The student’s self-designed learning activities influencing their learning achievement: a case study of an English tutorial center in Krabi
The student’s self-designed learning activities influencing their learning achievement: a case study of an English tutorial center in Krabi
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2017
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eng
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application/pdf
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15 pages
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ABAC ODI Journal : Vision. Action. Outcome. 4, 2 (July-December 2017), 28-44
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Abstract
The implementation of the “self-designed learning activities” method in fifteen secondary
school students who were conveniently selected at an English tutorial center in Krabi has
been explored. The investigation was carried out by employing the pretest and post-test to
determine the level of their knowledge prior to and after implementing self-designed
activities. The observation during 36 hours classroom participation had been recorded to
see levels of their skills improvement. The questionnaires were used to identify a level of
students’ perceptions towards the program whether it is statistically significantly different
from the neutral level (3.42). The results revealed that the post-test score was higher than
the pretest . The number of students who had generally improved those skills was greater
during classroom observation. In addition, the students rated their perceptions towards
self-designed learning activities at 4.45, which was statistically significantly higher than
the value of 3.42 as hypothesized. It can be concluded that the self-designed learning
activities effectively help to enhance students’ learning interests as well as their
performance in the subject matter. These findings are also particularly relevant and
beneficial to teachers and facilitators as the teaching designers who design the lesson plan
in order to increase students’ learning achievement.