Effect of simulation on Chinese speaking skills of grade sixth students
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Abstract
The purposes of this research were to: 1) compare Chinese speaking skills before and after using simulated instruction, 2) compare Chinese speaking skills before and after using traditional instruction, and 3) compare Chinese speaking skills between using simulated instruction and traditional instruction. The sample groups are 60 grade sixth students from Bannongwa (Chamainukul) School. A group of 30 students is the control group, and the other group of 30 students is the experimental group, which was sampled by cluster random sampling. The research instruments are Chinese lesson plans for simulated instruction, Chinese lesson plans for traditional instruction, and a Chinese speaking skills test.
The research results revealed that 1) the students were taught using simulation in Chinese speaking skills were higher than before using simulated instruction, which was significantly different. 05, 2) The students were taught using traditional instruction, in Chinese speaking skills were higher than before using traditional instruction, which was significantly different at .05, and 3) the Chinese speaking skills of students educated with the simulations are significantly higher than those of students educated with traditional instruction at the significant level of 0.05
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