The Development of Learning Processes by Direct Instruction Model and Peer – Assisted Learning achievement and attitude toward Thai Dancing Subject in Prathomsuksa 5

• Main Authors: Saowari Phubanchuen, Somsong Sitti
• Format: Article
• Language: Thai
• Published: Mahasarakham University 2017-06-01
• Series: Journal of Education, Mahasarakham University
• Subjects: Development of learning processes; direct instruction model; peer – assisted learning achievement; thai dancing skill
• Online Access: https://edu.msu.ac.th/journal/home/journal_file/350.pdf

The purposes of this study was to.. 1) study the expert’s opinion about teaching technique, teaching processes and the development of instrumental learning process on Dramatic Arts. 2) to develop the instrumental lesson plans using Direct Instruction Model and Peer Tutoring approach 3) to study the students learning outcome after using the developed lesson plans. The sample consists of 35 fifth grade students studying in Mahasarakham University Demonstration School (Elementary) in 2016 Academic year using Cluster Random Sampling technique. Research toolsconsisted of 1) 8 lesson plans. 2) Practical skills test and 3) chievement test. The collected data was analyzed by percentage Mean standardize score and Dependent Sample t-test The result of the study were as follow: 1. The expert’s opinion toward teaching Dramatic Arts suggest that the learning purposes and the nature of the course is the most important. Learning process has to encourage children to participate, and has served as both the audience and the performers. The good performances have been trained so they have needed skills in order to be confident and assertive plus having ability to criticism the show creatively. 2. The developed instrumental lesson plans using Direct Instruction Model and Peer Tutoring approach are appropriate in the highest level ( = 4.60). 3. The students learning outcome after using the developed lesson plans 3.1 developed instrumental lesson plans using Direct Instruction Model and Peer Tutoring approach had the Efficiency (E1/ E2) of 88.11 / 87.483.2 students’ practical skills after learning are more advanced with an average overall very satisfactory. 3.3 student achievement after learning increased from the previous level of statistical significance at level.05. 3.4 student satisfaction with the learning process using the learning management improved overall in most.