LEARNING MANAGEMENT WITH ACTIVE LEARNING IN THE COURSE OF ENGLISH FOR STUDY SKILLS FOR GENERATION Z STUDENTS การจัดการเรียนรู้วิชาภาษาอังกฤษเพื่อทักษะการเรียนกับการเรียนรู้แบบลงมือปฏิบัติ สำหรับผู้เรียนกลุ่มเจเนอเรชัน Z

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Rattana Klinjuy
Wassana Chakkaew

Abstract

This research aimed 1) to develop the teaching management process with active learning based on generational concept in the course of English for study skills, 2) to study the comparison of students’ achievement between pretest and posttest with active learning based on generational concept in the course of English for study skills, and 3) to evaluate the students' satisfaction on the use of active learning based on generational concept in the course of English for study skills. The samples were 31 first-year students, majoring in Early Childhood Education, Suan Dusit University, Lampang Center. The research instruments used for gathering data consisted of 1) a questionnaire of students’ requirement for English learning activities, 2) a self-assessment check-list of students’ behaviors, 3) pre-posttest for achievement assessment of students with active learning based on generational concept, and 4) a satisfactory assessment of students with active learning based on generational concept. The research data were analyzed using descriptive statistics with Mean and Percentage. The results of the study were found that the students' requirement for learning activities with active learning were at the high level (gif.latex?x\bar{}= 3.96, SD = 0.50). The three most student’ requirements for active learning activities are: Brainstorming that encouraged the students to think together (gif.latex?x\bar{}= 4.26, SD = 0.68). Next, the exchange of opinions between the teachers and the students, focusing on the participation of the students (gif.latex?x\bar{}= 4.23, SD = 0.56) followed by the use of social media as a teaching instructional media for development (gif.latex?x\bar{}= 4.10, SD = 0.79). In aspect of the self-assessment of students' behaviors, it was found that 100 percent of students searched the information they wanted from Internet sources. Secondly, 96.77 percent of students used various applications on Smartphones. Next, 93.55% of students wanted the teachers to design the activities for their reviewing the lessons, namely activities or games. Likewise, 93.55 of students wanted to participate in the room for sharing their opinions or exchanging the information among classmates and teachers. Also, 93.55 percent of students thought that they had the ability to learn more on their own. From the study of students’ learning achievement before and after using active learning based on generational concept in the course of English for Study Skills, the overall learning achievement before using active learning showed that 40.03 percent of students failed. However, after using active learning based on generational concept, 72.19 percent of students reached the fairly good level. This indicates that the students have a higher average score after using active learning. Therewith, the score of achievement was increased by 32.16%. In terms of students' satisfaction towards English teaching management process with active learning based on generational concept, the results showed that the students were satisfied with the learning management process. The overall score was at a high level (gif.latex?x\bar{}= 4.02, SD = 0.51).

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Klinjuy, R., & Chakkaew, W. (2018). LEARNING MANAGEMENT WITH ACTIVE LEARNING IN THE COURSE OF ENGLISH FOR STUDY SKILLS FOR GENERATION Z STUDENTS: การจัดการเรียนรู้วิชาภาษาอังกฤษเพื่อทักษะการเรียนกับการเรียนรู้แบบลงมือปฏิบัติ สำหรับผู้เรียนกลุ่มเจเนอเรชัน Z. JOURNAL OF EDUCATION NARESUAN UNIVERSITY, 22(4), 199-214. Retrieved from https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/118577
Section
Research Articles

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