Journal of Teaching Science

A Study of the Results of Using the Score Book to Motivate Achievement In Learning Social Studies, Religion and Culture, Grade 1 Watsrisawang School, Hang Dong District, Chiang Mai Province

กิตติมา พสุธาสีนิล, ไพศาล ศรีวิชัย, อนุษา ใหม่ศรี — Tue, 14 Mar 2023 16:20:24 +0000

The objectives of this research were as follows: To study the effect of using a score book on achievement motivation in submitting assignments in social studies. religion and culture Secondary 1 of Wat Sri Sawang School, Hang Dong District, Chiang Mai Province under the Office of Chiang Mai Primary Educational Service Area, Region 4, semester 2, academic year 2022. The target group is 13 Mathayomsuksa 1 students, derived from a purposive sampling. research tools is a score book and a score sticker to create motivation for achievement in submitting work. By relying on the reward as a reinforcement The researcher spent the entire research period in the second semester of the academic year 2022. Data analysis by Comparing the percentage of student's assignment submission before and after using the score book to create motivation for achievement in assignment submission and analyzing achievement scores. with basic statistical values, i.e. arithmetic mean ()

Conclusion Using the Score Book after learning by using the group score book to create
motivation for achievement in work It appeared that students in Mattayom Suksa 1, Wat Sri Sawang School, semester 2 Academic year 2022 that the researcher was responsible for teaching, 13 people had higher motivation for achievement in work and assignment.

การพัฒนาผลสัมฤทธิ์ทางการเรียนวิชาเศรษฐศาสตร์โดยวิธีการจัดการเรียนรู้แบบแผนผังความคิด (Mind Mapping) ของนักเรียนชั้นประถมศึกษาปีที่ 4 โรงเรียนวัดศรีสว่าง

บังอร ใจกลางเมือง — Tue, 14 Mar 2023 00:00:00 +0000

การวิจัยครั้งนี้ มีวัตถุประสงค์เพื่อเปรียบเทียบผลสัมฤทธิ์ทางการเรียนรายวิชาเศรษฐศาสตร์ เรื่อง สินค้าและบริการ ของนักเรียนชั้นประถมศึกษาปีที่ 4 ที่ได้รับการจัดการเรียนรู้แบบแผนผังความคิด (Mind Mapping) ระหว่างก่อนเรียนและหลังเรียน ประชากรที่ใช้ในการวิจัยในครั้งนี้คือ นักเรียนชั้นประถมศึกษาปีที่ 4 โรงเรียนวัดศรีสว่าง สำนักงานเขตพื้นที่การศึกษาประถมศึกษาเชียงใหม่ เขต 4 จำนวน 1 ห้องรวมทั้งหมด 8 คน โดย ผู้วิจัยได้เลือกกลุ่มตัวอย่างแบบได้มาจากการเลือกกลุ่มตัวอย่างแบบเจาะจง เครื่องมือที่ใช้ในการศึกษา ประกอบไปด้วยแผนการจัดการเรียนรู้วิชาสังคมศึกษาศาสนาและวัฒนธรรม สาระเศรษฐศาสตร์เรื่อง สินค้าและบริการ จำนวน 1 แผนการเรียนรู้เป็นเวลา 1 ชั่วโมง แบบวัดผลสมฤทธิ์ทางการเรียนก่อนเรียนและหลัง เรียน เรื่องสินค้าและบริการ จำนวน 1 ฉบับ เป็นแบบทดสอบปรนัยชนิด 4 ตัวเลือก จำนวน 10 ข้อ

ผลการวิจัยพบว่า ผลสัมฤทธิ์ทางการเรียนหลังเรียนวิชาเศรษฐศาสตร์เรื่อง สินค้าและบริการ โดยวิธีการจัดการเรียนรู้แบบแผนผังความคิด (Mind Mapping) ของนักเรียนชั้นประถมศึกษาปีที่ 4 หลังเรียนสูงกว่าก่อนเรียน ซึ่งกล่าวคือ นักเรียนได้คะแนนผลสัมฤทธิ์หลังเรียนโดยมีคะแนนเฉลี่ยเท่ากับ 7.50 คิดเป็นร้อยละ 87.5 ของจำนวนนักเรียนทั้งหมดซึ่งสูงกว่าก่อนเรียน

Thought process of teaching technology development through the Zippa model of fifth grade students in Thammametheesuksa School

พระขจรพงษ์ แก้วปั๋น, ณัฐวุฒิ จิตกาวิน — Tue, 14 Mar 2023 00:00:00 +0000

In this research, the objectives were to To develop students' learning outcomes on international conflict and coordination. managed Learn how to teach the Zippa model. To create satisfaction of students with learning activities. There were 5 pictures of Mathayomsuksa 5 students at Thammathee Suksa School. The tools used for data collection were pre-post tests, worksheets, and opinion questionnaires. to analyze the data by finding development values and the opinions of students who have learned using the Cippa model teaching technique. The researcher conducted learning management by using the CIPPA model teaching technique. Having the status of a novice (novice) 5 figures, representing 100%It was found that the meaning of the overall opinions of the students who learned with the Cippa model teaching technique. was at the highest level (x ̅ = 4.58, SD = 0.16). There was a language that teachers used to make students understand easily. was at a very good level (x ̅ = 4.92, SD = 0.29), followed by that the worksheets teachers used in teaching were appropriate to the content. is equal to personality The teacher's dress was appropriate (x ̅ = 4.75, SD = 0.45) and the worksheets that teachers used to teach had Clear text is equal to students can apply the learned content to the next study (x ̅ = 4.58, SD = 0.51), respectively.

Learning achievement study about financial institutions of students Matthayom1, Hotpittayakom School By using ready-made lessons as a base

พระนนทวัตร ชยาลงฺกรโณ, พระวิทวัส โกฎฺฉกรรจ์ — Tue, 14 Mar 2023 00:00:00 +0000

The objectives of this research were 1) to study the results of using ready-made lessons. Social Studies, Religion and Culture Course Economics Learning Subject Financial Institutions For Mathayomsuksa 1 students, Hod Pittayakom School 2) to compare the difference between pre-test and post-test scores For grade 1 students who study using ready-made lessons Social Studies, Religion and Culture Course Economics Learning Subject Financial Institutions for Mathayomsuksa 1 students, Hod Pittayakom School 3) to study their satisfaction with learning by using ready-made lessons on Social Studies, Religion and Culture, Social Studies, Religion and Culture, Economics on Financial Institutions. For Mathayomsuksa 1 students, Hod Pittayakom School

The results showed that

The results of using ready-made lessons It was found that the students had not yet developed, the innovations were not up to standard. The study created an effective index value equal to EI = 0.72 and effective equal to E1 / E2 = 76.66 / 84.44, meaning that students received an average score from each exercise activity. Representing 76.66 percent and the average score after the test using the analytical thinking skill training exercise. representing 84.44 percent, showing that using ready-made lessons about financial institutions This efficiency is due to Creating innovations with ready-made lessons Individual learners were first analyzed. and the creation of ready-made lessons that have been examined by advisors and mentor teachers
The difference between the pre-test and post-test scores of the analytical thinking skill training event revealed that the pre-test and post-test scores of Mathayomsuksa 1 students' post-test scores were much higher than before in a high direction. climb
Satisfaction about the results of using the finished lessons about financial institutions The study found that The respondents were 36 Mathayomsuksa 1/3 students, ranked in descending order as follows: from the comparison of scores before studying and after studying opinions The images used are consistent with the content. The average level was 4.53, meaning the highest level of satisfaction. Followed by letters and colors that are used to convey meaning that is easy to understand. The average level was 4.47, meaning a high level of satisfaction. Explanations of using the ready-made lessons are clear and easy to understand. The average level is 4.44 means satisfaction at a high level, the content is consistent with the objectives at an average level of 4.44 means a high level of satisfaction. The subject matter of the lesson is clear. The average level was 4.36, meaning satisfaction at a high level. The content is interesting and consistent. The average level was 4.31, meaning satisfaction at a high level.

A Study of Students' Attitudes towards Learning History Grade 3, Wat Sri Sawang School, Hang Dong District, Chiang Mai Province

อารีรัตน์ นลินสกุล, พระวิทวัส โกฎฺฉกรรจ์ — Tue, 14 Mar 2023 00:00:00 +0000

The objectives of this research were 1) to study the attitudes toward learning history of Mathayomsuksa 3 students at Wat Sri Sawang School. The research hypothesis was the attitude towards learning history of Mathayomsuksa 3 students at Wat Sri Sawang School. On each side, most of them are low. The sample used in the research was Mathayomsuksa 3 students, Wat Sri Sawang School, academic year 2022, totaling 32 students. The purposive sampling method was used. The research tool was a questionnaire on the attitude towards learning history of Mathayomsuksa 3 students at Wat Si Sawang School and the statistics used in the research were percentages. ), mean(x̅) and standard deviation(S.D.).

Conclusion Attitudes towards learning history in 4 aspects. Students' attitude towards history was at a moderate level in learning history.

The Development of Academic Achievement in The History of Students Mathayomsuksa 3 on The Role of The Thai Nation in The Democratic Era Using a Graphical Plan Ratchaprajanukhro School 31, Mae Chaem District, Chiang Mai Province.

หทัยรัตน์ ทะนะ, ไพศาล ศรีวิชัย, ศิริมา เมฆปัจฉาพิชิต — Tue, 14 Mar 2023 00:00:00 +0000

The objectives of this research were: 1) to develop a learning management plan on the role of the Thai nation in the democratic era by using the graphical teaching method, 2) to find the learning achievement of the students who studied by the graphical method, and 3) to Assess student satisfaction with learning with a graphical chart. The population and sample consisted of Mathayomsuksa 3/2 students at Rajaprachanukroh 31 School, Mae Chaem District, Chiang Mai Province. There are a total of 30 people. Tools used in the research. Spider-web and circle-style graphical layouts. The statistics used in the research (E1/E2) were as follows:

Efficiency of the use of graphical layouts to develop learning about the role of the Thai nation in the democratic era Efficiency equal to 80.66, which is lower than the criteria set for 80/80, indicating that the use of graphical charts to develop learning. That doesn't work according to the hypothesis.
The effectiveness of using graphical arrangements to develop learning was equal to .55 indicating that the innovation of using graphical arrangements for learning development The effectiveness is higher than the criteria and in accordance with the hypothesis set (0.50)
The student's achievement was found that the students scored more after school than before, with an average of 5.5 points, indicating that students had improved. Although the use of graphical charts to develop learning has an effective value of 0.55