The Enhancement of Achievement Motivation Using TGT Blended Learning for Grade VI Students of Banphontun School

Abstract

The objectives of this research were to (1) study the practice of enhancing achievement motivation  using TGT blended learning, (2) study the achievement motivation  in light of TGT blended learning, (3) study the students’ learning achievement in light of TGT blended learning, and (4) study the students’ satisfaction on the learning with TGT blended learning. The research target group was a classroom of 14 Pratomsuksa 6 students at BanPhontun School, semester 2, academic year 2020. The research tools were TGT blended learning lesson plans, an academic achievement motivation evaluation form, an achievement test, and a satisfaction questionnaire. Data analysis was divided into two types; 1) qualitative data analysis and 2) quantitative data analysis through descriptive statistics including mean, percentage, and standard deviation.

                 The results showed that 1) there were five-steps of TGT blended learning activities that enhanced achievement motivation, 2) the TGT blended learning activities  initiated a high level of achievement motivation (= 4.21, S.D. = 0.54), 3)  the students’ learning achievement have met the school criteria of 70 percent (= 4.39, SD = 0.43) and 4) the students were satisfied with the TGT blended learning activities at a very satisfied level (= 4.04, SD = 0.59).