Comparison of Learning Achievement by Challenge-Based Learning amony Matthayomsuksa 3rd Students with Different Levels of Self-Directed Readiness
Keywords:
Learning achievement, challenge-based learning, Self-directed learning readinessAbstract
The objective of this research was to compare learning achievement by challenge-based learning between Matthayomsuksa 3rd students with different levels of self-directed learning readiness. Subjects were 91 Matthayomsuksa 3rd students in the first semester of 2016 academic year, Surasakmontree school. The research instruments were challenge-based learning lesson plan, self-directed readiness test, pretest, and achievement test. Data were analyzed using mean, standard deviation, and one-way ANOVA. The research results found that there were statistically significant differences in learning achievement between Matthayomsuksa 3rd students with low level and high level of self-directed readiness and between students with low level and average level of self-directed readiness. In addition, there was no statistically significant difference on the learning achievement between students with high level and average level of self-directed readiness.
References
Binthaprasitthi, S. (1997). Effects of using learning contracts on learning achievement and self-directed learning readiness of nursing students. Master Degree (Nursing Education). Chulalongkorn University. (in Thai)
Chuchat, A. (2000). Innovative Learning for Reformer Education Teachers. Chulalongkorn University Press. (in Thai)
Gulielmino, L. M., and Gulielmino, P. J. (1994). Practice experience with self-directed learning in business and industry human resource development. Retrieved from http://www.distance.syr.edu/ndacesdch5.html (July 4, 2016)
Johnson, L., and Adams, S. (2011). Challenge based learning: The report from the implementation project. Austin, Texas: The New Media Consortium.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy. New York. Cambridge: The adult education co.
Kulsirisawatdi, S. (1994). The degree of self-directed learning readiness of agricultural college students, Department of Vocational Education. Master Degree of Arts (Adult Education). Kasetsart University. (in Thai)
Niramitchainont, P. ( 2010). Social psychological factors related to students’ self-directed learning at Srinakharinwirot university. Journal of Behavioral Science; Vol 12, (1): 129-141. (in Thai)
Poopan, S. (2005). Antecedents and consequences of secondary school student’s self-directed learning readiness. Master Degree of Education (Research and Psychology). Chulalongkorn University. (in Thai)
Robroo, I. (2010). Development of a blended instructional model for enhancing self-knowledge acquisition. Doctoral Dissertation (Technical Education Technology), King Mongkut’s University of Technology North Bangkok. (in Thai)
Saengrutsamee, A. (2000). Effects of problem-based learning on self-directed learning, environment science achievement and satisfaction towards instruction of mathayom suksa four students. Master Degree of Education (Science Education). Chulalongkorn University. (in Thai)
Thienphut, D. (2014). Challenge based learning. Bangkok: Human capital. (in Thai)
Downloads
Published
How to Cite
Issue
Section
License
บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของวารสารมหาวิทยาลัยสุโขทัยธรรมาธิราช
ข้อความที่ปรากฏในบทความแต่ละเรื่องในวารสารวิชาการเล่มนี้เป็นความคิดเห็นส่วนตัวของผู้เขียนแต่ละท่านไม่เกี่ยวข้องกับมหาวิทยาลัยสุโขทัยธรรมาธิราช และคณาจารย์ท่านอื่นๆในมหาวิทยาลัยฯ แต่อย่างใด ความรับผิดชอบองค์ประกอบทั้งหมดของบทความแต่ละเรื่องเป็นของผู้เขียนแต่ละท่าน หากมีความผิดพลาดใดๆ ผู้เขียนแต่ละท่านจะรับผิดชอบบทความของตนเองแต่ผู้เดียว
ห้ามนำข้อความทั้งหมด หรือบางส่วนไปพิมพ์ซ้ำ เว้นแต่จะได้รับอนุญาตจากกองบรรณาธิการวารสาร
