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https://rsuir-library.rsu.ac.th/handle/123456789/2158Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Asst. Prof. Nipaporn Sakulwongs, Ed.D. | - |
| dc.contributor.author | Pem, Tshering | - |
| dc.date.accessioned | 2024-01-19T05:56:39Z | - |
| dc.date.available | 2024-01-19T05:56:39Z | - |
| dc.date.issued | 2022 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/2158 | - |
| dc.description | Thesis (M.Ed. (In Curriculum and Instruction))-- Rangsit University, 2022 | en_US |
| dc.language.iso | other | en_US |
| dc.publisher | Rangsit University | en_US |
| dc.subject | Learning Achievement | en_US |
| dc.subject | Science -- Study and teaching -- Bhutan | en_US |
| dc.subject | Play assessment (Child psychology) | en_US |
| dc.title | The application of play-based learning for a science subject of grade 5 Bhutanese students | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This quasi-experimental study's objectives were to examine the learning achievement of Grade 5 students before and after play-based learning was implemented and to evaluate students' attitudes toward the use of play-based learning in science instruction. Forty students participated in the experiment over the course of four weeks in one of Bhutan's schools. Tests for learning achievement were used to gather the quantitative information (pre-test and post-test). The qualitative information was gathered through semi-structured interviews and systematic observation. Descriptive statistical analysis for the sample group’s achievement test scores revealed that 100% of students had improved their post-test scores over the pretest. With a mean (x̅) difference of 11.58 between the pre-test (x̅ = 11.43) and post-test (x̅ = 23.0), it was clear that play-based learning had helped students learn more effectively. The information gathered from the semi-structured interview and the systematic observations similarly revealed that the students' attitudes on using play-based learning to learn science were positive. Students were motivated and satisfied to learn science as well as developed their interest in the subject through play-based learning. To enhance academic performance and interest in learning science, this result recommends incorporating play-based learning as one of the instructional strategies. | en_US |
| dc.description.degree-name | ศึกษาศาสตรมหาบัณฑิต | en_US |
| dc.description.degree-level | ปริญญาโท | en_US |
| dc.contributor.degree-discipline | หลักสูตรและการสอน | en_US |
| Appears in Collections: | EDU-CI-M-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| TSHERING PEM.pdf | 959.61 kB | Adobe PDF | View/Open |
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