Interaction between Direct and Indirect Lesson Presentation Types with the Feedbacks by Teacher and Program in Online Learning Affecting Learning Achievement on Basic Computer Programing of Undergraduate Students

Abstract

            This study was aimed to study interaction between the direct and indirect lesson presentation types with the feedback by teacher and program in online learning affecting learning achievement on basic computer programing.  The samples were 123 first-year undergraduate students in Computer-Science at Ubon Ratchathani Rajabhat University. They were divided into 4 groups and each group had students with a high, medium, and low level of computer literacy. The research approach was an experimental factorial design. The instruments included a computer basic knowledge assessment form, an achievement evaluation form, an online learning management plan and a computer system that supported online learning. The data were analyzed for descriptive statistics and two-way Analysis of Variance. 

The findings were as follows:                                                                                                    

  1. The students who received indirect lesson presentation had higher learning achievement in basic computer programing than those who had direct lesson presentation at the statistically significant level of .05.
  2. The students who received feedback from the teacher had higher learning achievement in basic computer programing than those who had feedback from the program at the statistically significant level of .05.
  3. The cross interaction between different type of lesson presentation and feedback affected the learning in basic computer programing at the statistically significant level of .05.

 Keywords: Lesson content presentation types, Feedbacks, Learning achievement

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