ปฏิสัมพันธ์ระหว่างรูปแบบการเสนอเนื้อหาในหนังสือภาพขาวดำ กับระดับอายุของนักเรียนชั้นประถมศึกษา ที่มีต่อผลสัมฤทธิ์ทางการเรียนด้านพุทธิพิสัย / สุขุมาภรณ์ ขันธ์ศรี = An interaction between formats of content appoaches in black and white picture books and age levels upon the cognitive learning achievement of elementary school students / Sukhumaporn Khansri
Purpose of the research: The purpose of this research was to study the interaction between types of content approaches in black and white picture books and age levels upon the cognitive learning achievement of elementary school students. Procedures: The samples were 360 students from Sompochkrung-Rattanakosin 200 Pee and Wat Thep-Lela and were tested in the academic year 1985. They were selected according to a stratified random sampling. They were divided into three age groups : 6-7 years old (Prathom Suksa 1) 8-9 years old (Prathom Suksa 3) and 11-12 years old (Prathom Suksa 6) with 60 Students from each school in each level. The students in each level were, then, divided into three experimental groups ; A, B and C, with a total of 120 students in each group. Experimental group a read picture books with a narrative format; Experimental group B read books with a dialogue format, and experimental group C read books with combination of dialogue and narrative formats. After reading the books, all the subjects took a cognitive learning achievement test. The data obtained from the tests were analyzed using a two-way analysis of varience. Findings: 1. The achievement of the subjects of different ages who read picture books in each format of content approach was significantly different from each other at .01 level. The subjects group of 11-12 and 8-9 year old showed no different, but both groups were superior to the 6-7 year old subject group. 2. The achievement of the subjects who read picture books of different formats was significantly different from each other at .01 level. The dialogue and the combination of dialogue and narrative formats showed no different, but both formats were superior to the narrative format. 3. The interaction between types of format and ages of the subjects was not significantly at .01 level. 4. The second, the third and the fourth hypothesis have not any answers.