Home
Author Guide
Editor Guide
Reviewer Guide
Special Issue
Introduction
Special Issues List
Published Issues
journal menu
Aims and Scope
Editorial Board
Indexing Service
Article Processing Charge
Open Access Policy
Publication Ethics
Editorial Process
Subscription
Contact Us
General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Quarterly
Editor-in-Chief:
Prof. Xabier Basogain
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
E-mail questions
or comments to
IJLT Editorial Office
.
Editor-in-Chief
Prof. Xabier Basogain
University of the Basque Country, Vitoria-Gasteiz, Spain
I am very excited to serve as the first Editor-in-Chief of the International Journal of Learning and Teaching...[
Read More
]
What's New
2020-04-28
[Call for Paper] Special Issue "Significance of STEM Education in Teaching and Learning for the Changing World with COVID19"
2022-11-24
Vol. 8, No. 4, December 2022 issue has been published online!
2022-08-08
Vol. 8, No. 3, September 2022 issue has been published online!
Home
>
Published Issues
>
2019
>
Volume 5, No. 4, December 2019
>
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
PREVIOUS PAPER
First page
NEXT PAPER
Analyzing the Impact of Introducing Active Learning in a Blended Educational Environment