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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3371
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dc.contributor.advisorNipaporn Sakulwongs-
dc.contributor.authorDorji, Chimi Seldon-
dc.date.accessioned2026-06-23T03:26:27Z-
dc.date.available2026-06-23T03:26:27Z-
dc.date.issued2024-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3371-
dc.descriptionThesis (M.Ed. (Curriculum and Instruction)) -- Rangsit University, 2024en_US
dc.language.isootheren_US
dc.publisherRangsit University. Libraryen_US
dc.subjectAcademic achievementen_US
dc.subjectExperiential learning -- Bhutanen_US
dc.subjectScience -- Study and teaching -- Bhutanen_US
dc.subjectElementary school students -- Education -- Bhutanen_US
dc.titleThe effectiveness of experiential learning approach on science learning achievement for grade 6 Bhutanese studentsen_US
dc.typeThesisen_US
dc.description.other-abstractThe goals of this quasi-experimental study were to investigate the effectiveness of experiential learning in learning science of grade 6 Bhutanese student’s before and after experiential learning was implemented and to evaluate learning satisfaction toward the use of experiential learning in science instruction. Forty students participated in the experiment over the course of four weeks in one of Bhutan 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 interview. A descriptive statistical examination of the achievement test results for the sample group showed that all students had increased from the pre-test to the post-test in 100% of cases. It was evident that experiential learning had improved students' learning, as evidenced by the mean (x̅ ) difference of 10.18 between the pre-test (x̅ = 7.18) and post-test (x̅ = 17.36). The data obtained from the semi-structured interview demonstrated that students expressed positive satisfaction with the way they learned science through experiential learning. Through experiential learning, students were able to deepen their interest in science and were both motivated and happy to learn it. This finding suggests using experiential learning as one of the instructional strategies to improve student’s performance academically and enthusiasm in scienceen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineCurriculum and Instructionen_US
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