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A comparative study of academic achievement between teaching by concept learning and normal learning in the project
http://hdl.handle.net/10458/00010046
http://hdl.handle.net/10458/000100464cf72ced-8b71-4942-b12a-c87241c30690
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
A comparative study of academic achievement between teaching by concept learning and normal learning in the project (340.6 kB)
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| Item type | その他 / Others(1) | |||||
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| 公開日 | 2020-10-27 | |||||
| タイトル | ||||||
| タイトル | A comparative study of academic achievement between teaching by concept learning and normal learning in the project | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_1843 | |||||
| 資源タイプ | other | |||||
| 著者 |
Srisuwan, S.
× Srisuwan, S.× Poonthong, W.× Arunrungrusmi, Somchai× Mungkung, Narong |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | This study was aimed to conduct experimental research to compare the learning achievement between two approaches of instruction: conventional and principle teaching approaches on the topic of a digital gate. This study hypothesized that the principle teaching approach will yield higher learning achievement than the conventional teaching approach. The tools used in this study contained conventional and principle teaching approaches, a learning achievement test with 4 choices for 30 items, a behavior observation form, and a teaching plan with 3 worksheets. These will be a basis for their understanding of the 3 types of digital gate. The learning achievement and material were evaluated by experts in content and experts in the assessment. The sampling group consisted of 40 second-year vocational education diploma students, third year. They were split into 2 groups of 20 people: control and experimental groups. They were chosen in a purposive sampling manner. Before the treatment, the sampling group was given a test about previous knowledge and they had to reach the requirement of 80%. The experimental group was given a principle teaching approach. The control group was given a conventional teaching approach. Then, learning achievement was measured and analyzed using a T-test. The research results were that the principle teaching approach could help the experimental group achieve learning achievement in the area of memory and the learning achievement of the experimental group was higher than that of the control group at the statistical significance of 0.05 level. The behavior about the understanding of the experimental group was also higher than the control group at the statistical significance of 0.01 level. In terms of application and other aspects, there was no difference. | |||||
| 言語 | en | |||||
| 書誌情報 |
en : International Conference on Science, Technology and Education (ICSTE 2020) p. 67-70, 発行日 2020-09 |
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| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
