Browsing by Subject "Traditional teaching method"
Results Per Page
Sort Options
-
Item
-
Item
-
ItemA comparative study of Primary 1 students' attitude toward and achievement in Chinese language class under game teaching method and traditional teaching method at an international school in ThailandThe purpose of this paper was to determine if there were significant differences in the attitude toward and the achievement in Chinese language class between two classes of Primary 1 students, one learning under the game teaching method and the other learning under the traditional teaching method,at an international school in Thailandduringthe academic year 2020-2021.This study was conducted on a convenience sample of 49 Primary 1 students, whose attitude toward and achievement in Chinese language classwas measuredbefore and after an experimental period of three weeks, during which the experimental group (24 students) was taught through the game teaching method, and the control group (25 students) was taught through the traditional teaching method. A 10-item questionnaire, based on the “attitude toward the learning situation”subscale fromthe Attitude/Motivation Test Battery (AMTB; Gardner, 2006), was used for measuring participants’level of attitude toward Chinese language class, while a 35-question test was administered as pre-and post-test to measure participants’ achievement in Chinese language class. The collected data were analyzed using descriptive statistics (means, standard deviations, frequencies,and percentages) and independent samples t-tests. The findings showed thatstudents in the experimental group had a significantly higher attitude toward Chinese language class than students in the control group. However, no significant difference in the gain in achievement in Chinese language class was seen between the experimental and control groups.
-
ItemA comparative study of Grade 6 students' academic achievement and motivation for learning English as a foreign language under cooperative teaching method and traditional teaching method at Watbangchalongnai School, samut Prakan, ThailandThe purpose of this study was to find if cooperative teaching methods in Watbangchalongnai School, Samut Prakan, Thailand, would enhance Grade 6 students’ English academic achievement, measured by their abilities in grammar, reading comprehension, and vocabulary. The study also sought to measure students’ motivation for learning English as a foreign language (EFL). For the purpose of the study, the researcher conducted an intervention experiment for 12 weeks, from December 2018 to March 2019, in which two intact Grade 6 groups were chosen, one as experimental group and the other as control group. During the experiment, subjects in the experimental group (39 students) attended classes based on cooperative teaching method. The control group (39 students), on the other hand, did not carry out any additional activities to traditional teaching method. Tocontrol as many variables as possible, the number of classes per week, duration of each class and components to be taught were all the same in both groups. In order to test the effectiveness of such strategy, two quantitative tools for data collection were used to compile the findings of the study. To begin with, a pre-test and a post-test were administered to measure students’ academic achievement in learning EFL before and after the treatment. Afterwards, a questionnaire was distributed to both groups inorder to measure students’ motivation for learning EFL. The results of the independent samples t-test on a difference of academic achievement revealed a significant difference between the two groups. The sample means showed that subjects in the experimental group increased their academic achievement from the pre-test to the post-test significantly more than subjects in the control group.Results regarding motivation for learning EFL failed to reveal a significant difference between the two groups. The sample means showed that subjects in the experimental group demonstrated high mean scores on motivation for learning EFL, which were statistically similar to those shown by subjects in the control group. Based on the research findings, recommendations for students, teachers, administrators and future researchers are provided.
-
Item