Please use this identifier to cite or link to this item: http://ir-ithesis.swu.ac.th/dspace/handle/123456789/1899
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dc.contributorTHEERAPAT PIKULTHONGen
dc.contributorธีรภัทร พิกุลทองth
dc.contributor.advisorSumolnit Kerdnoonwongen
dc.contributor.advisorสุมลนิตย์ เกิดหนุนวงศ์th
dc.contributor.otherSrinakharinwirot Universityen
dc.date.accessioned2023-02-08T06:45:35Z-
dc.date.available2023-02-08T06:45:35Z-
dc.date.created2022
dc.date.issued27/5/2022
dc.identifier.urihttp://ir-ithesis.swu.ac.th/dspace/handle/123456789/1899-
dc.description.abstractThe objectives of this research were to develop the English-speaking skills of Prathomsuksa Six students through the implementation of the Flipped Classroom and Role-Play technique, compared to the academic achievement of Prathomsuksa Six students between, before, and after learning with the implementation of the Flipped Classroom and Role-Play technique, and studied student satisfaction. The population consisted of 180 Prathomsuksa Six students at Watbansong School in Surat-Thani province. The sample was selected by a purposive procedure, with 40 students in the 2021 academic year. The research instruments were lesson plans, a speaking observation form, an online speaking pre-test and post-test, and an online questionnaire on student satisfaction. The data were collected using online platforms, suitable for the COVID-19 pandemic. The students took an online pretest, took a quiz after learning in each lesson, a speaking observation form and an online post-test on their satisfaction. The results revealed that the development of English-speaking skills had a highly significant percentage (80.20%) and high mean scores (M=4.01, S.D.=0.34). The results indicated that the students developed English-speaking, in accordance with the data, with five components: pronunciation, grammar, vocabulary, fluency and comprehension. The researcher observed their development after each lesson and the data was obtained in 12 hours. The academic achievement of the students after learning was significant at a level of .05 and had significantly higher mean scores on the post-test (M=25.95, S.D.=2.10) than the pretest (M=15.10, S.D.=3.37). Furthermore, the satisfaction of the students toward the study was at a positive level (M=4.15, S.D.=0.53), the mean scores of teaching approaches was at a highly positive level (M=4.24, S.D.=0.46), and the average mean score was at a positive level (M=4.17, S.D.=0.56) regarding the benefits of the study. The findings revealed the advantages of learning and student satisfaction with the Flipped Classroom and Role-Play technique.en
dc.description.abstract-th
dc.language.isoen
dc.publisherSrinakharinwirot University
dc.rightsSrinakharinwirot University
dc.subjectRole-Playen
dc.subjectFlipped Classroomen
dc.subjectEnglish-speaking skillsen
dc.subject.classificationSocial Sciencesen
dc.subject.classificationSocial Sciencesen
dc.subject.classificationArts and Humanitiesen
dc.subject.classificationEducationen
dc.titleAN IMPLEMENTATION OF FLIPPED CLASSROOM WITHIN ROLE-PLAY TECHNIQUE TO DEVELOP ENGLISH SPEAKING SKILLS OF PRATHOMSUKSA 6 STUDENTSen
dc.titleการใช้ FLIPPED CLASSROOM ผสานเทคนิคการสอนบทบาทสมมติเพื่อพัฒนาทักษะการพูดภาษาอังกฤษของนักเรียนชั้นประถมศึกษาปีที่ 6 th
dc.typeThesisen
dc.typeปริญญานิพนธ์th
dc.contributor.coadvisorSumolnit Kerdnoonwongen
dc.contributor.coadvisorสุมลนิตย์ เกิดหนุนวงศ์th
dc.contributor.emailadvisorsumolnit@swu.ac.th
dc.contributor.emailcoadvisorsumolnit@swu.ac.th
dc.description.degreenameMASTER OF EDUCATION (M.Ed.)en
dc.description.degreenameการศึกษามหาบัณฑิต (กศ.ม.)th
dc.description.degreelevel-en
dc.description.degreelevel-th
dc.description.degreedisciplineDepartment Of Curriculum And Instructionen
dc.description.degreedisciplineภาควิชาหลักสูตรและการสอนth
Appears in Collections:Faculty of Education

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