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ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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Volume 5, No. 4, December 2019
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The Effects of Blended Learning Using Collaborative Learning with STAD Technique on MOODLE to Enhance Analytical Thinking for Grade VII Students
Wichittra Wongpratoom and Tawee Sranamkam
Educational Technology, Faculty of Education, Khon Kaen University
Abstract
—The objectives of this research were 1) to create Blended Learning Using Collaborative Learning with STAD Technique on MOODLE to Enhance Analytical Thinking for Grade 7 Students. 2) To compare the analytical thinking of the learners with the Blended learning and learner in the regular learning session. 3) To compare the achievement of learners with the Blended learning and the learner in the regular learning session. The samples used in this research were grade 7 students in Sichomphu Suksa School, Khon Kaen province, North East of Thailand, which enrolled in the first semester of academic year 2018. Consists of 32 experimental groups and 32 control groups who randomly assigned to the Simple Random Sampling. The research instruments were 1) the blended learning using collaborative learning with STAD Technique on MOODLE to enhance analytical thinking for grade 7 students had standard criteria efficiency 80.63/80.31. 2) A test of
analytical thinking between before and afte
r learning entitle “Computer Elements”, and 3) a test of learning achievement entitle “Computer Elements”. This research base on Randomized Pretest - Posttest Control Group Design. The statistics used in the data analysis were percentage, mean, standard deviation and the t-test independent. The research results were: 1) the blended learning using collaborative
learning with STAD technique on MOODLE to enhance analytical thinking for grade 7 students had standard criteria efficiency 80.63/80.31, 2) the students who study the blended learning had the analytical thinking score higher than students who study in regular learning session, and there was statistically higher than at level .05. 3) The students who study the blended learning had the learning achievement score higher than students who studies in regular learning session, and there was statistically higher than at level .05.
Index Terms
—blended learning, STAD, analytical thinking, achievement, moodle
Cite: Wichittra Wongpratoom and Tawee Sranamkam, "The Effects of Blended Learning Using Collaborative Learning with STAD Technique on MOODLE to Enhance Analytical Thinking for Grade VII Students," International Journal of Learning and Teaching, Vol. 5, No. 4, pp. 280-284, December 2019. doi: 10.18178/ijlt.5.4.280-284
1-F1066
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