การเปรียบเทียบผลสัมฤทธิ์ทางการเรียนและทักษะการสื่อสารและการนำเสนอ ของนักศึกษาระดับปริญญาตรีโดยใช้วิธีการสอนแบบสืบเสาะหาความรู้ 5E กับวิธีการสอนโดยใช้ปรากฏการณ์เป็นฐาน

  • วาสนา กีรติจำเริญ คณะครุศาสตร์ มหาวิทยาลัยราชภัฎนครราชสีมา
  • อิสรา พลนงค์ Nakhon Ratchasima Rajabhat University
Keywords: Inquiry method management (5E), Phenomenon-based learning, Communication skills

Abstract

The purposes of this research were to compare: 1) learning achievement of students after using 5E against the 70% criterion, 2) learning achievement of students after using phenomenon-based learning against the 70% criterion, 3) learning achievement of students after using 5E and phenomenon-based learning, 4) communication skills of students before and after using 5E, 5) communication skills of students before and after using phenomenon-based learning, and 6) communication skills of students after using 5E and phenomenon-based learning. The 28 students majoring in General Science Program and 25 students majoring in Physics Program were selected to be sample. The research tools were 4 lesson plans, achievement test and questionnaire. Data were analyzed using gif.latex?\bar{X}, S.D. and t-test.

The finding revealed that 1) learning achievement of students after using 5E was not higher than the 70 % with statistical significance at the 0.05, 2) learning achievement of students after using phenomenon-based learning was not higher than the 70 % with statistical significance at the 0.05, 3) learning achievement of students after using 5E was not higher than after using phenomenon-based learning with statistical significance at the 0.05, 4) communication skills of students after using 5E was higher than before with statistical significance at the 0.05 level,  5) communication skills of students after using phenomenon-based learning was higher than before with statistical significance at the 0.05 level, and 6) communication skills of students after using 5E was higher than after using phenomenon-based learning with statistical significance at the 0.05.

 

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Published
2020-01-01
Section
Research Articles