Comparisons of Life Skill , Learning Achievement and Satisfaction with Learning Physics Entitled “Light and Visual Aids” 0f Matthayomsueksa 5 Students between Organizingthe Participotory Leaning Activitives with R-C-A QuestionTechniques and Conventional Teaching Approach.

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วันวิสา ทิพวัตร
ประวิติ เอราวรรณ์
ไพบูลย์ บุญไชย

Abstract

The purpose of this study aims to Comparisons of Life Skill , Learning
Achievement and Satisfaction with Learning Physics Entitled “Light and Visual Aids” 0f
Matthayomsueksa 5 Students between Organizing the Participotory Leaning Activitives
with R-C-A Question Techniques and Conventional Teaching Approach. The samples
group, were selected by the purposive sampling method consisted of 73 students of
Matthayomsueksa 5 in 2nd semester of academic year 2011 attending Srithawatwitthayalai
school, Thawatburi District, Roi-Et Province.37 students were assigned as the experimental
group, and 36 students were assigned as the control group. The instruments for data
collection used in the study were : (1) learning Organizing the Participotory Leaning
Activitives with R-C-A Question process lesson plans and the Conventional Teaching
Approach Learning lesson 8 plans each. The results of assessment 4.80 and 4.78 ; (2) a
30-item 4-multiple choice achievement test with discriminating power ranging .23-.66;
difficulty values ranging .40-.80 and a total reliability of .97, (3) a 60-item the instrument
was a situation test of multiple-choice type with four choices on life skill with
discriminating power ranging .30-.72 and a total reliability of .95; and (4) a 20-item 5-
rating scale questionnaire for evaluating satisfaction of learning with discriminating power
ranging .304-.783 and a total reliability of 0.894; The statistical tools employed in data
analisis wrer percentage, arithmetic means, standard deviation Hypothesis to tested by ttest dependent samples and Hotelling - T2
The results of the study were as follows :
1. The students who leaned using the Organizing the Participotory Leaning
Activitives with R-C-A Question teaching approach showed gains in a mean score on
learning achievement and Life Skill than before learning at .01 level of significance.
2. The students who leaned using the Conventional teaching approach
showed gains in a mean score on learning achievement and Life Skill than before
learning at .01 level of significance.
3. The students who leaned using the Organizing the Participotory Leaning
Activitives with R-C-A Question Techniques indicated higher Life Skill, Learning
Achievement and Satisfaction with Learning Physics than those who leaned using the
Conventional teaching approach at .01 level of significance.

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Research Article

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