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The purposes of this research were 1) to develop and find the quality and efficiency of an E-learning courseware based on constructivist theory on English for Communication for Grade 5, and 2) to compare the learning achievement between the students’ learning with E-learning courseware based on constructivist theory on English for Communication and the students learning through a traditional method. The samples were 90 students in Grade 5 from Aunbanwangmuang School, Education Service Area Office 2, Saraburi. The samples were selected by Cluster Random Sampling, and divided into three groups. The research instruments consisted of 1) E-learning courseware based on constructivist theory on English for Communication for Grade 5, 2) the quality evaluation form of E-learning courseware, 3) the evaluation form for speaking and the evaluation form for listening from the audiotapes. An achievement test on English for Communication for Grade 5 students comprised 30 items with the Index of Congruence (IOC) value from 0.67 to 1.00. The difficulty value of the achievement test is between 0.33 and 0.63, and the discrimination value of the achievement test is between 0.20 and 0.53, and the reliability value of the achievement test is 0.79. The statistics used in the analysis were mean (), standard deviation (S.D.) and t-test Independent. The results revealed that E-learning courseware based on constructivist theory on English Communication for Grade 5 are as follows: 1) it was found that the quality of E-learning in the content area was at a very good level ( = 4.67, S.D. = 0.45), the quality of media from the network was in a very good level ( = 4.52, S.D. = 0.49), the quality of design for E-learning courseware based on constructivist theory was a very good level ( = 4.60, S.D. = 0.58), 2) the efficiency of E-learning courseware was (E1 : E2) = 80.11 : 81.33 ,which was consistent with the expected criteria; and 3) the learning achievement of the students learning with E-learning courseware based on constructivist theory on English for Communication was significantly higher than that of regularly instructed group at .05 level.
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