การพัฒนาการจัดกิจกรรมการเรียนรู้แบบร่วมมือ 8 ขั้น เรื่อง ลักษณะของครูที่ดีของ นักศึกษาระดับปริญญาตรี คณะครุศาสตร์

Abstract

             The objectives of this research were: 1) to develop the innovation of eight stages of cooperative learning on characteristics of a good teacher with a required efficiency (E₁ / E₂) of 80/80,   2) to find out an effectiveness index of eight stages of cooperative learning,  3) to compare learning achievement before and after using eight stages of cooperative learning, and 4) to study the satisfaction of undergraduates towards eight stages of cooperative learning. The samples were the second year of 90 early childhood education undergraduates in the first semester of academic year 2016 total 3 classes (30 undergraduates/ class). The 30 samples derived by Cluster Random Sampling were the experimental group. The instruments used in this study were  a cooperative learning plan, learning achievement test, satisfaction questionnaire of  undergraduates. The statistics employed in data analysis were the values of validity, difficulty, reliability, discrimination, efficiency, effectiveness, and t-test(Dependent).

             The results of this research were as follows:  1) The eight stages of cooperative learning had the efficiency (E₁ / E₂) of 82.82/81.08;  2) The effectiveness index of eight stages of cooperative learning was at 0.6816;  3) The learning achievement after using eight stages of cooperative learning was higher than before using eight stages of cooperative learning in statistically significant at the .01 level; and  4)  The undergraduates had the satisfaction towards eight stages of cooperative learning at the highest level.