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
item.page.files.excerpt
item.page.dc.publisher
item.page.dcterms.publisher
item.page.dc.date.issued
2019
item.page.dc.date.copyright
item.page.mods.genre
item.page.dc.relation.ispartofseries
item.page.mods.edition
item.page.dc.language.iso
eng
item.page.dc.format.mimetype
application/pdf
item.page.dc.format.extent
11 pages
item.page.dc.identifier.isbn
item.page.dc.identifier.issn
item.page.dc.identifier.eissn
item.page.dc.identifier.doi
item.page.dc.identifier
item.page.dcterms.accessRights
item.page.oaire.accessRight
item.page.au.identifier.callno
item.page.au.identifier.other
item.page.dc.date.copyrighted
item.page.mods.physicalLocation
item.page.dc.identifier.citation
Scholar: Human Sciences 11, 2 (July-December 2019), 286-296
item.page.dc.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
item.page.dc.title.alternative
item.page.dc.contributor.author
item.page.dc.contributor.editor
item.page.dc.contributor.advisor
item.page.ithesis.email.advisor
item.page.dc.contributor
item.page.dc.contributor.other
item.page.dc.description.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.
item.page.dc.description.tableofcontents
item.page.dc.description
item.page.dcterms.description
item.page.dc.description.uri
item.page.dc.description.sponsorship
item.page.dc.coverage.spatial
item.page.dc.relation.ispartof
item.page.thesis.degree.name
item.page.thesis.degree.level
item.page.thesis.degree.department
item.page.thesis.degree.discipline
item.page.thesis.degree.grantor
item.page.dc.subject.classification
item.page.dc.subject.lcc
item.page.dc.subject.other
item.page.dc.rights
This work is protected by copyright. Reproduction or distribution of the work in any format is prohibited without written permission of the copyright owner.
item.page.dc.terms.accessRights
item.page.dc.right.holder
item.page.mods.location.physicalLocation
AU Archives, 4th Floor (Cathedral of Learning)