Varintorn Chaiyakarn1, Oraya Rungthaveesin1 and Kasempong Sombatmee1

Educational Achievement and Satisfaction of Sixth Grade and Parents when Teaching History by the Tutorial Method of Teaching, Compared to the Conventional Method of Teaching

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Varintorn Chaiyakarn1, Oraya Rungthaveesin1 and Kasempong Sombatmee1

Abstract

Researchers have chosen this research to study the educational achievement and satisfaction of sixth grade students in history subject using the topic of Rattanakosin kingdom.Tutors encourage tutees to learn by themselves. According to the tutorial method of teaching, the tutors design tema which correspond to the Basic Education Core Curriculum. The tutorial method of teaching is used for research in the second semester of the academic year 2016. The samples of the study were selected using a simple random sampling method and assigned classrooms, with 30 students in each. The first experimental group was taught through the tutorial method of teaching whereas the second group was taught through traditional instruction. The results of this study indicated that students in both groups paid attention to learning activities. The findings revealed that considering the overall course content, there was statistically significant difference at Alpha = .05. The mean scores of the experimental group after being taught by the tutorial method of teaching were statistically significant higher than the mean scores of the control group. Findings indicate the majority of the students and the parents were either satisfied or extremely satisfied with the tutorial method of teaching.

Keywords: tutorial method of teaching, tutor, tutee, tema

Introduction

Education helps improve people’s lives. Learners must have 21st century learning skills which can be defined as self-directed learning skill with 4C including Analysis thinking, Communication, Collaboration, and Creativity.Teachers provide various activities that collaborate with the school’s philosophy and vision. The learners have positive connections with their classmates.

From the King Rama IX’s speech about the Educational reform that “Let teachers love children, and children love teachers, teach a child to have compassion for a friend.Do not compete but compete with yourself give your child a better education.Teachers organize activities for students to work together, the value of harmony.” This is beginning of the process of teaching and learning that is an appropriate for students and teachers. Learning process that is knew to share knowledge with others.Teachers help motivate students to learn to search information and to interact leading to a love of self-learning.The students recognize the unity.

Lave and Wenger(1999)has found the meaning of teaching methods by using a Tutorial technique, which is a two-way interaction in teaching by one-to-one instruction.They have chosen the topic of their own counseling,understanding and researching for more information.Then start teaching from easy to difficult content.The question is linked to the surrounding. Tutee must take note of the tutoring process that they have learned.Reflect on what you have learned and what you need to know more.To develop as a tutor to others.Teachers being the observer, Choice offers option for topics.Plan your own research. Second step Dialogue is discussion for analysis.The third step is Research.Students used that books to another guide.The fourth step is Reflection.Students reflect on their learning process.Step five is Presentation.Step six is Tutoring.Tutor who help guide other students who learned about research.It creates a greater opportunity to review their understanding.The final step is Academic exchanges- building a learning community.

According to Meixi Eung (2015), “Teaching methods in a tutorial way.Teachers design Tema to lesson plan.The content of the curriculum based on an inquiry-based learning approach.Students can offer more when they are learning or gathering more to teach others by students.Tema brings question that stimulate conversation to lead to knowledge.Teachers design process to share knowledge with students.In classmate have learning community.

From that Bangkok Christian College interested in teaching history by the Tutorial method of teaching.This research made the students to learn by themselves and Educational achievement of Sixth Grade when teaching history in Kingdom of Rattanakosin by the Tutorial method of teaching more score than the Conventional method of teaching.This result made teachers and students have good relationship and the students develop skill of learning.

Hypothesis of this research is Educational achievement of Sixth Grade when teaching history in Kingdom of Rattanakosin by the Tutorial method of teaching.

Objectives

Educational Achievement and Satisfaction of Sixth Grade and Parents when Teaching History about Kingdom of Rattanakosin by the Tutorial Method of Teaching, Compared to the Conventional Method of Teaching

Perspectives

This research is Quasi-Experimental research that study for Educational Achievement and Satisfaction of Sixth Grade and Parents when Teaching History by the Tutorial Method of Teaching, Compared to the Conventional Method of Teaching in Year 2016.This sample is the sixth grade students from Bangkok Christian College.This research simple random sampling two rooms that 6/9 amount 30 students and 6/10 amount 30 students

Tools of research used in research is lesson plan about Kingdom of Rattanakosin story method in Tutorial amount 5 periods.Study about Social Study in history strand for standard Based-curriculum Year 2008.By strand 4 standard S4.3 indicate at Grade 6/1-4.Study about documents and the other research about technique teaching by Tutorial.Synthesis to lesson plan in history about Kingdom of Rattanakosin story.After that results of study to design lesson plan with lesson.Create summary worksheet about Kingdom of Rattanakosin story in Grade 6 about 6 topics for Tema.

Methods

1. The design of teaching method by using tutorial technique

The researchers designed steps of teaching method by using tutorial technique. We studied the concept from the documents and research papers about teaching method by using tutorial technique and friends-help-friends technique. We used this concept as a guide in design of teaching method by using tutorial technique. The concept was used to determine the structure and the scope of the content. It also used to determine the learning and procedure objective. We used this format with the sample as followed:

1)Design Learning and teaching management

2)Organize students into groups and decide topic for Tema tutorial

3)Teach students in the tutorial group

4)Let students go back, do extra research, and practice tutoring

5)Let students practice tutoring with other students in the group

6)Teachers and students give advice and suggestion

7)Give one-on-one tutoring to a friend

8)Assess learning result and satisfaction

1. Learning achievement test (Post-test)

The researchers created learning achievement post-test on theRattanakosinKingdom for 6th grade students. The test consists of multiple choices and short answers. There are 2 sets of test with 40 questions each. The purpose of learning achievement test is to evaluate learning behavior. We created test to cover the content of theRattanakosinKingdom with mean (), standard deviation (S.D.), and percentage. The test of t-test for independent samples has steps of concept study and evaluation tool for standard analysis of learning achievement and content analysis. It also evaluates substance of social studies, religions and cultures learning. The researchers brought this learning achievement test to an expert to verify the value of consistency (IOC) and applied it to the group of sample students.

1. Satisfaction test towards the tutorial learning management

This satisfaction test is to ask students about the tutorial learning management. The researchers created the questionnaire tool to survey the satisfaction of the students. We studied the satisfaction survey form from the Likert Rating Scale which have 5 levels of satisfaction: strongly agree, agree, neutral, disagree, and strongly disagree. We used it to ask students in a closed form with 5 rating scale which we compared it to the opinion criterion. The averages are as followed:

Average 1.00 – 1.49 – the students’ satisfaction level is strongly disagree

Average 1.50 – 2.49 – the students’ satisfaction level is disagree

Average 2.50 – 3.49 – the students’ satisfaction level is neutral

Average 3.50 – 4.49 – the students’ satisfaction level is agree

Average 4.50 – 5.00 – the students’ satisfaction level is strongly agree

There are 3 questions about teaching technique method of the tutorial. (1) The satisfaction towards teaching-learning activities. (2) The satisfaction towards learning environment. (3) The benefit students received.

1. Six social studies worksheets for 6th grade according to the Tema

The worksheets are used along with the tutorial leaning management manual.

Research steps:

1)The researchers took a random sample of 2 classes which are similar to each other.

2)The researchers used tutorial learning technique with the first sample and used normal teaching technique with the second sample. The same teacher taught these 2 sample groups.

3)After the lesson, there was post-test for these 2 sample groups. The post-test is the learning achievement test which we recorded the result for data analysis.

4)The survey form to ask the students for their opinions towards the tutorial leaning technique.

5)The researchers used this result to analyze statistical data.

Research result and result analysis

The result from the research of Graham Webb (1996) showed the learning technique and the participation of the students during the tutorial. We found out that if we consider more about students’ participation, opinions, and suggestions, the satisfaction level will be high. According to Barbara Fresko (1996), the interaction between tutor and tutee will affect the satisfaction result. From the research of Prather et.al. (2004), the development project, lecture-tutorial curriculum, helps in satisfaction level. The lecture tutorial evaluates by pre-test and post-test. From our study, the result from the 6th grade students in social studies class showed that the students' achievement was significantly different at 0.05, the experimental group taught by using the Tutorial 1 technique had a higher average score ( 17.47). The classroom with normal teaching and learning (= 15.33) had the higher average score (= 14.87) Classrooms with regular teaching and learning (= 13.27), the satisfaction level is high compare to the normal learning-teaching technique.

Table1 Educational Achievement of experimental group and control group ,1

Table2 Educational Achievement of experimental group and control group, 2

Teaching Using Teaching Methods Using Tutorial Techniques Students can study and understand their content more. And have a chance to review it yourself. Practice responsibility, have a positive attitude towards learning in difficult or disliked subjects. It encourages students to interact with their peers. Sharing time with friends is not too stressful, it can be memorized and understood better than regular classroom learning.

Conclusion of the research result

The result of the tutorial technique which used the same content, we found out that students participated in the activities actively. The teacher determined the learning topic, Tema, and the tutorial schedule and group. Teacher taught the first group of student on the first day. Second day, teacher let student taught other student and the teacher observed. After class, students recorded what they got from the tutorial such as the steps of tutorial, what they had learn, how did they feel towards the class, questions occurred during the class, or suggestion for friend. The research succeeded as planned. The key factor for teaching-learning technique accomplishment is that the teacher had to be prepared and plan out the lesson. The teacher had to determine Tema and prepare the worksheets which include the appropriate content. The content has to be well organized in order to encourage students to participate.

References

Barbara, F. (1996). Problem-based Learning: Case Studies, Experience and Practice.

Studies in higher education. 2(21): 147-164.

Meixi Eung. (2015). The tutorial method of teaching. Seminar The tutorial method of

teaching. July 25, 2015. Bangkok Christian College. Page 3.

Prather, E.E., Slater, T.F., Adams, J.P., Bailey, J.M., Jones, L.V. and J.A. Dostal.

(2004). Research on a lecture-tutorial approach to teaching introductory astronomy

fornonscience majors. Astronomy Education Review. 3: 122-136.

Graham, W. (1996). Problem-based Learning: Case Studies, Experience and Practice.

Studies in higher education. 2(21): 117-121.

Jean Lave and Etienne Wenger. (1999). The Tutorial method of teaching. [Online].

Available: (search in October 18,2015).