Teaching and Learning and Developmant Canter
URI ถาวรสำหรับชุมชนนี้
เรียกดู
กำลังเรียกดู Teaching and Learning and Developmant Canter โดย เรื่อง "Achievement"
ตอนนี้กำลังแสดง1 - 4 ของ 4
ผลลัพธ์ต่อหน้า
ตัวเลือกเรียงลำดับ
รายการ การพัฒนาความรู้ ความเข้าใจของนักศึกษา ด้วยเทคนิคกลุ่มร่วมมือ แบบสืบสวนสอบสวนจี.ไอ รายวิชา TMT222 มรดกไทยเพื่อการท่องเที่ยว(Sripatum University, 2556) ปรียาภรณ์ เฮอร์ริงตัน; Preeyaporn HerringtonThis study is a of using the using group investigation (GI) teaching method for the development of knowledge and understanding of “Sukothai history” for TMT222 Thai Heritage for Tourism. The objectives of this research were to study the achievements, the development of knowledge, and understandings, learning and teaching ‘Sukothai history” by the using group investigation (GI). The sample in this study was collected using simple purposive sampling. The sample was 36 third year students. They were students studying TMT222 Thai Heritage for Tourism course. The instruments used in the research were learning activity plans, ‘pre’ and ‘post’ test papers, and group worksheets. The statistical values were the frequency, percentage, mean, standard deviation and T-test for dependent samples and content analysis for quality data. The results of the study were as follows : The Achievements in TMT222 after completion by the students were significantly higher than before being taught at the .01 level. The results of the development of knowledge and understandings revealed that over 75% of students could pass the test, 86.11% of all students in total. These meant the group investigation (GI) really affected their knowledge and understanding and their scores in “Sukothai history” for TMT222 Thai Heritage for Tourism were the highest.รายการ การศึกษาผลสัมฤทธิ์ทางการเรียนด้วยการจัดกิจกรรมการเรียนรู้ด้วยกลุ่มร่วมมือแบบจิกซอว์ เพื่อพัฒนาความรู้ ความเข้าใจ รายวิชา HTM411 กลยุทธ์การจัดการโรงแรมและการท่องเที่ยว(Sripatum University, 2555) ปรียาภรณ์ เฮอร์ริงตัน; Preeyaporn HerringtonThe study of using the jigsaw teaching method for the development of Knowledge and understanding of HTM411 Strategic Management for Hotel and Tourism. The objectives of this research were to study the achievements, develop knowledge, and understand and study the opinions and suggestions on learning and teaching ‘Promotion Mix Strategies’ by the using jigsaw teaching method in HTM411 Strategic Management for Hotel and Tourism The sample in this study was collected using simple random sampling. The sample was 30 third year students who were studying this subject. The instruments used in the research were learning activity plans, ‘pre’ and ‘post’ test papers, individual worksheets, group worksheets. There were questionnaires in 4 sections: Teaching career & Teaching techniques, Teacher personality, Instruction media, and Measurement and evaluation methods. The statistical values were the frequency, percentage, mean, standard deviation and T-test for dependent samples and content analysis for quality data. The results of the study were as follows: 1. The Achievements in HTM411 after completion by the students were significantly higher than before being taught at the .01 level. 2. The results of development of knowledge and understanding revealed that over 75% of students could pass the test, 83.33 % of all students in total. 3. The results of students attitude towards the activities used found that the activities were very well received and appropriate for the level. The most suitable were Teacher personality. Instruction media, Teaching career & Teaching techniques , evaluation methods.4. Their opinions and suggestions 4.1 Teaching career & Teaching techniques, Their opinions and suggestions were that the use of the jigsaw teaching method in HTM411 was suitable and appropriate. It helps create an atmosphere of learning and makes learning fun, not boring. Students are able to understand and remember the content better. The groups shouldn’t be too big and the time frame should be appropriate to the content. Similar content should be grouped together 4.2 Teacher personality The teacher has much knowledge. The teacher teaches on time, uses appropriate language and dresses modestly. The teacher is a role models to the students. Finally the instructors should be flexible about teaching. 4.3 Instruction media The teacher has books and documentation for teaching HTM411 and has individual and group worksheets. The equipment used in the classroom, such as computers and audio equipment is very suitable. It makes the teaching smooth and effective. 4.4 evaluation methods The exam is quite difficult and covers all the content. The rating assessment and score evaluation is fair to the students.รายการ การเปรียบเทียบผลสัมฤทธิ์ทางการเรียน วิชา ARC 161 การเขียนแบบทางสถาปัตยกรรม ของนักศึกษาชั้นปีที่ 1 ที่ได้รับการสอนโตยการเรียนแบบร่วมมือโดยเทคนิค STAD กับ การเรียนแบบปกติ(Sripatum University, 2555) ชนกพร ไผทสิทธิกุล; Chanokporn PhathaisittikulThe Objective of this research was to address the result of the study which applies STAD technique into the fundamental teaching style for subject ARC 161 (Architectural drawing for the first year students). Quasi- experimental Research has been selected as methodology for this research. The participants consisted of two groups of students in the same class, namely the group which attended the class by using normal teaching style (controlled group) and the group which had been taught by using cooperative learning style (experimental group). Statistical tools including percentage, mean , standard deviation and t-test Independent had been adopted in the research. The two participant groups from the same class had been tested in four different subjects and the results showed as below: 1. The examination on “Orthographic Projection” showed that the learning accomplishment of the participants from ‘experimental group’ had better result (66.90) when compared to the participants in ‘controlled group’ (66.28) 2. The ‘experimental group’ participants had better result for the test of “Axonometric Projection” (72.18) than those from ‘controlled group’ (70.21) 3. The examination on “Two point Perspective” resulted in better marks for ‘experimental group’ (69.50) than those from ‘controlled group’ (62.37)4. The ‘experimental group’ had better results from the examination of “Light & Shadow” (72.18) than those from ‘controlled group’ (65.71) The study on four subjects has statistical significance at 0.05 which is in line with the hypothesis. According to the participants, they perceived that using cooperative style of teaching is useful for them. The result ranked at ‘good’ with an average rate of 4.25. All in all, it was found that adopting cooperative learning into the teaching style by using STAD has resulted in better performance of the students. Majority of the participants agreed and perceived the usefulness of the teaching.รายการ ผลการจัดการเรียนการสอนแบบทีมในรายวิชา BUS304 ระเบียบวิธีวิจัยทางธุรกิจต่อผลสัมฤทธิ์ทางการเรียนและการทางานเป็นทีมของนักศึกษาหลักสูตรบริหารธุรกิจบัณฑิต มหาวิทยาลัยศรีปทุม(Sripatum University, 2560) รักษพล สนิทยา; RUGSAPON SANITYAThe purposes of this research were to study achievement and to study teamwork of business students at Sripatum university by team-based learning in BUS304 (Business Researcher Methodology). The sample were 25 Saturday and Sunday Business students in the first semester of the academic year 2017. The research instrument were 1) lesson plan of BUS304 subject, 2) test, and 3) teamwork assessment form. The data were analyzed by frequency, percentage, mean, standard deviation, difference score, and relative gain score. The results of the research showed that: 1) the achievements of business students after learning by team-based learning in BUS304 were higher than before learning by team-based learning (Mean score = 8.52 and 3.38 respectively). The difference score show 5.14 that mean the post-test score change from pre-test score 5.14, and relative gain score show 76.40 that mean the students can be develop at the 76.40 percentage. And 2) the teamwork of business students after learning by team-based learning in BUS304 was good – very g