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Abstract The objective of this study was to develop the electronic media for Thai language pronunciation :

Part of Syllable. The type of this study was One-Group Pretest-Posttest Design. The experiment group was 22 students in the second grade of Tessaban Bansakngoy School in the first semester, academic year 2006 since March 1st to July 6th , 2006. The result of this study was got the electronic media for Thai language pronunciation: Parts of syllable, to develop in Microsoft Excel program amount 38 worksheets. This was showing the score immediately after filled out the parts of syllable. By assigned the condition of correction and give one point if true, zero point if fail. The assessment of professional found that the electronic media was built to use for Thai language pronunciation practice. The result of experiment found that every students got a full points in every worksheets and could pronounce Thai language. And the result of Thai languages Pronunciation in Aesopjs Feble UDekchai Kab TumyaeV found that after the testing, the learner can read 100 percentages, before the testing the learner can read only 32 percentages.

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EbIMG!AEOO GHG`wOIK@IeMxEGHw OGGH#!IIDNO LIGABOG#dd"`EGDIPcEF 2 INTERACTION BETWEEN DESIGNING TEACHING STYLE AND BASIC DESIGNING SKILL LEVEL ON HANDICRAFT LEARNING ACHIEVEMENT AND DESIGNING ABILITY LEVEL IN THE AREA OF WORK-ORIENTED EXPERIENCES OF PRATHOM SUKSA TWO STUDENTS

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Abstract The purposes of this research were to compare the handicraft learning achievement and designing ability level between pretest and posttest scores and between groups of prathom suksa two students with 1) different designing teaching style, 2) different basic designing skill level, and 3) interaction between designing teaching style and basic designing skill level. The research method was an experiment using randomized block, pretest and posttest design, with 4 designing teaching style: 1)structured-sample pictures, 2) unstructured-sample pictures, 3) structured-real objects and 4) unstructured-real objects, with basic designing skill level as blocking variable, and 2 dependent variables: handicraft learning achievement and designing ability level. The sample consisted of 80 prathom suksa two students, randomly selected and assigned to the experimental and the control groups. The research instruments were designing teaching style, designing learning achievement test, and designing ability level measurement. Two way analysis of variance was employed for data analysis. The research results indicated that the posttest of handicraft learning achievement and designing ability level were significantly higher than pretest; and there was no significant interaction effect between designing teaching style and basic designing skill level on handicraft learning achievement and designing ability level, but there were significant main effects of basic designing skill level on handicraft learning achievement and designing ability level of the students. #!IEJI"!C 4E)!&$p/ 4!JSD+"*!/D+!" &!&4)!&'%2!"+E))!&!&T%2 WE)!#!D+41E D"JS4 J. &!&4&'!#44!.!m'S #JS4"$.#Sm!%!p)+!!%2)!&!".() ()!W1%2.)!/4&!&4&' 4 #S4"$D+#SmD!. ! !4%p')+!!&!&4&' *T"""!/ (3 'D+T. , 2532) &!&4&'!&$p&.".%3"".&!.!4. !&$p&.".$&&)!&!&4&'4 JD41E *.!D+JS&'4&!ED &!&4&'D+.$&&D%3" &.!" ".' Torrance (1962) 4$%p&!&4&'E1 Ligon 4 4*$ 6-8 %F "&'14*%)%S.&!%2!1E 4 4%p')$D+4* .!3.&!S+*D+.4* 4*$ 6-8 %F !&!&4&'43. WE)%2J1S. WE)D+4*""!Ipw')&!+4 144&!&4+* J. )!1&4D".n !+.4 2 +.)&T +.

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4 .%3. J"/pw'%. !!DE_KI kP I.D. Open House. /&3$"+!&p#%v"!"' $p'!+. Em, . 2533. #AIEGI@KIAKEGDIPcLMP 2521. ( y%%$ .. 2533 ) .$!+& : !' &$$/. Bandura , Albert. 1969. Principle of Behavior Modification. New York : Holt Rienhart & Winston. French,J.E. 1952. Children preferences for picture of pic tonrealnpattern. The Elementary School Jornal 53 (October 1952) : 90-95. Torrance,E.P. 1962. Constructive behavior:stress, personalily,and mental,health. New York : Englewood (liffs,N).: Prentice-Hall. Travers,R.M.W. 1964. Tranmission of information to human receivers. Jornal of information to human receivers. Jornal of Educational Psychology.(2) : 1-5.

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ABSTRACT The purposes of this study were to develop an electronic book (E-Book) on introduction to hide for mattayomsuksa 1 students based on quality of electronic book, to test for the efficiency of the electronic book, to compare pretest and posttest academic achievement by using electronic book, and to study level of studentsj satisfaction of electronic book. The samples of this study were 31 students from Mattayomdansamrong School, Samutprakan province. The samples were chosen by purposive sampling method. The instrument constructed in this study were electronic book, evaluation form for E-Book quality, academic achievement test and the questionnaire for studentsj satisfaction. The data were analyzed for arithmetic mean, standard deviation, to examine the efficiency of the E-Book. Standard criteria E1/E2 not less than 80/80 was used with t-test for dependent samples for pre and post academic achievement test.

32

The Analysis of data revealed that the quality of E-Book in content was excellence with all of items and the production technique was rated at excellent and very excellent level. The Efficiency of E-Book was 85.20 / 85.16, which reached the standard criteria. The achievement of students who studied by using E-Book was posttest higher than pretest significantly at .01 level.The studentsj satisfaction on E-Book was at more to most satisfied level. #!IEJI/#!I#Q"E_Q

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36

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42

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3. '()%(%)H$5H' 85%4! '(%0'%%;R4 MiniTab +(-./

1. %%0,, ; 0 %, '()%(%)H$5H% 2. %,(&I$%$0 ' 6%% (Pre-test) 0 ' -' 0 3. 0,6:H5%06 5%%%B66%; 6 6a 6-7 ' 4. %0-45)E5& 5% 14 a 2 ', ((%100 ) 5. -5'0 5+ 8% H8 ;%0

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00 '6D)E606 (2) ; 3 5% ' 000E6H$60,, 0 '6I

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47

%,8% Anderson-Darling )$;'M () 6, 0.05 E6,6B0,, & *H$5%,I!;,'6I06 5E606%&

2. 3 0,, ;,06 6% ) 3.1 -6%6;,%0,,6a

% 6%6

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33( (1) ) 1 '(%6%6)-' 0 P-Test E606 ) , 6, 0.05

(2) ) 2 '(%6%6)-' 0 P-Test 06 ) , 6, 0.05 ) 3.2 -%,I %0,,) 1 2 0 3 6%-./ ;,

6%6) 1 2 0 3 ;,

85%%,I H0: MdT1= Md T2= Md T3 0 H1: Md T1 Md T2 Md T3 :6%6

:' 0 '

+ K,

'45'85H

& 3 5

) 1 *P-value 0.550 0.028 0.096 0.026

- %, H0

) = 0.05

K H0

) = 0.05

%, H0

) = 0.05

K H0

) = 0.05

MdTi (E5%)

MdT1=27.00 MdT2=27.00 MdT3=26.50

MdT2=44.80 MdT3=43.90 MdT1=43.21

MdT2=16.50 MdT1=15.50 MdT3=15.50

MdT2=88.85 MdT1=86.40 MdT3=85.50

) 2 *P-value 0.028 0.096 0.076 0.016 - K H0

) = 0.05

%, H0

) = 0.05

%, H0

) = 0.05

K H0

) = 0.05 MdTi

(E5%) MdT2=28.00 MdT3=27.00 MdT1=25.75

MdT3=44.35 MdT2=43.50 MdT1=42.65

MdT2=16.00 MdT1=15.50 MdT3=15.50

MdT2=87.00 MdT3=86.15 MdT1=83.95

) 3

*P-value 0.305 0.077 0.041 0.027

- %, H0

) = 0.05

%, H0

) = 0.05

K H0

) = 0.05

K H0

) = 0.05

MdTi (E5%)

MdT2=27.00 MdT1=26.75 MdT3=26.50

MdT2=44.10 MdT3=44.00 MdT1=43.05

MdT2=16.00 MdT1=15.50 MdT3=15.50

MdT2=86.60 MdT3=86.00 MdT1=85.30

48

(1)* H$5'6 P-value ,'6F&; (Adjusted for ties) (2) Md !*'6I8%' 0 ;, :6a (3) T1, T2, 0 T3 '(%%0,,) 1 2 0 3 ;,

1

27.0

43.2

86.4

27.0

44.8

26.5

43.9

85.5

15.516.5

88.9

15.5

0 20 40 60 80 100

!"

# 3

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'

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3 2 1

2

25.8

42.7

84.0

28.0

43.5

27.0

44.4

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15.5

87.0

16.015.5

0 20 40 60 80 100

!"

# 3

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3 2 1

4) 3.1 -./& 3 5 ) 1 4) 3.2 -./& 3 5 ) 2

3

26.8

43.1

85.3

27.0

44.1

26.5

44.0

86.0

15.516.0

86.6

15.5

0 20 40 60 80 100

!"

# 3

$%&

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3 2 1

)* Pre-Test ( Post-Test

14

12

14

16 16 16

13

15

13 1313 13

15 1515 15

10.0

11.0

12.0

13.0

14.0

15.0

16.0

17.0

1/1 1/2 1/3 1/4 1/5 1/6 1/7 *

)

Pre-Test Post-Test

4) 3.3 -./& 3 5 ) 3 4) 3.4 ,,'6I6%0 % ;05%

+* Pre-Test ( Post-Test

14.3

14.9

12.812.9

11.8

12.713.5

12.912.4

13.7

14.7

14.1

14.714.815.214.7

10.0

11.0

12.0

13.0

14.0

15.0

16.0

1/1 1/2 1/3 1/4 1/5 1/6 1/7 *

+

Pre-Test Post-Test

0

5

10

15

20

25

30

(

Pre-testPost-test

Pre-test 11.00 13.00 12.84 15.00 3.22 25.10Post-test 13.00 15.00 14.67 17.00 2.97 20.23

Q1

Q3 SD %CV

4) 3.5 ,,'6D)6%0 % 4) 3.6 ,,'6!6a 6%0 ;05% % 8%& ,

49

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51

Problem-Based Learning Approach in the Instructional Package on Linear Equation System and Applications for 2nd year students at Valaya Alongkorn Rajabhat University Under Royal Patronage

Abstract

The purposes of this research were to 1) create the instructional package on Linear Equation System and Applications, 2) determine the effectiveness of the problem-based learning approach in this instructional package on Linear Equation System and Applications, and 3) study students achievement and compare self- directed learning readiness before and after the use of this package. The samples of this study were 20 second-year students in the 2008 academic year, in the faculty of Science and Technology, at Valaya Alongkorn Rajabhat University. The research instruments consisted of a problem-based learning instructional package, 4 learning unit test, an achievement test, and a performance test on learning process and self-directed learning readiness. The collected data was from unit tests 30%, an achievement test 30%, and a performance test on learning process 40 %, and these total scores were then analyzed by Binominal test. The collected data from the self-directed learning readiness test was compared by T-test. The research results showed that more than half of the sampling group scored more than 60% of the criterion test at the statistically significance of .05. However, the packages efficiency was at 78.12/65.78, and the results from students pre-test and post test were not different at the statistically significance of .05. /

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