ผลการใช้ตัวชี้แนะการจัดหมวดหมู่ของภาพประกอบคำ ในขั้นการนำเสนอและในขั้นทดสอบการระลึกได้ ของนักเรียนชั้นประถมศึกษาปีที่หนึ่ง / ภักดี ขจรไชยกูล = Effects of using categorized pictures with verbal cues in presentation and testing stage on recall of prathomsuksa on students / Pakdee Kajonchaiyakool
The purpose of this study was to examine the effects of using categorized pictures with verbal cues in presentation and testing stage on recall of Prathomsuksa One students. The subjects were one hundred and eighty students of Surin Kindergarten, Changwat Surin. According to their achievement in Thai Language, the subjects were classified into 3 achievement levels: high, medium, and low. Sixty students were randomly selected for each group. Fifteen students from each group, then, were randomly selected assigned into four experimental groups. The four experimental groups were presented categorized pictures with treatments of verbal cues at the presentation and testing stage. In the first treatment, subjects were not recieved verbal cues neither in presentation nor testing stage. In the second treatment, subjects were recieved verbal cues in the testing stage but not in the presentation stage. In the third treatment, subjects were recieved verbal cues in the presentation stage but not in the testing stage. In the last treatment, subjects were recieved verbal cues in both presentation and testing stage. The instrument were sixty 10" X 10" colored pictures with verbal cues of fruits, animals, and flowers. The experiment was almost the same for all the four experimental groups that the subjects were presented sixty categorized pictures and they were asked to recall the pictures at the testing stage. The differences of the presentation were that the verbal cues were given or not given in the presentation and the testing stage, according to the experimental groups. The data were analyzed by means of the Two-way Analysis of Variance. The pairwise differences were tested by Tukey Method. The findings were as follows: The fourth treatment which the verbal cues are given in both presentation and testing stage is the most effective upon students' recall at 0.01 level of confidence. The third treatment which the verbal cues are given in the presentation stage but not in the testing stage is more effective than the second treatment which the verbal cues are giyen in the tesing stage but not in the presentation stage at 0.05 level of confidence. And the third treatment is also effective than the first treatment which the verbal cues are not given neither in the presentation nor testing stage at 0.01 level of confidence. The second treatment which the verbal cues are given in the testing stage but not in the presentation stage is better than the first treatment which the verbal cues are not given neither in the presentation nor testing stages at 0.05 level of confidence. The first treatment which the verbal cues are not given at all is the least effective.
