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งานวิจัย : นารี ขันแก้ว สุมาลี ชัยเจริญ และ จุมพล ราชวิจิตร. (2545) ผลของการใช้ปฏิสัมพันธ์ชี้นำทางการเรียนในคอมพิวเตอร์ช่วยสอน เรื่อง ความน่าจะเป็นชั้นมัธยมศึกษาปีที่ 3.วารสาร: วารสารศึกษาศาสตร์. 2545. 26(3):
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โดย : ศาสตราจารย์ ดร.สุมาลี ชัยเจริญ
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บทคัดย่อ
ภาษาอังกฤษ
Abstract
The purposes of the present research were 1) to study the effects of cooperative learning in computer-assisted instruction by comparing learning achievement of the high-ability groups and the mixed-ability groups, and 2) to examine the learners mental model for understanding in studying with cued interaction in computer-assisted instruction. The sample consisted of 40 ninth-grade learners in Khon Kaen Wittayayon school, Kaen Province during the second semester of the 2001 academic year. The learners were selected by a two-stage sampling and assigned into experimental group according to their levels of ability, i.e. 30 were in the high-ability group and the other 10 in the low-ability group. Both groups were assigned into 4 cooperative learning experimental groups. The first group(high-ability), was assigned to study through computer-assisted instruction with cued interaction. The second group (high-ability), was assigned to study through computer-assisted instruction with noncued interaction. The third group(mixed-ability), was assigned to study through computer-assisted instruction with cued interaction. The fourth group(mixed-ability) was assigned to study through computer-assisted instruction with noncued interaction.
The instruments used in the study included 1) a computer-assisted instruction with cued interaction which had an effectiveness index of .53, and computer-assisted instruction with noncued interaction, 2) a learning achievement test on the mathematics subject of probability which had reliability of .72 3) an interview form on how the learners mental model were constructed. A four-groups experimental design was employed in the study. The collected quantitative data were analyzed by means of comparing learning achievement test score between the 2 high-ability groups and between the 2 mixed-ability groups by using a t-test. The qualitative data which were collected through interviews were analyzed by means of interpretation and description. The results indicated that: 1) Learning achievement scores of the high-ability groups with cued interaction and noncued interaction were not significantly difference. 2) Learning achievement scores of the mixed-ability groups with cued interaction and noncued interaction were not significantly difference. 3) The learners mental model for understanding the learning content with cued interaction in computer-assisted instruction. The important finding can be summarized as following: High-ability learners constructed the process of understanding by trying to understand the learning content according to the example. They then organized, summarized learned content and explained to their friends in their own language. The low-ability learners , however, studied the details by following to the example, elaborated their understanding with their friends explanations, organized and summarized it for their own understanding.Muang District, Khon |
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