|
Effects of Organizing Non-Formal Education Activities Based on Situated Learning Concept on English Communication Skills in Daily Life of Youths |
|---|---|
| รหัสดีโอไอ | |
| Creator | Adisorn Preecha |
| Title | Effects of Organizing Non-Formal Education Activities Based on Situated Learning Concept on English Communication Skills in Daily Life of Youths |
| Contributor | Worarat Pathumcharoenwattana |
| Publisher | Centre for Education Innovation, Print and Online Media |
| Publication Year | 2564 |
| Journal Title | An Online Journal of Education |
| Journal Vol. | 16 |
| Journal No. | 2 |
| Page no. | OJED1602026 (15 pages) |
| Keyword | situated learning, English communication skills in daily life, non-formal education activities, youths |
| URL Website | https://so01.tci-thaijo.org/index.php/OJED |
| Website title | An Online Journal of Education |
| ISSN | ISSN 1905-4491 (Online) |
| Abstract | The purposes of this study were to 1) develop non-formal education activities based on situated learning approach on English communication skills in daily life of youths, 2) study outcomes of organizing non-formal education activities based on situated learning approach on English communication skills in daily life of youths. This study based on the research design of a quasi-experiment using simple random sampling technique with one group pretest-posttest design. The research experimental group was 30 youths from ages 15-18 years old. Activities were organized for 7 days, totally 60 hours. The research instruments were the learning plan and activities plan and the instruments were questionnaires, satisfaction forms, and the English communication skills in daily life test. The data were analyzed by using means (M), standard deviation (SD), and dependent-samples t (t-test) at 0.05 level of significance. The research results were as follow: 1) The results of development activities found that consisted of four appropriate components as follows: meet the needs of learner, be consistent with English communication skills in daily life, focus on working in problem situations or virtual situations, focus on working in real situations. 2) After the experiment, the experimental group had the mean scores in the English communication skills in daily life test higher than before the experiment at 0.05 level of significance. 3) After the experiment, the experimental group had the mean scores in participants' satisfaction at the high level. |
