ปฏิสัมพันธ์ระหว่างรูปแบบการนำเสนอ ความคิดริเริ่มสร้างสรรค์และระดับผลสัมฤทธิ์ทางการเรียน ที่มีต่อสัมฤทธิผลทางการเรียนวิชากลุ่มการงานและพื้นฐานอาชีพ ของนักเรียนชั้นประถมศึกษาปีที่ 5 / สุกรี วัชรพรรณ = An interaction among presentation modes, creative thinking and levels of learning achievement on learning achievement in the area of work-orented experiences of pathom suksa five students / Suegree Vatcharaphan
Purpose: To study the interaction among presentation modes, creative thinking and levels of learning achievement on learning achievement in the area of work-oriented experiences of prathom suksa five students. Procedures: The total number of the Prathom Suksa five students of Chulalongkorn University Demonstration School in academic year 1985, which were two hundred and sixty two students, were divided into three achievement groups-high, moderate and low. Only the high and low achievement groups, with total of one hundred and fifty-four students, were used as the subjects for this study. These subjects then were regrouped by two, according to the results from the creative thinking test. Thus, there were seventy seven subjects in each group. These two groups were required to study two programmed lessons : scrabbed-materials working and wood working. Since there were two different presentation modes in each lesson, the subjects in each group were assigned to study the lesson in the following manners : The first group studied programmed lesson scrabbed-materials working and practiced with examples, and studies programmed lesson of wood-working and practiced without examples. The second group studied programmed lesson scrabbed-materials working and practiced without examples and studies programmed lesson of wood-working and practiced with examples. Scores from the subjects works were evaluated and analysed by using three-way analysis of variance. Results : 1. There was an interaction among presentation modes, creative thinking and level of learning achievement in scrabbed-materials working of the students. This interaction was a significant difference at 0.01 2. There was no interaction between the presentation modes and the level of creative thinking in learning achievement in scrabbed-materials working of the students. 3. There was no interaction between the presentation modes and the level of learning achievement in scrabbed-materials working of the students. 4. There was a significant difference in learning achievement in scrabbed-materials working between a group of student who learned with examples and a group of student who learned without examples. This difference was significant at 0.01 5. There was no interaction among presentation modes, creative thinking and level of learning achievement in wood-working of the students. 6. There was no interaction between the presentation modes and the level of creative thinking in wood-working of the students. 7. There was an interaction between the presentation modes and the level of learning achievement in wood-working. This interaction was a significant difference at 0.05 8. There was a significant difference in learning achievement in wood-working between a group of student who learned with examples and a group of student who learned without examples. This difference was significant at 0.01