EFFECTS OF USING THE ACTIVITY - BASED GUILFORDS'S THEORY OF CREATIVITY TO ENHANCE WRITING SUMMARY SKILLS OF GRADE 6 STUDENTS
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Abstract
The purpose of this research were twofold: 1) to compare the academic achievement of students before and after learning by employing activity-based learning in conjunction with Guilford’s theory of creativity to develop writing skills among Grade 6 students, and 2) to evaluate the progress of these students’ writing abilities. The sample group consisted of grade 6 students from Kasetsart University Laboratory School Center for Educational Research and Development during the second semester of 2022, with a total of 40 students participating specifically selected. The research tools included 1) an activity-based learning plan incorporating Guilford’s creative theory, and 2) a learning achievement test. Data analysis involved calculating the mean, standard deviation, t-test, and relative development scores.
The results indicated that 1) the academic achievement of students revealed a statistically significant improvement in their performance after learning at .05 level, and 2) the evaluation of writing skills, specifically in summarizing, demonstrated progress after implementing activity-based learning in combination with Guilford’s theory of creativity. Overall, the relative development scores indicated that the students’ average abilities were at a beginning level. ( = 36.79)
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความวารสารบัณฑิตศึกษา มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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