A comparative study of Grade 3 students' Chinese character achievement through character structure literacy method and Chinese radical literacy method at an international school in Samut Prakarn, Thailand
Files (Excerpt)
Publisher
Issued Date
2019
Genre
Language
eng
File Type
application/pdf
No. of Pages/File Size
11 pages
Citation
Scholar: Human Sciences 11, 2 (July-December 2019), 286-296
Title
A comparative study of Grade 3 students' Chinese character achievement through character structure literacy method and Chinese radical literacy method at an international school in Samut Prakarn, Thailand
Abstract
The purpose of this study was to determine if there was a significant
difference between Grade 3 students’ Chinese character achievement through
character structure literacy method (CSLM) and Chinese radical literacy method
(CRLM) at an international school in Samut Prakarn, Thailand. This study was
conducted on a population sample of 65 Grade 3 students from the target school. The
Chinese Character Achievement Test was administered to students and collected in
March 2018, to identify students’ Chinese character achievement after an
experimental period of five weeks, from January 22nd to March 2nd, 2018, during
which the experimental group was taught through CSLM, and the control group was
taught through CRLM. The findings suggest that students taught through CSLM (the
experimental group) do not statistically differ from students taught through CRLM
(the control group), with both literacy methods being found somehow effective when
teaching students to learn a Chinese character. Despite the fact that no significant
difference in Chinese character achievement was found, a numerical difference in
favor of the experimental group versus the control group was observed. Finally,
recommendations for teachers, students, administrators and future researchers are
presented.
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