Developing Academic Achievement Motorcycle Safety Course on The Traffic Signs, Warning Signs, Mandatory Signs for The First-year of Vocational Certificate Students in The Automotive Engineering Major, Phang Nga Technical College using The Kahoot Game Together with The Peer-to-peer Learning Method

Abstract

This research aimed at 1) compare the academic achievement before and after learning in the subject of motorcycle safety on traffic signs, warning signs, mandatory signs of the first year vocational certificate students in the automotive field, Phang Nga Technical College, by using the Kahoot game with the peer-assisted learning method, and 2) study the satisfaction of the first year vocational certificate students in the automotive field, Phang Nga Technical College, towards the learning management in the subject of motorcycle safety. The study of traffic signs, warning signs, and mandatory signs using Kahoot games combined with peer-to-peer learning. The population of the research was students studying in the vocational certificate level, Vocational Certificate 1, Automotive Engineering Program, Phang Nga Technical College, Semester 1, Academic Year 2024, with 2 classes and a total of 40 students. The sample group was 17 students studying in the vocational certificate level, Vocational Certificate 1, Automotive Engineering Program, Phang Nga Technical College, Semester 1, Academic Year 2024, using cluster Simple random sampling. The experimental design was one group with pre-test and post-test (One Group Pre-test Post-test Design). The research instruments consisted of 1. 10 learning management plans. The results of the evaluation of the quality of the learning management plan were at a very good level. 2) The achievement test was a multiple-choice test with 40 questions. The content validity (IOC) was 1.00. The difficulty level was between 0.5-0.75. The discrimination power was between 0.2-0.4. The reliability of the whole test was .086. 3) The assessment of students' satisfaction with the learning management using the Kahoot game with the peer-to-peer learning method had a content validity of 0.67-1.00. The statistics used for data analysis were mean, standard deviation, and t-test with a non-independent group and a single group compared to the criteria (t-test dependent).

The research results found that 1) The academic achievement of automotive students who received mandatory learning management using Kahoot games with peer-assisted learning methods after studying was significantly higher than before studying. And 2) The satisfaction of first-year vocational certificate students with learning management using Kahoot games with peer-assisted learning methods consisted of 1. The content of knowledge was at the highest level of satisfaction. 2. The activities were at the highest level of satisfaction. 3. The teaching media was at the highest level of satisfaction. And 4. The measurement and evaluation were at the highest level of satisfaction.