Developing Basic Recorder Playing Skills Through a Practical Skill Training Set Combined with Peer-Assisted Activities for Second-Year Secondary School Students

Abstract

This research aims to: 1) compare the basic recorder playing skills of 8th grade students using a skill-building training kit combined with peer-assisted activities before and after the intervention, and 2) To study satisfaction with the teaching of basic recorder playing using a skills training kit combined with peer-assisted activities of second-year secondary school students at Chumchon Ban Nam Noy School, Hat Yai District, Songkhla Province.The population consisted of 55 second-year secondary school students from 11 schools in the Nam Kham Thung School Network. The sample consisted of one class of 37 second-year secondary school students at Chumchon Ban Nam Noy School, Hat Yai District, Songkhla Province. The sample was selected using cluster random sampling. The research instrument used consisted of: 1) five lesson plans (11 instructional hours) incorporating peer-assisted activities and a recorder practical skill training set, 2) a practical skill training set for basic recorder playing, 3) a recorder playing skills assessment form, and 4) a questionnaire measuring students’ satisfaction with learning through the practical skill training set combined with peer-assisted activities. The statistics used for data analysis were the mean and standard deviation, and hypothesis testing was conducted. The research results revealed that: 1) The recorder playing skills through a practical skill training set for basic recorder playing, combined with peer-assisted activities of second-year secondary school students, were significantly higher after the instruction than before the instruction at the .01 level of statistical significance. 2) The students’ satisfaction with the learning management to develop basic recorder playing skills through the practical skill training set, combined with peer-assisted activities, was overall at the highest level. When considering each aspect, it was found that the instructional media were consistent with the learning content at the highest level. This was followed by the usefulness of the content for practical application and the enjoyment and pleasure gained from the learning content.