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A Study of Students' Learning Achievement in the Course Strength of Materials on the Topic of Thermal Stress using the Cooperative Learning Technique 'Learning Together' combined with Finite Element |
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| รหัสดีโอไอ | |
| Creator | Phantap Khampong |
| Title | A Study of Students' Learning Achievement in the Course Strength of Materials on the Topic of Thermal Stress using the Cooperative Learning Technique 'Learning Together' combined with Finite Element |
| Contributor | Kornkanok Vorahan, Sumpao Yotee, Kittipon Khaongam, Ronnakrit Nutyotkronnapa |
| Publisher | Faculty of Technical Education, Rajamangala University of Technology Isan, Khonkaen Campus |
| Publication Year | 2568 |
| Journal Title | Journal of Research and Innovation in Industrial Education |
| Journal Vol. | 1 |
| Journal No. | 1 |
| Page no. | 17-29 |
| Keyword | Cooperative Learning, Learning Together Technique, Finite Element Instructional Media |
| URL Website | https://so14.tci-thaijo.org/index.php/jriie |
| Website title | Journal of Research and Innovation in Industrial Education |
| ISSN | ISSN 3088-1455 (Online) |
| Abstract | The objective of this research was to enhance academic achievement in the subject Strength of Materials, focusing specifically on the topic of Thermal Stress, among second-year vocational diploma students majoring in Metallurgical Technology at Sisaket Technical College. The study aimed to examine the learning outcomes of these students through the use of the cooperative learning method known as the Learning Together (LT) technique, combined with instructional media based on the Finite Element method. The sample group consisted of 30 second-year vocational diploma students enrolled in the Metallurgical Technology program at Sisaket Technical College. The research instruments included LT cooperative learning lesson plans, Finite Element-based instructional media on Thermal Stress, and an achievement test on the same topic. The findings revealed that the students' post-instruction academic achievement was significantly higher than their pre-instruction performance at the 0.05 level of statistical significance, thereby supporting the research hypothesis. |
