The Improvement of Learning Skill with BOPPPS Teaching Model in the Intermediate Chinese Language Course at Bhavana Bodhigun Vocational College
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Abstract
This research objective is to find approaches for improving teaching intermediate Chinese at Bhavana Bodhigun Vocational College. Formerly, Chinese language instruction in Thailand used the PPP teaching model, which was a tradition method and not successful enough. This research developed a new approach to teaching Chinese by applying the BOPPPS model. The aim was to find ways to improve the effectiveness of Chinese language instruction by comparing the BOPPPS model with traditional Chinese teaching methods using the PPP model. The population used in this research consisted of third-year students who chose to take Chinese as an elective course, with a total of 123 students. The sample group consisted of 30 students selected through systematic random sampling, divided into two groups of 15 students each. Group 1 was the experimental group, which received instruction using the BOPPPS model, while the other group, the control group, received traditional PPP instruction. The comparison of the average learning scores of each group using a t-test analysis from the SPSS 24.0 program showed that students who were taught with the BOPPPS model had better learning outcomes than those taught with the PPP model in three skills: listening, speaking, and reading, with statistical significance at the 0.01 level. Meanwhile, students taught with the PPP model had significantly better writing outcomes than those taught with the BOPPPS model at the 0.01 level.
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