Using Advance Organizer Model to Influence the Meaningful Learning of New Concepts for ESL Learners in a Collaborative Classroom

This research attempted to study how using an advance organizer model can influence meaningful learning of new concepts for ESL learners in collaborative classrooms. The objectives were 1) to study the effects of using the advance organizer model, and 2) to study the student achievement after using the advance organizer model to compare to the 80 percent criterion. The study sample is purposively limited to 20 students in a class of the Introduction to Skills for Leadership and Management at Mahidol University International Demonstration School, Thailand. Post-test and observation forms were used as research tools. The data were analyzed by content analysis, mean and standard deviation. The findings revealed that 1) The effects occurred in both instructional and nurturant effects. The students engaged effectively in learning and acquiring information. Students discussed and exchanged information using existing knowledge and experiences to connect and explain the ideas to others. The instructional design also meets the steps of the advance organizer model. The teacher designed the tasks of learning follows the three phases of the advance organizer format. 2) The student achievement after using the model to meet the criteria of 80. This study reflects that the model can influence meaningful learning of new concepts and improve academic achievements for ESL learners in collaborative classrooms. However, few researchers have addressed the problem of collaborative learning in large courses. Hence, further study should focus on implementing the model with higher numbers of students to confirm its effectiveness.

Using Advance Organizer Model to Influence the Meaningful Learning of New Concepts for ESL Learners in a Collaborative Classroom

This research attempted to study how using an advance organizer model can influence meaningful learning of new concepts for ESL learners in collaborative classrooms. The objectives were 1) to study the effects of using the advance organizer model, and 2) to study the student achievement after using the advance organizer model to compare to the 80 percent criterion. The study sample is purposively limited to 20 students in a class of the Introduction to Skills for Leadership and Management at Mahidol University International Demonstration School, Thailand. Post-test and observation forms were used as research tools. The data were analyzed by content analysis, mean and standard deviation. The findings revealed that 1) The effects occurred in both instructional and nurturant effects. The students engaged effectively in learning and acquiring information. Students discussed and exchanged information using existing knowledge and experiences to connect and explain the ideas to others. The instructional design also meets the steps of the advance organizer model. The teacher designed the tasks of learning follows the three phases of the advance organizer format. 2) The student achievement after using the model to meet the criteria of 80. This study reflects that the model can influence meaningful learning of new concepts and improve academic achievements for ESL learners in collaborative classrooms. However, few researchers have addressed the problem of collaborative learning in large courses. Hence, further study should focus on implementing the model with higher numbers of students to confirm its effectiveness.

The Development Biology Authentic Learning of Mahasarakham University Demonstration School (Secondary). Thailand

The research study Development of Authentic Biology Learning Activities, Mahasarakham University Demonstration School (Secondary). The sample group consisted of 160 students in grade 10 students, Science-Mathematics major, 160 students, divided into experimental groups of 80 people and 80 control groups from purposive sampling. The instruments used in research is a set of authentic biology learning activities, the biology knowledge tests and attitude questionnaire. The research used experimental process (Quasi-experimental Design Research) Quasi-equivalent control group design. The results of comparative analysis of the average test results of biology knowledge Before and after learning of students in the experimental group It was found that before the students had an average score of 8.96 and the post-test results in the experimental group students had an average score increased to 12.98, with the average after learning scores increased significantly at the level of .05. The biology knowledge test before and after learning found that the students in the experimental group average score from the biology knowledge test after learning higher than students in the control group with statistical significance at the level of.05 and the results of attitudes towards the arrangement of authentic learning biology learning activities of grade 10 students in the experimental group found that in almost all questions, the average score of the score is greater than 4.51 Which is at the highest level and the overall average score is 4.74 which is at the highest level show that. The organizing of authentic learning activities in biology for grade 10 students, gives students a better understanding of the learning content with scores from higher knowledge tests therefore, is an effective way to organize learning activities for students that can be applied with other courses.

Enhancing Vietnamese Vocabulary Knowledge and Vietnamese Listening Ability through the Total Physocal Response Method of Grade 1 Students Satit School Under Rajabhat University, Thailand

The purpose of this research was 1) to enhance Vietnamese vocabulary knowledge through the Total Physical Response (TPR) 2) to enhance Vietnamese Listening abilities through the Total Physical Response (TPR). The scope of the study is grade 1 students in the second semester, academic year 2019, at The Demonstration School of Valaya Alongkorn Rajabhat University Under The Royal Patronage satit by Purposive Sampling. The instruments used in this research were consisted of 1) lesson plans 2) Vietnamese vocabulary test 3) Vietnamese listening comprehension test. The statistics used to analyze the data were mean, percentage and standard deviation and t-test dependent. The result of this study indicated that Vietnamese vocabulary knowledge and Vietnamese listening ability of the students increased after learning through the Total Physical Response.