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The development of English achievements and moral of grade 4 and 5 students by using Aesop's fables and the Cornell note taking method |
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| รหัสดีโอไอ | |
| Creator | ผัสสพรรณ ถนอมพงษ์ชาติ |
| Title | The development of English achievements and moral of grade 4 and 5 students by using Aesop's fables and the Cornell note taking method |
| Publisher | สถาบันภาษา จุฬาลงกรณ์มหาวิทยาลัย |
| Publication Year | 2563 |
| Journal Title | วารสารภาษาปริทัศน์ |
| Journal Vol. | 35 |
| Page no. | 199-239 |
| Keyword | English language achievements, moral, Aesop's fables, the Cornellnote taking method |
| URL Website | http://www.culi.chula.ac.th/Publicationsonline |
| Website title | Chulalongkorn University Language Institute |
| ISSN | 2286-9972 |
| Abstract | The purposes of this research were to (1) investigate the Englishlanguage achievement, morals including 4 areas: honesty, gratefulness,sacrifice, kindness and students? learning behavior at the beginning and theend of the teaching between the two different teaching methods. The firstteaching method was using Aesop?s fables and the Cornell Note Taking whilethe second teaching method was the traditional way. Those two differentmethods were delivered in two grade levels, grade 4 and grade 5. (2) tofollow up the English language achievement, morals and learning behavior ofthe experimental group during the teaching period for 8 times. (3) to explorethe effects of teaching methods and student level on English languageachievement, morals and students? learning behavior. The participants wereassigned into 2 experimental groups, 31 students of grade 4 and 40 studentsof grade 5. Another 2 groups were assigned to control groups, 30 students ofgrade 4 and 40 students of grade 5. The data were collected by (1) Englishlanguage achievement tests A and B (2) Moral test (3) Learning behaviorevaluation form evaluated by teacher (4) Learning behavior evaluation formevaluated by classmates (5) Self learning behavior evaluation. All data wereanalyzed by descriptive statistics, means comparison using t-test, repeatedmeasured analysis of variance and two-way ANOVA.It was found that:(1) At the end of implementing Aesop?s fables and the Cornell NoteTaking into classes, the participants in the experimental group of grade 4earned the higher means in English language achievement as well as moralsthan ones before. These results were related to the hypothesis. On the other hand, the mean of post-test on grade 4 students? learning behavior evaluatedby teacher was lower than the mean of pre-test which was not consistentwith the research hypothesis.(2) The mean of post-test on 4 morals was higher than the mean ofpre-test which was consistent with the research hypothesis while the mean ofpost-test on grade 5 students? learning behavior evaluated by teacher waslower than the mean of pre-test which was not consistent with the researchhypothesis. According to English language achievement test (A), grade 5participants? post-test mean was lower than the pre-test mean which was notconsistent with the research hypothesis.(3) The different grade levels affected the English achievement testscores (A) while the different teaching methods did not significantly affect theEnglish language achievement test scores (A) at .05 level of significance. Therewas also no correlation between both of levels and teaching methods to theEnglish language achievement test scores (A).(4) The different grade levels and teaching methods did notsignificantly affect the English language achievement scores (B) at .05 level ofsignificance. However there was a correlation of both levels and teachingmethods to the English language achievement test scores (B).(5) The different grade levels and teaching methods did notsignificantly affect the mean of 4 morals scores at .05 level of significance andthere was no correlation between both of levels and teaching methods tothe mean of 4 morals scores. |
