Please use this identifier to cite or link to this item:
https://rsuir-library.rsu.ac.th/handle/123456789/3387Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Techameth Pianchana | - |
| dc.contributor.author | Yu Wang | - |
| dc.date.accessioned | 2026-06-23T07:26:48Z | - |
| dc.date.available | 2026-06-23T07:26:48Z | - |
| dc.date.issued | 2025 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/3387 | - |
| dc.description | Thesis (M.Ed. (Curriculum and Instruction)) -- Rangsit University, 2024 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University. Library | en_US |
| dc.subject | English language -- Writing -- Study and teaching | en_US |
| dc.subject | Cooperative learning | en_US |
| dc.subject | Scaffolding (Teaching method) | en_US |
| dc.subject | Junior high school students -- Education -- China | en_US |
| dc.title | The development of collaborative learning with scaffolding to improve English writing skill of grade 7 students at a school in China | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This study aimed to improve the English writing skills of Grade 7 Chinese students and to investigate their satisfaction with the use of collaborative learning with scaffolding. The sample consisted of 30 students selected from three classes through cluster random sampling. The first objective was assessed using pre-test and post-test scores, analyzed with a paired-samples t-test. The second objective was evaluated through questionnaires and semi-structured interviews, analyzed using mean (x̄) and standard deviation (S.D.). The results revealed that the students’ English writing skills significantly improved. The post-test score (x̄ = 16.23, S.D. = 1.33) was higher than the pre-test score (x̄ = 11.17, S.D. = 2.45). In addition, the overall mean score of students’ satisfaction (x̄ = 4.20, S.D. = 0.83) indicated an “extremely satisfied” level. Specifically, Part A: students’ interest and motivation (x̄ = 4.21, S.D. = 0.76), Part B: students’ engagement (x̄ = 4.15, S.D. = 0.92), and Part C: the efficacy of collaborative learning with scaffolding (x̄ = 4.23, S.D. = 0.82). Furthermore, the semi-structured interview results showed that students were extremely satisfied with the use of collaborative learning with scaffolding in their English writing class. Therefore, the findings demonstrate that collaborative learning with scaffolding is effective in improving the English writing skills of Grade 7 students. | en_US |
| dc.description.degree-name | Master of Education | en_US |
| dc.description.degree-level | Master's Degree | en_US |
| dc.contributor.degree-discipline | Curriculum and Instruction | en_US |
| Appears in Collections: | EDU-CI-M-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| YU WANG.pdf | 1.18 MB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.