A Comparison of English Learning Achievement and Retention in Grammatical Writing for Primary Education Grade 6 Students between The PPP Learning Management Blended with Peer-Assisted Technique and The PPP Learning Management

Abstract

           The purposes of this research were: 1) to compare the learning achievement previous and after treating by the PPP learning management blended with peer-assisted technique 2) to compare the learning achievement after treating by the PPP learning management blended with peer-assisted technique and the PPP learning management 3) to study retention in the group which is treating by the PPP learning management blended with peer-assisted technique. The samples were selected by purposive sampling of 79 students who studied in primary education grade 6, Saritdidet School, Chanthaburi. They were consisted of 40 students as the experimental group and 39 students of the control group. The research instruments were the lesson plan based on the PPP learning management blended with peer-assisted technique, the lesson plan based on the PPP learning management and the achievement test. The data were analyzed by Mean, Percentage, Standard Deviation, t-test and One-way ANOVA Repeated Measure of Bonferroni.

            The results of this research were as follow: 1) the group of students that was treated by the PPP learning management blended with peer-assisted technique had learning achievement higher than previous treatment statistical significance at the .05 level, 2) the group of students that was treated by the PPP learning management blended with peer-assisted technique had learning achievement higher than the group of students that was treated by the PPP learning management statistical significance at the .05 level, 3) the group of students that was treated by the PPP learning management blended with peer-assisted technique had retention.