ACHIEVEMENT WITH MIAP TEACHING METHOD VIA WEB – BASED INSTRUCTION ON CONDITIONS DESIGN FOR CERTIFICATE LEVEL
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Abstract
This research aimed 1) to develop the lesson management plan using MIAP teaching method via web-based instruction on conditions design; 2) to develop the computer-assisted instruction using a game strategy on conditions design with good quality and efficiency; and 3) to compare the achievement before and after using MIAP teaching method together with the computer-assisted instruction with the game strategy on conditions design of the second year students studying of a vocational certificate level. The samples used were the second year students studying in the Information Technology Department of a Vocational Certificate Level in Phra Nakhon Sri Ayutthaya Technology College. The samples were selected by using sampling techniques with two groups. The research instruments were 1) the lesson management plan using MIAP teaching method via web-based instruction on conditions design; 2) the computer-assisted instruction with the game strategy on conditions design; and 3) the 30 achievements test questions having the consistency (IOC) with the average of 0.67 – 1.00, the difficulty with the average of 0.20 – 0.55, the discrimination with the average of 0.21 – 0.76, and the reliability was 0.938. The research results showed that 1) the quality of the lesson management plan using MIAP teaching method via web based instruction on conditions design has good level (mean values = 4.59, standard deviation values = 0.17); 2) the quality of the computer-assisted instruction with the game strategy on conditions design with content topic has medium level (mean values = 3.70, standard deviation values = 0.50), and design technique has good level (mean values = 4.80, standard deviation values = 4.80); 3) the lesson via network on conditions design has efficiency E1/E2 = 85.02/84.90; and 4) the achievement of students after studying with the computer-assisted instruction with the game strategy on conditions design is higher than before studying, with statistically significance at 0.05 levels.
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