A comparative study of student academic achievement and satisfaction in grade 4 science under traditional instruction and cooperative learning instruction methods at Sarssas Witaed Bangbon School, Thailand

au.link.externalLink [Full Text] (http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/2216/1794)
dc.contributor.author Zuber, Pierre
dc.contributor.author Lynch, Richard
dc.date.accessioned 2017-09-21T05:05:33Z
dc.date.available 2017-09-21T05:05:33Z
dc.date.issued 2017
dc.description.abstract The National Education Act of B.E. 2542 (1999) as well as the Basic Education Core Curriculum of 2008 emphasize the importance of both the acquisition of the English language in present Thai society, as well as the development of 21st century skills for all Thai children. Furthermore, the Thai Ministry of Education supports and encourages cooperative learning as a way to create appealing, motivating, and meaningful learning. Unfortunately, this vision is often not shared by schools in Thailand, which prefer a more traditional instructional method. This comparative study aimed at measuring academic achievement as well as student satisfaction under two instructional methods - traditional instruction and cooperative learning instruction. The research was conducted in science grade four at Sarasas Witaed Bangbon School, Bangkok, Thailand. Science as a school subject is ideal for the implementation of cooperative learning. Indeed, science literacy develops critical thinking, analysis, and cooperative skills. A total of 122 students took part in this study over a period of six weeks during the second semester of the school year 2015. The research included six objectives. Objectives one and two were to determine student academic achievement under traditional instruction and cooperative learning instruction methods. Objectives three and four were to determine student satisfaction under traditional instruction and cooperative learning instruction methods. Finally, objectives five and six were to compare the results between the instructional methods in order to determine if an instructional method was more efficient and/or appealing. The findings of this study suggested that academic achievement of the cooperative learning group did not improve significantly. Student satisfaction was higher for the cooperative learning group than the traditional instruction group. Recommendations for school administrators and future researchers are provided. en_US
dc.format.extent 14 pages en_US
dc.format.mimetype application/pdf en_US
dc.identifier.citation Scholar: Au Graduate School of Education Journal 9, 1 (June 2017), 48-61 en_US
dc.identifier.issn 1906-6406
dc.identifier.uri https://repository.au.edu/handle/6623004553/19861
dc.language.iso eng en_US
dc.publisher Assumption University Press en_US
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. en_US
dc.rights.holder Assumption University en_US
dc.subject Cooperative learning en_US
dc.subject Traditional instruction en_US
dc.subject Bilingual school en_US
dc.subject Science en_US
dc.subject Grade four en_US
dc.subject Bangkok en_US
dc.subject Thailand en_US
dc.subject Student satisfaction en_US
dc.subject Academic achievement en_US
dc.subject.other Scholar: -- AU Graduate School of Education Journal
dc.subject.other Scholar: -- AU Graduate School of Education Journal -- 2017
dc.title A comparative study of student academic achievement and satisfaction in grade 4 science under traditional instruction and cooperative learning instruction methods at Sarssas Witaed Bangbon School, Thailand en_US
dc.type Text en_US
mods.genre Journal Article en_US
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