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The study developed an AI-integrated historical-method model, compared learning achievement before and after the intervention, and examined changes in analytical thinking. Grade 12 learners (n=35) completed a structured set of learning plans and 20-item achievement and analytical thinking tests, analyzed via efficiency criteria and dependent t-tests.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/enhancing-social-studies-learning-achievement-and-analytical-thinking-through-the-historical-method-integrated-with-artificial-intelligence-original-research-study/582313/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/enhancing-social-studies-learning-achievement-and-analytical-thinking-through-the-historical-method-integrated-with-artificial-intelligence-original-research-study/582313.png","ImageObject",300,407,{"name":42,"@type":43},"Margaret","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the purpose of integrating the historical method with artificial intelligence in social studies learning?","Question",{"text":62,"@type":63},"To develop students’ analytical thinking and disciplinary understanding while supporting critical engagement with historical information through an AI-supported historical inquiry approach.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How were learning achievement and analytical thinking evaluated in the study?",{"text":67,"@type":63},"Students completed a 20-item learning achievement test and a 20-item analytical thinking test before and after the intervention. Data were analyzed using descriptive statistics, E1/E2 efficiency analysis, and dependent-samples t-tests.",{"name":69,"@type":60,"acceptedAnswer":70},"What outcomes did the instructional model achieve according to efficiency criteria and test results?",{"text":71,"@type":63},"The model met the 80/80 benchmark with E1/E2 values of 84.65/83.18. 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E-mail: [titiworada.p@msu.ac.th](titiworada.p@msu.ac.th)  \nReceived: November 30, 2025 Accepted: January 7, 2026 Online Published: February 27, 2026  \ndoi:10.5430/wje.v16n1p8 URL: [https://doi.org/10.5430/wje.v16n1p8](https://doi.org/10.5430/wje.v16n1p8)  \nAbstract  \nDeveloping students’ analytical thinking and disciplinary understanding in social studies is essential for preparing them to engage with historical information critically, and integrating the historical method with artificial intelligence offers a promising approach to support these goals. Therefore, the purposes of this study were to: (1) develop an instructional model using the historical method integrated with AI to meet the 80/80 efficiency criterion,(2) compare students’ learning achievement before and after the intervention, and (3) compare their analytical thinking performance across the same phases. The participants were 35 Grade 12 students selected through cluster random sampling. The instruments included four learning management plans, a 20-item learning achievement test, and a 20-item analytical thinking test. Data were analyzed using descriptive statistics, E1/E2 efficiency analysis, and dependent samples t-tests. The results showed that the instructional model achieved E1/E2 values of 84.65/83.18, exceeding the 80/80 benchmark, and that students’ posttest scores in both learning achievement and analytical thinking were significantly higher than their pretest scores. These findings contribute to the literature by demonstrating the potential of AI-supported historical inquiry to enhance cognitive outcomes in social studies education.  \nKeywords: historical method, artificial intelligence in Education, learning achievement, analytical thinking  \n1. Introduction  \nThe teaching of History and Social Studies plays a central role in cultivating citizens who can interpret the past, navigate contemporary issues, and make informed decisions in democratic societies (Beal et al., 2009; Çal & Demirkaya, 2020; Kennedy, 2021) . Contemporary scholarship emphasizes that social studies education must move beyond the transmission of factual information toward the development of higher-order competencies such as critical thinking, contextual reasoning, evidence-based argumentation, and ethical judgment (Dhakal, 2025) .  \nThe historical method—characterized by questioning, sourcing, evaluating evidence, interpreting multiple perspectives, and constructing historical explanations—has therefore gained increasing prominence as a pedagogical framework for disciplinary learning (Burgos-Videla et al., 2025; Westberg, 2025) . Burgos-Videla et al. (2025) argue that historical method and historical discourse are essential tools for transforming History and Social Sciences classrooms from spaces of rote memorization into environments that promote reflective, socio-critical thinking and civic awareness. Similarly, Goldman and Popp (2022) and Monte-Sano et al. (2020) show that inquiry-based historical instruction enables learners to read, reason, and argue like historians, although teachers often find traditional materials and assessments insufficient for supporting such inquiry-oriented pedagogy.  \nWithin the broader field of Social Studies, historical thinking skills are also connected to students’ ability to understand national identity, continuity and change, causation, and civic values (Nuttall, 2021; Tambyah, 2017) . Afrina et al. (2021) highlight how historical science shapes students’understanding of time, change, and nationalism, thereby contributing to character development and responsible citizenship. However, despite the rec","cbCaicqM7qZIgfdS","https://ap.wps.com/l/cbCaicqM7qZIgfdS","pdf",148141,"English","# Abstract\n# 1. Introduction","[{\"question\":\"What was the purpose of integrating the historical method with artificial intelligence in social studies learning?\",\"answer\":\"To develop students’ analytical thinking and disciplinary understanding while supporting critical engagement with historical information through an AI-supported historical inquiry approach.\"},{\"question\":\"How were learning achievement and analytical thinking evaluated in the study?\",\"answer\":\"Students completed a 20-item learning achievement test and a 20-item analytical thinking test before and after the intervention. Data were analyzed using descriptive statistics, E1/E2 efficiency analysis, and dependent-samples t-tests.\"},{\"question\":\"What outcomes did the instructional model achieve according to efficiency criteria and test results?\",\"answer\":\"The model met the 80/80 benchmark with E1/E2 values of 84.65/83.18. Posttest scores for both learning achievement and analytical thinking were significantly higher than pretest scores.\"}]","Enhancing Social Studies Learning Achievement and Analytical Thinking through the Historical Method Integrated with Artificial Intelligence - Original Research Study | PDF",18]