This study was a classroom action research, CAR. The research design was used as a research methodology with a Single Group Pretest-Posttest experimental design. The objective of this research was to compare learning achievement in Geography of ninth grade students before and after using geographic process and graphic organizers. The geographic process consisted of five steps; 1) asking geographic question, 2) data collection, 3) data organization, 4) data analysis and interpretation, 5) drawing conclusion to answer the question. In term of the graphic organizers, there were five types; concept map, mind map, diagram, table, and fishbone diagram. The target group was 30 ninth grade students from the Pramochwittayaramintra School that is the school network for the internship of the pre-service teachers, College of Teacher Education, Phranakhon Rajabhat University, Thailand. The experimental instrument consisted of daily lesson plans based on the geographic process and graphic organizers. The duration of the experiment was 10 periods, 1 hour per period and 1 period per week. The data collection instrument was Geography learning achievement test. The data was analyzed by using arithmetic mean (x_ ), standard deviation (S.D.) and t-test. The result found that the learning achievement in Geography of ninth grade students after using geographic process and graphic organizers was higher than before the experiment with the statistical significance level of .05.
Learning Achievement in Geography, Geographic Process, Graphic Organizers