THE LEARNING EFFECTIVENESS DEVELOPMENT ON THE SUBJECT OF PALI AND SANSAKRIT USAGE IN THAI LANGUAGE FOR STUDENTS OF MATTHAYOMSUKSA 3 USING MULTIMEDIA LEARNING MANAGEMENT

Abstract

The objectives of this research were: 1) to develop multimedia tools for learning of Pali and Sanskrit usage in Thai language for students of Matthayomsueksa 3 to assure effectiveness at 90/90 level, 2) to compare effectiveness of Matthayomsueksa 3 students in their learning of Pali and Sanskrit usage in Thai language before and after the multimedia tools were introduced, and 3) to study their opinions on their learning when multimedia tools were used. Samples were 58 students in a Mattayomsuksa 3 class of Suankularb Wittayalai School, located in Pranakorn district of the Bangkok Metropolis, while attending the second semester in the academic year of 2016 using Simple Random Sampling technique by drawing lots within their classroom, and the process took around 6 hours or equivalent to 6 sections.

Tools employed in this research included: 1) the multimedia learning tools on Pali and Sansakrit Words, 2) a total of 4 comprehensive lesson plans for Pali and Sansakrit usage in Thai language for students of Mathayomsuksa 3 level using multimedia learning tools, 3) the objective test of effectiveness assessment on Pali and Sansakrit usage in Thai language with 4 choices on each of 30 questions, and 4) the 5-level rating scale questionnaire for opinion of those Matthayomsuksa 3 students on multimedia learning tools before and after their usage. Comparison of learning effectiveness before and after usage of multimedia tools was analyzed using t-test on independent samples, while their opinions were analyzed using mean (X) and Standard Deviation (SD). Results revealed the following:

1.   Results from the development and research on the effectiveness of the 4 multimedia lessons on Pali and Sansakrit usage in Thai language, which included 1) Consonant and Vowels in Pali and Sansakrit, 2) Conjunct Consonant in Pali, 3) Conjunct Consonant in Sanskrit, and 4) Differences of Pali and Sanskrit Languages, revealed the effectiveness of those multimedia lessons at 96.43/91.

2.   The effectiveness compared between before and after the multimedia learning tools were introduced were found to be different with significance level of 0.05, and the effectiveness measured after multimedia learning tools were used was found to be higher than the effectiveness before usage of them.

3.   Opinions of students on multimedia learning management on Pali and Sanskrit usage in Thai language in the aspects of knowledge management, learning atmosphere, and benefits from learning were found to be at the highest level.