A comparative study on students value education achievement between two teaching styles : multimedia teaching style and traditional teaching style at Saint Louis School Chachoengsao, Thailand
A comparative study on students value education achievement between two teaching styles : multimedia teaching style and traditional teaching style at Saint Louis School Chachoengsao, Thailand
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2013
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Assumption University
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eng
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Assumption University. Graduate School of Education
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Scholar: AU Graduate School of Education Journal 5, 2 (December 2013), 43-54
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Abstract
The purpose of this study was to compare
the students’ value education achievement taught by
multimedia teaching style and traditional teaching
style at Saint Louis School Chachoengsao, Thailand.
Before conducting the teaching the pre-test was given
to measure the students’ learning level with the
selected 99 students out of 277 students who were
studying Value Education in the 12th grade during the
first semester of academic year 2013 at Saint Louis
School Chachoengsao, Thailand. The study was
conducted with two groups of students with two
different teaching styles they were 50 students as the
control group taught by traditional teaching style and
49 students as the experimental group taught by
multimedia teaching style since both groups were
basically in the similar studying environment, learning
level based upon the pre-test result and studying in the
same study program. After conducting the teaching,
the post-test was given to students in both groups in
order to compare their achievement in value education.
The Independent Sample t-test (two-tailed) was used
to analyze the data gathered from the post-test score.
The result showed that there was a significant
difference in students’ value education achievement
taught by multimedia teaching style and traditional
teaching style since the students who were taught by
multimedia teaching style gained higher mean score of
the post-test than students taught by traditional
teaching style which implied that the students’
achievement in value education after being taught by
multimedia teaching style found to be more effective
than being taught by traditional teaching style. There
was no significant difference in students’ value
education achievement taught by multimedia teaching
style and traditional teaching style according to gender
neither in control group nor experimental group which
implied that gender was not significantly different in
the students’ value education achievement whether
being taught by multimedia teaching style or
traditional teaching style. There was a significant difference in students’ value education taught by
multimedia teaching style and traditional teaching
style according to grade point average (G.P.A) in the
group of students that taught by traditional teaching
style which implied that students who got higher G.P.A
were still effective on their performance than students
who got lower G.P.A. Finally, there was no significant
difference in students’ value education taught by
multimedia teaching style and traditional teaching
style in the group of students that taught by multimedia
teaching style which implied that all students
benefitted equally with the use of multimedia teaching
style concerning to their value education achievement
whether they got lower or higher G.P.A. Multimedia
teaching style can help all students of different learning
levels improve their value education achievement
equally.
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In English ; only abstract in English.
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