Learning Outcome of e-Learning with Cuteness in Science Teaching about Plants and Animals for Grade 4 Hearing Impaired Students with Different Learning Style

Abstract

The four purposes of this study were: First, to develop e-Learning with cuteness in science teaching about plants and animals for grade 4 students with hearing hearing-impaired who have different learning styles. Second, to study learning styles via e-Learning with hearing-impaired students who have different learning styles. Third, to examine the learning achievement before and after this e-Learning with cuteness, and finally, to study students' learning development who had different learning and studied via e-Learning with cuteness. This study is experimental research using one group pre-test and post-test design. The research instruments used for this experiment were: 1) e-Learning with cuteness in science teaching for grade 4 under the topic “plants and animals," pre-test and post-test exams, and Kolb’s learning style questionnaire. The samples for this study were 15 grade 4 students with hearing impairments at Surin School for the Deaf under the office of special education administration. Statistics employed for data analysis were mean ( ), standard deviation (S.D.), t-test, and f-test. The findings revealed that:  The efficiency of e-Learning with cuteness in science teaching for grade 4 hearing-impaired students with different learning styles was highly efficient, meeting the requirement of Meguigans' criteria.  The students’ learning achievement after learning via this e-Learning was significantly higher at the 0.05 level, while there is no significantly different in the learning achievement of students with different learning at the 0.05 level. However, learning via this e-Learning students’ achievement yielded a mean score of the learning achievement lower than the criterion (50 percent).