6 scores decreased marginally from 6.93 ± 1.17 to 6.73 ± 1.17 (p = 0.264). Grade 6 students demonstrated high baseline knowledge (86.6%), suggesting a potential ceiling effect. Despite modest and statistically non-significant short-term cognitive gains, satisfaction was high in both grades (overall mean ± SD 3.99 ± 0.60), with students reporting high interest, enjoyment, and perceived engagement/participation. Although statistically significant improvements in knowledge were not observed, the TGT activity demonstrated feasibility and high student satisfaction in primary school medicines and illicit drugs education. Future implementations may benefit from multi-session delivery and differentiated content complexity tailored to students’ prior knowledge to support knowledge retention.
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