An Evaluation of Curriculum Implementation of Master's Degree in Project Management and Evaluation, Faculty of Education, Mahasarakham University. The instruments used in this study were 4 questionnaires developed on the curriculum implementation of the Diploma in Project Management and Evaluation.
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Comparisons of Learning Achievement and Creative Writing Entitled Kap Yani 11 of Prathomsueksa 4 Students Who Learned Using the Developed
Abstract
A Comparison of Learning Outcomes and Mathematics Problem-solving Process on the Probability of Matthayomsueksa 3 between Learning by
The instruments used in the study were course materials, an achievement test, a test of the mathematics problem solving process, and a scale of student satisfaction with the developed course materials. Comparisons of learning achievement and problem solving thinking titled Division of Prathomsueksa 2 Students between Learning.
Comparisons of Learning Achievement and Problem-solving Thinking Skills Entitled Division of Prathomsueksa 2 Students between Learning
The students who learned the constructivism instructional program had higher learning achievement and problem-solving thinking than those who learned the traditional learning approach at the .05 level of significance. The students showed their satisfaction with learning using the constructivism teaching program as a whole and in every aspect at a high level.
Level
The objectives of this research were to develop the knowledge base for English writing skills for undergraduate level; and to study the usage results and usage models of the knowledge base in higher education institutions. The research instruments were questionnaires: the questionnaire about lecturers' content needs and problems about English writing skills, and the questionnaires about the satisfaction and the usage models of the knowledge base of the lecturers and the students. The lecturers and the students showed the satisfaction on the knowledge base at the highest level for the content and the teaching and at a high level for the interface.
Keywords: English writing skills knowledge base for undergraduate level, knowledge base usage results, knowledge base usage models.
Learning Outcomes between Yonisomanasikarn and Multiple Intelligences Learning Activities of Prathomsueksa 6 Student
The first group was taught with Yonisomanasikarn learning activities, the second was taught with multiple intelligence learning activities. The research instruments were 1) Yonisomanasikarn and the multiple intelligence learning activity plans, 2) the learning outcome test, 3) the scientific attitude test and 4) an achievement motive questionnaire. Students' learning performance, scientific attitudes and achievement motives did not differ between these two learning activity methods.
Thai Learning Outcomes in Reading through Collaborative Group Using Mind Mapping and Collaborative Group Using Skill Exercises
Thai learning outcomes in reading through collaborative group using mind mapping and collaborative group using skill exercises.. This study aimed to: 1) develop plans for organizing Thai learning activities in reading for Prathomsueksa 1 students through collaborative group using mind mapping and collaborative group using using skill exercises to have a required efficiency of 80/80, 2) to find out efficiency index of 2 plans, 3) to compare learning performance in literacy between students who learned through both models, 4) to compare learning performance in literacy between pre-learning and post-learning of students who have learned through both models, and 5) to examine student satisfaction with learning through both models. The plans for organizing Thai learning activities in reading for Prathomsueksa 1 students through collaborative group using mind mapping and skill exercises had an effectiveness of 89.86/. The plans for organizing Thai learning activities in reading using cooperative group using mind mapping and skill exercises had an effectiveness index of 0.5052 and 0.4685, respectively.
The students who learned through the plans for organizing Thai learning activities in reading by using collaborative group using mind mapping had higher learning performance than those at the .05 level of significance.
A Comparison of Prathomsueksa 4 Studentsû Ability in Creative Thinking and Writing in Thai Language through the KWL and Synectics Method
The research instruments were: lesson plans of the KWL method, lesson plans of the Synectics method, creative thinking test and creative writing test. Students who learned with the KWL method showed gains in creative thinking and writing in Thai from before learning at the 0.01 level of significance. Students who learned with the Synetics method showed gains in creative thinking from pre-learning at the 0.01 level of significance and showed gains in creative writing from pre-learning at the 0.05 level of significance.
Students who learned using the KWL method and the Synetics method did not show creative thinking and writing differently from before learning.
Work Competency of Teachers in Special Education Schools under the Office of the Basic Education Commission
The populations used in the study were 621 teachers in special education schools and 629 teachers in inclusive schools in Udon Thani and Khon Kaen under the Office of the Basic Education Commission. The research instruments were the competence measurement forms of special education teachers. All components could explain the qualification of teachers in a special school of around 63.12 percent.
The competence of the teachers in the special schools was found to be significantly higher than in the inclusive schools at the .01 level in all components, except achievement, which was not found to be different.
A Comparison of Group Counseling Effects Based on Rational Emotive Behavior Theory and Buddhist Way-the Four Iddhipada for Adversity
A comparison of the effects of group therapy based on the rational-emotive behavior theory and the Buddhist way: the four Iddhipada for adversity. This study aimed to compare the effects of group therapy between rational-emotive behavior therapy and the Buddhist way. The four Iddhipada for adversity quotient in four aspects consisted of control, problem solving, response and endurance. They were equally divided into two groups: the first group was treated with a group counseling program for rational emotive behavior therapy, and the other group was treated in the Buddhist way: the four Iddhipada.
The tools used in this research were two training programs: rational emotional behavior therapy, Buddhist way-the four Iddhipada; and a researcher-constructed adversity quotient scale.
Recommendations on EFL Reading Instruction for Pre-service Teachers
This study aimed to explore reading specialists' opinions on factors affecting pre-service teachers' EFL reading, problems in their practice of teaching EFL reading, and recommendations on the effective methods of teaching EFL -read. The findings revealed that lack of reading habits was the most important factor affecting pre-service teachers' EFL reading. Little experience in teaching reading, inefficient use of both reading strategies and questioning techniques were found as problems in the teaching practice of student teachers.
Three teaching methods were recommended as the most effective methods of teaching EFL reading, applicable to pre-service teachers, namely to activate students' background knowledge of the texts by providing preliminary reading activities related to vocabulary, grammar and content, in order to tell students what the reading goals are. as well as selecting a variety of teaching methods and content relevant to the students' English skills and needs.
Introduction
Some of the above recommendations about reading instruction may apply to teachers of English as a foreign language or a second language. One of the main problems of L2 readers is that their knowledge of the language is incomplete and this can cause difficulties in reading (Williams, 1984, as cited in Tepsuriwong, 2001: 2). However, research also shows that L2 readers benefit from their experience and knowledge of the world, as well as metacognitive knowledge.
Williams (1984, as cited in Tepsuriwong, 2001: 2) supports the use of cross-language reading, claiming that this corresponds not only to the real purpose of L1 reading but also to the academic demands of people learning a foreign language .
The purpose of the study
Result and discussion
Lack of eye movement exercises, inability to use a dictionary effectively and insufficient grammatical knowledge of English were also cited as factors that can cause EFL trainee teachers to have difficulty reading. It was suggested that pre-service teachers should be trained in the use of eye movements for reading fluency. It is therefore clear that it is important to train student teachers in the effective use of a dictionary.
Recommendations on effective methods of teaching EFL reading applicable to pre-service teachers in teaching practice.
Singhal recommended that when teaching reading strategies, teachers should demonstrate their use, give students time to practice using the strategy, and show them how to evaluate its effectiveness and what to do if it doesn't work. . Regarding the English language reading assessment guideline, it was suggested that teachers assess and monitor students' reading. Therefore, learning to use appropriate assessment to test throughout student learning and to develop lessons to support responsible instructional decision-making and reflection are part of the responsibility of reading teachers (Aebersold & Field.
Enhancing Scientific Reasoning Skills of Learners through a Learning Unit with Incorporated Scientific Explanation Using Fading Scaffold
Improving scientific reasoning skills of learners through a study unit with built-in scientific explanation using fuzzy scaffolding. The study unit was implemented in the field trial study stage with 49 students in the seventh grade in the first semester of the 2007 academic year. This stage was to test the effectiveness of the study unit and collected data which was used to determine criteria for testing research hypotheses.
The results of the confirmatory study phase showed that students' scientific reasoning scores were significantly higher after the instruction than before the instruction.
Objectives of the study
- Sources of data
- Variables
- Design and data collection
- Instruments
- Statistical analyses
The researcher proposed to develop a learning unit which incorporated scientific explanation using the fading scaffold technique to promote middle school students' scientific reasoning skills. The learning unit was implemented in two main phases: the field trial study phase and the confirmation study phase. In the field trial study, the learning unit was implemented with 49 students in order to 1) test the quality of the learning unit in terms of time, appropriateness and flow of the teaching sequences, 2) check some problems that might arise, and 3) collect data to determine criteria for affirmative examination.
To collect data, the scientific reasoning test was administered before and after the teaching with the help of the study unit.
Findings
The teacher had to help them correct ideas, which required more time outside the classroom. The processes of answering questions, expressing ideas and explaining acquired knowledge required the students to provide reasonable explanations with reference to their logical thinking patterns. However, their explanations were descriptive, even though the teacher tried to help them by asking questions, pointing out evidence from the experiment or relating the idea to the previous concepts.
They still answered questions by giving facts or simply what they observed from the experiment.
Discussion
The students in the confirmatory study stage were different in both physical and social experiences than the students in the field trial study stage. The students in the field trial study were more ready for learning than those in the confirmatory study. Although the entire period of using the study unit was extended to the field trial study stage, the students in the confirmatory study spent more time completing some activities.
Although the scientific reasoning skills and the learning performance of the students in the confirmatory study did not pass the set criteria, the most important thing was to represent authentic contexts of science.
Recommendations
Consequently, establishing an indicator to track student learning across the classroom should be a major concern for further studies. In summary, students who learned through a unit of study that promotes student-directed inquiry practices using the fading scaffold technique significantly improved scientific reasoning skills. These experiences would be the foundation to become competent people in a globalized society.
Retrieved March 9, 2005, from http://www.onec.go.th/english_ver/chin_po/sum_chpo.htm.
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Journal of Education, Mahasarakham University (JEd, MSU), is an academic journal in the field of education. Articles to be published may be reviews of current issues, or scientific issues that contribute to a new body of knowledge, demonstrating interesting and valuable perspectives for readers. It is important to note that articles submitted to the Journal of Education must not be preprinted or previously submitted to other publications.
The context of the articles may be revised as appropriate by the journal's editorial board and peer reviews in order to conform to the international standard and be accepted as a reference.
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Style and size of font: Both Thai and English manuscripts are required to type in çBrowallia Newé font style with font size as follows;
The journal publishes a number of academic results, including research articles, thesis articles, book review articles and review articles. Submission: The author(s) should submit an original file to the Journal of EducationDivision, Ground Floor of Education Building 1, Faculty of Education, Mahasarakham University,.
Submission: The author(s) should submit an original file to the Journal of Education Division, the Ground Floor of Education Building 1, Faculty of Education, Mahasarakham University,
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Organization of review articles
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The Journal of Education, Mahasarakham University is published quarterly and is dedicated to the promotion and dissemination of academic achievements in the field of education, inclusively.
Journal of Education Mahasarakham University
Number 4 October-December 2008
