EFFECT OF REFLECTIVE LEARNING BASE ON GIBBS' REFLECTIVE CYCLE MODEL AFFACT TO LERNING ACHIEVEMENT IN LANGUAGES COMMUNICATION AND INFORMATION TECHNOLOGY COURSE OF GENERAL EDUCATION PROGRAM
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Abstract
The purposes of this study were: 1) to compare learning achievement in Language Communication and Information Technology course of General Education Program through reflective learning based on Gibbs’ reflective cycle model and traditional teaching method, and 2) to evaluate students’ satisfaction on reflective learning based on Gibbs’ reflective cycle model in Language Communication and Information Technology course of General Education Program. The samples were 68 students who registered in Language Communication and Information Technology course in the second semester of the academic year 2017 by using simple random sampling technique. The samples were assigned into an experimental group consisted of 33 students and a control group consisted of 35 students. The research tool were a plan of reflection activity plan, an achievement test and student’s satisfaction questionnaires. The data were analyzed by using mean, standard deviation and t-test for independent samples.
The findings showed that: 1) The students in the experimental group using the reflective learning had a higher level of learning achievement than students in the control group using traditional teaching method at the 0.5 level of significance, and 2) the student’s overall satisfaction on reflective learning was at high level. (Mean = 4.49, S.D. = 0.63)
Article Details
บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
References
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