A study of Writing HTML Language Skill, Learning Achievement and Creative Thinking using the Blended Project-Based Learning for Matthayomsuksa 5 Students

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วรรณิภาภรณ์ ยนยุบล
สังคม ภูมิพันธุ์
วิรัตน์ พงษ์ศิริ

Abstract

This research aimed to 1) Find out an efficiency of blended project-based learning
lessons with a required efficiency of 85/85, and for efficiency of instructional plans for
project-based learning with a required efficiency of 80/80, 2) Find out an effectiveness index
of the blended project-based learning lessons and instructional plans for project-based
learning entitled creating web pages with HTML language for matthayomsuksa 5 Students,
3) Compare the pretest and posttest writing HTML Language skill, learning achievement
and creative thinking of the blended project-based learning and the project-based learning
and 4) Compare writing HTML language skill, learning achievement and creative thinking
between the blended project-based learning and the project-based learning. The sample
consisted of 41 matthayomsuksa 5/2 Students and 40 matthayomsuksa 5/3 Students
respectively, a total of 81 students in khammuang school, khammuang district, kalasin
province, in the second semester of the academic year 2014, they were obtained using the
cluster random sampling technique, with simple random to assign the experimental groups,
group 1 was the class 5/3 of 41 students using the blended project-based Learning and
group 2 was the class 5/2 of 40 students using the project-based learning. The instruments
used in this research were : 1) the blended project-based learning lessons, 2) instructional
plans for project-based learning, 3) 40 items of multiple choice learning achievement test
with discriminating powers (B) ranging 0.21 to 0.81 and a reliability (rcc ) of 0.91, 4) a 12
items of the writing HTML language skill test, 3 level rubric scale with discriminating powers
(r
xy) ranging 0.27 to 0.76 and a reliability (α-Coefficient) of 0.82 and 5) 3 activities for creatively
thinking with pictures in concept of Torrance with discriminating powers (rxy) ranging 0.60 to
0.70 and a reliability (α-Coefficient) of 0.71. The statistics used for analyzing data were
percentage, mean, standard deviation, pearson product moment correlation, t-test
(Dependent Samples) and Hotelling T2 were employed for testing hypotheses.
The research findings revealed the followings :
1. The blended project-based learning lessons and instructional plans for
project-based learning, the efficiency (E1/E2) were 87.43/ 85.65 and 84.63/81.59 respectively,
which met the criteria.
2. The effectiveness index (E.I.) of the blended project-based learning lessons
and instructional plans for project-based learning were 0.8261 and 0.7797 respectively,
which showed that these students progressed their learning at 82.61 percent and 77.97
percent respectively.
3. The students who learned using the blended project-based learning and
those using project-based learning showed gains in posttest writing HTML language skill,
learning achievement and creative thinking from before learning at the .05 level of
significance.
4. The students who learned using the blended project-based learning showed
higher writing HTML language skill, learning achievement and creative thinking than the
students who learned using project-based learning at .05 the level of significance.
In conclusion, the blended project-based learning lessons can develop writing
HTML language skill, learning achievement and creative thinking of students effectively.
Therefore, the teachers should be supported to use a blended learning project to create
web pages with HTML language for matthayomsuksa 5 students.

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