Guidelines for Enhancing Learning Progress in Science about Living Things for 4Th Grade Students using Adaptive Learning with Board Games
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Abstract
The purpose of this research was to study guidelines and investigate the impact of adaptive learning management with board games on the development of learning progress in science about living things for 4th grade students. This study utilizes an action research approach. The population was 14 students in Grade 4 from an expanded school in Phrae Province, selected by purposive sampling. The research instruments consisted of the lesson plans, learning reflection form, the learning progress assessment form, and the activity sheets. The research utilized three action research processes. Data were analyzed through content analysis, and reliability was verified by resource triangulation methods. Quantitative data were analyzed by determining percentage values.
The results of this research revealed that the guidelines for adaptive learning management with board games for enhancing learning progress in science about living things consisted of four steps: Step 1, planning and analysis; Step 2, playing the game; Step 3, summarizing through discussion; and Step 4, assessing learning progress through symbolic measurement. Furthermore, after learning adaptive learning management with board games, students have made more progress in learning science.
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