2.1) A DEVELOPMENT OF THE INTEGRATED ENGLISH LEARNING UNIT FOR PRATHOM SUKSA 5 ABSTRACT The purposes of this research were : 1) to develop the integrated English learning unit for Prathom Suksa 5, 2) to study the efficiency of The integrated English learning unit of the 75/75 criterion, 3) to compare the learning achievement of the students learning through the English learning unit, 4) to compare the students’ attitudes towards English learning after using the integrated English learning unit. The subjects were 30 Prathom Suksa 5 students in the second semester of academic year 2008 at Ban Tankud Yangdiaw Nonsomboon School, That Phanom District, Nakhon Phanom Province. They were selected by purposive sampling. The instruments used in this study comprised of 1) the integrated English learning unit “Food and Drink” which consisted of 10 learning plans, 2) an English learning achievement test, and 3) an English learning attitude test. The design of this study was One Group Pretest – Posttest Design. The data were analyzed by mean scores, standard deviation and percentage. The data were analyzed by the t~test (dependent samples).
2.2) A Development of Teaching Competency Inventory of Elementary School Teachers
Abstract The purposes of this research were to develop a teaching competency inventory of elementary school teachers, that included specific purposes as follows: 1) to validate the model of teaching competency inventory with the empirical data 2) to develop the norms of teaching competency. The sample consisted of 500 teachers selected from teachers who taught in elementary schools in Songkla province in 2007. Stratified random sampling from school sizes was used in selecting subjects. The research instrument was a teaching competency inventory with reliability coefficient of .991. Confirmatory factor analysis, Percentile and Stanine were used in the data analysis. The results were as follow: The variables in the model of teaching competency inventory of elementary school teachers was consistent with the empirical data, considering from chi-square value of 37.27 (P = 0.00484) with 18 degree of freedom, GFI = 0.99, AGFI = 0.96, CFI = 1.00, NFI = 0.99, standardized RMR = 0.015 and RMSEA = 0.046. The teaching competency inventory of elementary school teachers consisted of 10 factors, ranking from the highest factor loading to the lowest, were knowledge capability in managing learning (.90), self development (.89), measurement and assessment (.86), learning preparation (.82), use of learning media and technology (.81), teacher’s characteristic (.78),capability in motivating students (.78), knowledge in content (.75), relationship between teachers and students (.74), and learning management development (.72). The teaching competency inventory has appropriate validity, reliability and norms that can be used for assessing teaching competencies.
.2.3) Innovation: Video Presentation Stand: Easy K-02
Abstract Using teaching aids is an important factor in performing teaching and learning activities as we cannot take the students in to real situations or real places. However, pictures or even authentic materials cannot sometimes be clear seen by all the students throughout the classroom. One way to solve this problem is using Visualizer to present the pictures or real things. But such hardware is too expensive to use widely in school. Consequently, the idea to invent a similar Visualizer with high quality but cost less has occurred. This new invention was named Video Presentation Stand: Easy K-02. It can mainly substitute the Visualizer and can operate the following tasks 1) It shows the pictures of letters, handwriting, paintings, authentic materials and things from the microscope in order to present the real thing on TV screen or LCD projector 2) can take the pictures with short and long distance (<1 cm -∞ ) 3) It has a microphone which can be used with the amplifier 4) It has light weight and save electricity (1 Kg./8 V 200 mA 5) It has reasonable price (800 baht).
คำค้นที่ 1 เทคนิคการสอนภาษาอังกฤษ
1.1)The Development of English Grammar Courseware on Active and Passive Voice, Question Tags, and Conditional Sentences
Abstract
The purposes of the research were 1) to develop the English grammar courseware on three
topics: Active and Passive Voice, Question Tags, Conditional Sentences; 2) to compare the performance
of the students who studied the three grammatical topics before a test by using the courseware with those
who studied by themselves; and 3) to investigate the satisfaction level of the students toward the courseware.
The research samples were 40 first-year students of King Mongkut’s Institute of Technology
North Bangkok who were enrolling in the English course during the first semester of the academic year
2003.
The instruments were the English grammar courseware, a rating-scale questionnaire on students’
satisfaction level toward the courseware, and an achievement test on the students’ learning performance
relating to the three grammatical topics.
1.2) TEACHING AND LEARNING MANAGEMENT
FOR THE PRE-PRIMARY LEVEL ENGLISH PROGRAM
OF PRIVATE SCHOOLS IN BANGKOK METROPOLIT
ABSTRACT
Many private schools in Bangkok Metropolitan have currently opened English Program in
order to serve the needs of children in development of English competency under the Thai educational
system. The program has been very popular because parents can educate their children in English
Program with lower investment than do so in International Program. Therefore the purpose of this
research is to study the current state of teaching and learning management for the pre-primary level
English program of private schools in Bangkok Metropolitan. Both a quantitative and a qualitative
research design was used to carry out the study. The sample size of the study consisted of 26
administrators, 112 teachers and 7 parents. Survey questionnaires, in-depth interview and focus group.
1.3 ) Effects of Using Self-Directed Learning on English Reading Comprehension of Mattayom Suksa Five Students
Abstract
The purposes of this research were to investigate the effects of using self-directed learning on English
Reading Comprehension of Mattayom Suksa five students. The subjects of this study were 120 Mattayom Suksa
five students from Darunsatwitaya School, Pattani in the second semester, academic year 2007, which were
randomly assigned into two groups, 60 students each. The experiment group was taught through a self-directed
learning whereas the controlled group was taught through traditional teaching on Reading comprehension for
10 weeks each. The apparatuses composed of 1) 1 lesson plan for preparing for readiness of both self-directed
learning and traditional learning 2) 4 lesson plans by using self-directed learning 3) 4 lesson plans for traditional
learning 4) a reading comprehension test with the reliability of .86. After the end of the experiment, the subjects
were administered the test. The data were analyzed by using generalized randomized block design fixed
model. The findings revealed that the students who was taught by using self-directed learning had higher
scores on English reading comprehension than those who was taught through traditional learning at level of
significant .001
คำค้นที่ 2 นวัตกรรม ภาษาอังกฤษ
2.1) A DEVELOPMENT OF THE INTEGRATED ENGLISH LEARNING UNIT
FOR PRATHOM SUKSA 5
ABSTRACT
The purposes of this research were : 1) to develop the integrated
English learning unit for Prathom Suksa 5, 2) to study the efficiency of
The integrated English learning unit of the 75/75 criterion, 3) to compare
the learning achievement of the students learning through the English learning
unit, 4) to compare the students’ attitudes towards English learning after
using the integrated English learning unit.
The subjects were 30 Prathom Suksa 5 students in the second
semester of academic year 2008 at Ban Tankud Yangdiaw Nonsomboon
School, That Phanom District, Nakhon Phanom Province. They were selected
by purposive sampling.
The instruments used in this study comprised of 1) the integrated
English learning unit “Food and Drink” which consisted of 10 learning plans,
2) an English learning achievement test, and 3) an English learning attitude
test. The design of this study was One Group Pretest – Posttest Design.
The data were analyzed by mean scores, standard deviation and percentage.
The data were analyzed by the t~test (dependent samples).
2.2) A Development of Teaching Competency Inventory
of Elementary School Teachers
Abstract
The purposes of this research were to develop a teaching competency inventory of elementary school
teachers, that included specific purposes as follows: 1) to validate the model of teaching competency inventory
with the empirical data 2) to develop the norms of teaching competency. The sample consisted of 500 teachers
selected from teachers who taught in elementary schools in Songkla province in 2007. Stratified random sampling
from school sizes was used in selecting subjects. The research instrument was a teaching competency inventory
with reliability coefficient of .991. Confirmatory factor analysis, Percentile and Stanine were used in the data
analysis. The results were as follow: The variables in the model of teaching competency inventory of elementary
school teachers was consistent with the empirical data, considering from chi-square value of 37.27 (P = 0.00484)
with 18 degree of freedom, GFI = 0.99, AGFI = 0.96, CFI = 1.00, NFI = 0.99, standardized RMR = 0.015 and
RMSEA = 0.046. The teaching competency inventory of elementary school teachers consisted of 10 factors,
ranking from the highest factor loading to the lowest, were knowledge capability in managing learning (.90),
self development (.89), measurement and assessment (.86), learning preparation (.82), use of learning media and
technology (.81), teacher’s characteristic (.78),capability in motivating students (.78), knowledge in content (.75),
relationship between teachers and students (.74), and learning management development (.72). The teaching
competency inventory has appropriate validity, reliability and norms that can be used for assessing teaching
competencies.
.2.3) Innovation: Video Presentation Stand: Easy K-02
Abstract
Using teaching aids is an important factor in performing teaching and learning activities as we
cannot take the students in to real situations or real places. However, pictures or even authentic materials
cannot sometimes be clear seen by all the students throughout the classroom. One way to solve this
problem is using Visualizer to present the pictures or real things. But such hardware is too expensive to use
widely in school. Consequently, the idea to invent a similar Visualizer with high quality but cost less has
occurred. This new invention was named Video Presentation Stand: Easy K-02. It can mainly substitute
the Visualizer and can operate the following tasks 1) It shows the pictures of letters, handwriting,
paintings, authentic materials and things from the microscope in order to present the real thing on TV
screen or LCD projector 2) can take the pictures with short and long distance (<1 cm -∞ ) 3) It has
a microphone which can be used with the amplifier 4) It has light weight and save electricity (1 Kg./8 V
200 mA 5) It has reasonable price (800 baht).