ผลการเรียนด้วยบทเรียนบนเว็บแบบ NTeQ และการเรียนตามคู่มือครู เรื่องความรู้เบื้องต้นเกี่ยวกับอินเทอร์เน็ต ต่อผลสัมฤทธิ์ทางการเรียน และการคงทนความรู้ของนักเรียนชั้นมัธยมศึกษาปีที่ 2 ที่มีความสามารถด้านคอมพิวเตอร์ต่างกัน

บทคัดย่อ

abstract in Thai unavailable

Effects of Learning Through Web-based Instruction Using the Constructivist Theory and Teacher’s Handbook Approach Entitled Introduction to Internet on Learning Achievement and Learning Retention of Matthayomsuksa 2 Students with Different Computer Literacy Abilities.

The purposes of this study were: 1) to develop a NTeQ webbased instruction entitled An Introduction to Internet with an efficiency of 08/80 2) to find out an effectiveness index of the developed Webbased instruction (WBI) 3) to compare learning achievement before and after learning with the WBI of the students with high, medium and low computer literacy abilities 4) to compare learning achievement of the students with different computer literacy abilities after learning with the WBI 5) to compare learning achievement of the students who learned using the NTeQ web-based instruction and teacher’s handbook approach 6) to compare learning retention of the students who learned using the web-based NTeQ and the teacher’s handbook and 7) to compare learning retention of the students with different computer literacy abilities. The sample used in this study consisted of 90 Matthayomsuksa 2 students attending Roi-et Wittayalai school in the first semester of the academic year 2010, obtained using the cluster random sampling technique. These students were assigned to an experimental group of 45 students learned using a NTeQ web-based instruction and a control group of 45 students learned using the teacher’s handbook. The instruments used were: 1) a NTeQ web-based instruction 2) learning plans for learning organization using the teacher’s handbook 3) an achievement test and 4) a computer literacy scale. The statistics used for analyzing the collected data were percentage, mean and standard deviation; and paired Samples t-test, independent Samples t-test and F-test (One-way ANOVA) were employed for testing hypotheses. The results of the study were as follows :

1. The developed web-based of NTeQ had an efficiency of 81.22/81.61

2. The developed web-based of NTeQ had an effectiveness index of 0.6777

3. The students with high, medium and low computer literacy abilities showed gains in learning achievement from before learning with NTeQ web-based instruction at the .01 level significance.

4. The students with different computer literary abilities did not show learning achievement after learning with the NTeQ webbased instruction differently.

5. The students who learned using the NTeQ web-based instruction showed higher learning achievement than those students who learned using the teacher handbook at the .01 level of significance.

6. The students who learned using the NTeQ web-based instruction indicated more learning retention after two weeks of learning than did the computer part students at the .01 level of significance.

7. The high, medium and low computer literary students could retain their learning after two weeks of learning at 99.79, 99.59 and 98.75 percent of the posttest mean scores, which did not show differently (p>.05).