THE RESULTS OF LEARNING MANAGEMENT IN A SEMERC MODEL IMPACT ON ACADEMIC PERFORMANCE AND TABLE TENNIS SKILLS OF GRADE 7 STUDENTS

Abstract

This research aims to: 1) compare the academic performance in knowledge of first-year high school students, 2) compare the table tennis skills of first-year high school students, and
3) compare the satisfaction levels of first-year high school students towards learning management using the SEMERC Model. The sample group consists of 70 randomly selected first-year high school students from Satree Sathaban Banphean Bamphen School, using cluster sampling. The sample is divided into two groups: 35 students learning with the SEMERC Model and 35 students learning through conventional methods. The research tools used include knowledge assessment forms, table tennis skills assessment forms, attitude assessment forms, and satisfaction assessment forms. Data analysis involves the use of statistical measures such as mean, standard deviation, and statistical hypothesis testing. The research findings are as follows: There is a statistically significant difference in knowledge about table tennis before and after learning among first-year high school students using the SEMERC Model. The table tennis skills of first-year high school students in the experimental group are significantly better after learning compared to before learning, with a statistical significance level of .01. There is a significant difference in satisfaction levels among first-year high school students in all aspects after learning with the SEMERC Model, with a statistical significance level of .01. The research findings conclude that managing learning through the SEMERC Model format can effectively enhance learning outcomes in both knowledge and skill table tennis.