Effects of contextual teaching and learning-based instruction with digital learning tools on writing competency of upper secondary students

Abstract

This research aimed to (1) compare the writing competency of students before
and after learning through contextual teaching and learning-based instruction
with digital learning tools, and (2) analyze changes in the writing competency
of upper secondary students after learning through contextual teaching and
learning-based instruction with digital learning tools. The participants were 40
Grade 11 students from an extra-large school under The Secondary Educational
Service Area Office Nakhon Si Thammarat. The research materials were writing
tests, questionnaire on attitude towards writing, individual writing competency
records, student learning records, and lesson plans. The data obtained were
analyzed by mean, standard deviation, and t-test. The research findings
indicated that (1) students’ scores were higher after the implementation of
contextual teaching and learning-based instruction with digital learning tools,
statistically significant level of .05, (2) all components: knowledge, skills, and
attitudes improved after learning through contextual teaching and learning
based instruction with digital learning tools.