A Study of Primary 5 (Grade 5) Students Learning Achievement in “Mon Dance” Dramatic Dance Course by Using the CIPPA Instructional Model Combined with Harrow’s Instructional Model

Abstract

The purposes of this study were to: 1) study the achievement in the knowledge of Thai Dance of Secondary 5 (Grade 5) students at Klongbanprao School by using the CIPPA Instructional Model and Harrow’s Instructional Model of teaching to obtain the difference of the achievement results before and after learning, 2) compare the learning achievement in the knowledge of Thai Dance of Secondary 5 (Grade 5) students at Klongbanprao School between the experimental group of the CIPPA Instructional Model and Harrow’s Instructional Model teaching, and the control group using normal teaching method, and 3) compare the learning achievement in the practical skills of Thai Dance of Secondary 5 (Grade 5) students at Klongbanprao School between the experimental group of the CIPPA Instructional Model and Harrow’s Instructional Model teaching and the control group using normal teaching method. The sample of the research was Secondary 5 (Grade 5) students at Klongbanprao School. They were drawn by using group sampling technique, and divided into two groups: an experimental group of 30 students who had learnt by using the CIPPA Instructional Model and Harrow’s Instructional Model teaching, and a control group of 30 students who had learnt by using normal teaching method. The research instruments consisted of 1) five learning management plans of Thai Dance, 2) one test of learning achievement, and 3) three assessment forms of practical skills. Statistical devices for data analysis included mean, standard deviation, and t-test.

The research findings revealed that: 1) the students in the experimental group learning with the CIPPA Instructional Model and Harrow’s Instructional Model teaching had their achievement after the learning higher than that before the learning with the level of significance at 0.01. 2) The experimental group had learning achievement in knowledge higher than that of the control group using normal teaching with the level of significance at 0.01. Lastly, 3) the experimental group had higher learning achievement in practical skills than that of the control group with the level of significance at 0.01.