Proceeding ศึกษาศาสตร์วิจัยครั้งที่ 6 เล่มที่ 2

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(Oral Presentation)

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(Google Translate)

6 The result of using google translate with English learning to enhance listening and pronunciation skill for pratomsuksa 6 at Chumchonphaluedwittayakarn school

1

2

1) (Google Translate) 6 80/80 2) (Google Translate) 3) (Google Translate) 6 2 27 1) (Google Translate) 2) 1 2 .,

3) (Google Translate) ( X ) (S.D.) 80/80 t-test Dependent ( X ) (S.D.) 1. (Google Translate) 81.54/81.94 2. (Google Translate) 6 (Google Translate) .05 3. (Google Translate) 6 , ABSTRACT The purposes of this study were as follows: 1) To develop the lesson plan by using Google Translate with English learning to enhance listening and pronunciation skill for Pratomsuksa 6 at Chumchonphaluedwittayakarn school based on benchmark performance on 80/80. 2) To study

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the result of using Google Translate with English learning to enhance listening and pronunciation skill and 3) To evaluate the satisfaction of the students towards using Google Translate with English learning. The samples in this study were 27 students of Pratomsuksa 6 students at Chumchonphaluedwittayakarn School, Uttaradit Primary Education Area Office 2 by Purposive Sampling. The instruments of this study were 1) The lesson plan by using Google Translate with English learning to enhance listening and pronunciation skill. 2) The listening and pronunciation skill test. 3) The satisfaction questionnaire of the students towards using Google Translate with English learning. The analysis of content were mean , standard deviation ,Efficiency of the lesson plan was the 80/80 set criteria to compare pre-test and post-test.Data were analyzed statistically using t-test Dependent ,mean, standard deviation. The results of this study were found that 1) The efficiency of the lesson plan by using Google Translate with English learning to enhance listening and pronunciation skill was 81.54/81.94 which reached the set criteria. 2) The comparison of the students listening and pronunciation skill after learning by Google Translate was higher than before with a significant level .05. 3) The satisfaction of the students towards using Google Translate with English learning to enhance listening and pronunciation skill for Pratomsuksa 6 students at Chumchonphaluedwittayakarn school was at high level.

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1. (Google Translate) 6

2. ( Google Translate) 6 (Rating scale) 5 ( Likert) 5,4,3,2 1 ( . 2545 : 45) 3. 4. 10 IOC 0.5 5. 6 (Google Translate)

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1. (Google Translate) 6 2 12 2. 6 3. (Google Translate) 6 1. (Google Translate) 6 (Google Translate) 3.42 0.08 81.19 81.67 (Google Translate) 80/80 2.

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(Google Translate) 6 9.20 2.40 13.44 1.40 t-test 8.22 (Google Translate) .05 3. (Google Translate) 6 4.20 (Google Translate) 6

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2. (Google Translate) 6 9.26 2.40 1.40 1.40 t test 8.22 (Google Translate) .05 (2555) e-book 3 e-book .05 3. (Google Translate) 6 4.20 (2552) - 2 - 2 90.02/80.06 80/80

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- 2 .05 2 - 2 1. 1.1 (Google Translate)

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2

Database System Development for Reporting Flood in Schools of Regional education office

NO.2

1

1) 2) 3)

1.

2) 3) 5 ( X = 4.05, S.D. = .47 )

2.

1

( X = 4.30, S.D. = .50) , , 2 ABSTRACT

The purpose of this paper were database systems development for reporting flood in schools of regional education office no.2.Find efficient of database systems development for reporting flood in Education and evaluated satisfaction of database systems development for reporting flood in education users. Tools were database systems, evaluation of system performance and database satisfaction users. Data were analyzed by mean and standard deviation. The samples were flood storage officials in schools. The result shown that development of database systems such as flood storage officials in schools, editing list and delete data information flooding in schools and reporting flood in education. The result that evaluate of database systems by 5 peers of content and database. In over all, database systems had efficient in high level. ( X = 4.05, S.D. = .47 ) 2. The result of evaluated of database systems, flood storage officials in schools had high satisfaction of database systems in overall ( X = 4.30, S.D. = .50 ). Keywords: Reporting Flood, Education, Regional Education Office No.2

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(1) (2) (3) 3 1 2556 93 (Purposive Sampling) (Mean) (Standard Deviation) (t-test) (1) 88.39 / 85.84 (2)

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.05 (3)

ABSTRACT The purposes of this study were to 1) created and find efficient of lessons on electronic network. 2) to study achievement of student by lessons on electronic network and 3) to study opinions of students to lessons on electronic network. Samples in this study were 93 third years of undergraduate students engineering of Rajamangala University of Technology Lanna, Phitsanulok, electrical engineering, mechanical engineering and industrial engineering that registered principles of vocational and technical education in first semester in academic years 2013. Samples were selected by purposive sampling. Tool in this independent study were lessons on electronic system with conception mapping model about principles of vocational and technical education, achievement test and satisfaction questionnaire to using lessons on electronic network. Data were analyzed by mean, standard deviation and t-test. The result shown efficient of lessons on electronic network that were made had efficient 88.39 / 85.84. The result that compared achievements found post test higher than pre-test statistically significant at the 0.05 level. The result that evaluated option of students to lessons on electronic network was high. Keyword: Lessons on electronic system, Using conception mapping

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(Lecture)

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8

3 THE DEVELOPMENT OF STORYBOOKS WITH PEOPLE PHOTOS FOR ENHANCING 8 DESIRED

CHARACTERISTICS OF PHATHOMSUKSA 3 STUDENTS

1

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( X = 2.58, S.D.= 0.51) ( X = 4.39, S.D.= 0.54) 3. 8 3 ( X = 4.52, S.D.= 0.50) , ABSTACT

The purposes of this study were 1) for developing storybooks with people photos for enhancing the desired characteristics of Phathomsuksa 3 students 2) for studying the 8 desired characteristics of students who studying with the storybooks with people photos 3) for studying the opinions of students who studying with the storybooks with people photos. The results of the study were as follows:

1. The analysis of the development of the storybooks with people photos for enhancing 8 desired characteristics of students had been found that the storybooks with people photos for enhancing desired characteristics of students had the appropriateness in high levels. 2.The analysis of the desired characteristics of students who studying with the storybooks with people photos had been found that before studying with the storybooks with people photos students got the desired characteristics in the middle level but after studying with storybooks with people photos they get the desired characteristics in the high level. 3. The analysis of the opinion of students who studying with the storybooks with people photos had been found that they got the

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positive opinions toward the storybooks with people photos in the high level. Keyword Desired characteristics, Storybooks with people photos

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8 3 3.1 8 3 3.2 8 3 3.3 8 3 3.4 8 3 3.5 8 3 4. (Implementation) 8 3 8 3 8

5. (Evaluation) ADDIE 8 3 8 3 5.1 8 3 5.2 8 3 5.3 8 3 3 1 8 3

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(Mean)

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6

A DEVELOPMENT OF MOBILE COMPUTER

ASSISTED INSTRUCTION ABOUT DOCUMENTS PROGRAM ON THE INTERNET OF THE STUDENT

IN PRATHOMSUKSA 6, WATKLONGPHO MUNICIPAL SCHOOL.

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1) 6 2) 6 3) 6 1) 6 84.89/86.50 80/80 2) .05

1

3) ,

Abstract The purposed of this study were 1) to development and seek the efficiency of the Mobile Computer Assisted Instruction about documents program on the internet of the student in Prathomsuksa 6 2) to compare learning achievement of the student before and after using the Mobile Computer Assisted Instruction about documents program on the internet 3) to study the opinions of the students to the Mobile Computer Assisted Instruction about documents program on the internet. The results of the research were 1) the Mobile Computer Assisted Instruction about documents program on the internet has efficiency 84.89/86.50. 2) The statistically significant of learning achievement was also higher than before learning .05. 3) And the learnings opinion after lesson on the Mobile Computer Assisted Instruction about documents program on the internet was a very good level. Keyword Mobile Computer Assisted Instruction, Documents Program on Internet

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( , 2546, 1) 4 1) 2) 3) 4)

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(Tutorial Instruction) (Drill and Practice) (Game and Simulation) (Instruction of Special Student) (Computer Assisted Instruction : CAI) ( , 2542, 187)

(Desktop Computer) (Personal Computer : PC) (Laptop Computer, Notebook Computer) (Mobile-Learning M-Learning) (Lifelong Learning) . . 2558 2 4 1

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3.1.2 (Design) 1) (Lesson Design) 2 ) (Screen Design) 3) (Lesson Management Design) 3.1.3 ( Development) 3 1) (Preparation) 2) (Develop Lesson) 3) (Documentation) 3.1.4 (Implementation) 1) 1 3 1 2) 2 9 3 3) 3 30 10 80/80 3.1.5 (Evaluation)

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3.2.4 6 30 (p) (r) (p) 0.20 0.80 (r) 0.20 20 3.3 6 3.3.1 6 3.3.2 3 . 3 . 3 (IOC) 0.50 3.3.4 (Rating Scale) 5 5 5 4

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(Rating Scale) 5 5 ( , 2542, 42) 5 4 3 2 1 4 . 5 1 -5 . 0 0 3 . 5 1 -4 . 5 0 2 . 5 1 -3 . 5 0 1 . 5 1 -2 . 5 0 1 .50 3 1. 1 3 2 9 3 30 (E1)

(E2) 80/80 2. 3. 1. 6 84.89/86.50 6 2. 6 .05 3. 6

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6 1. 6 84.89/86.50 2. 6 .05 3. 6 ( X = 4.57, SD = 0.51) ()

6 1. 6 HTML5 (Interpreter) (Software Development Kit) (Complier) 2. (Model) ADDIE ADDIE 3.

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Tablet PC (CMSS)

THE DEVELOPMENT OF TABLET BASED LEARNING

IN INSTRUCTION FOR TRAINING; THE SALARY SYSTEM FOR TEACHERS AND EDUCATIONAL PERSON (CMSS) SECONDARY EDUCATIONAL

SERVICE AREA OFFICE 39

1 2

Tablet PC (CMSS) 39 1) Tablet PC (CMSS) 2) Tablet PC 3) Tablet PC (CMSS) 39

1 2 .

58 1) Tablet PC (CMSS) 82.25/84.50 2) Tablet PC .05 3) Tablet PC : 1. Tablet PC 2.

ABSTRACT The purposes of this study were 1)To construct and test efficiency of Tablet Based Learning instruction for training; the salary system for teachers and educational person (CMSS) of Secondary Educational Service Area Office 39. 2) To compare learning achievement before and after training using the created lessons on Tablet Based Learning instruction. 3)To study the teachers satisfaction toward the created lessons on Tablet Based Learning instruction about the satisfaction toward the created lessons on Tablet PC instruction The populations consisted of 58 teachers who are responsible about the salary system for teachers and educational person (CMSS) of Secondary Educational Service Area Office 39. The results of this study were as follow: 1) The efficiency of Tablet Based Learning instruction for training ;the salary system for teachers and

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educational person (CMSS) for teachers met the 82.25/84.50. 2) The learning achievement after training with Tablet Based Learning instruction for training; The salary system for teachers higher before training was statistically significant at .05 level. 3) The teachers satisfaction toward Tablet Based Learning instruction for training; the salary system was at a very. Keywords : Tablet Based Learning ,For training the salary system for teachers. .. 2542 9

(,2545 , 18) "" 21 (Digital Revolution) (ICT) () " "

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(,2556) 21 (project -based curriculum) (nerve centers) 21 21 -

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(,2530,55) (Kingsbery,1975,58) ( ,2529,4-5) Tablet PC (CMSS) Tablet PC 1. Tablet PC (CMSS)

2. Tablet PC (CMSS) 3. Tablet PC (CMSS) 1. Tablet PC (CMSS) Generic ID Model : ADDIE 5 ( ,2545) 1 (Analysis) 1.1 1.2 1.3 2 (Design) 2. 1 Tablet PC (CMSS) 4 2. 2 Tablet PC 2.3 (Flow Chart) 2.4 ( )

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3 (Development) 3.1 Tablet PC 3.1.1 Tablet PC 3. 1. 2 storyboard 3.1.3. Tablet PC 4 (Implementation) 1 , 3 2 9 80/80 (E1) 4 (E2) 3 20 10 10

80/80 (E1) (E2) 5 (Evaluation) 5.1 Tablet PC 5.2 2. Tablet PC (CMSS) (CMSS) 2.1 2.2 2.3

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4 30 20 2.4 2.5 3 IOC (Index of Item-Objective Congruence) IOC 0.50 2.6 30 (p) (r) (P) 0.20 0.80 (r) 0.20 20 ( ) 2.7 3. Tablet PC (CMSS) Tablet PC (CMSS) 3.1 Tablet PC (CMSS)

3.2 3.3 Tablet PC (CMSS) (IOC) IOC 0.50 3.4 IOC 0.50 Tablet PC (CMSS) 5 (Rating Scale) 4. Tablet PC (CMSS) Tablet PC (CMSS) 4.1 4.2

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4.3 3 (Content Validity) IOC 0.50 IOC 0.50 4.4 Tablet PC (CMSS) 5 (Rating Scale) 4.5 58 Tablet PC (CMSS) 1. Tablet PC (CMSS)

2. Tablet PC 3. Tablet PC (CMSS) 1. Tablet PC (CMSS) 1.1 Tablet PC (CMSS) = 4.30 1.2 Tablet PC (CMSS) 82.22/83.89 82.25/84.50 80/80 Tablet PC

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( CMSS) 2. Tablet PC (CMSS) Tablet PC (CMSS) .05 3. Tablet PC (CMSS)

Tablet PC (= 4.22) 1. Tablet PC (CMSS) 2. Tablet PC (CMSS) 3. Tablet PC

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Heinich, Robert; & et al. (1993). Instructional Media and New Technology of Instruction. New York: Von Hoffman. Linda, Tway. (1995). Multimedia in Action. New York: Academic Press. Petty , D. and Gunawardena , A. ( n.d. ) The Use of Tablet PC in Early Mathematics Education. (online ) Available from http//www.cs.cmu.edu/_ab/TRETCO7/Using%20T.pdf ( February 18,2012)

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1 The Development of the lesson on Table

Tablet PC in Basic reading note for mattayom 1 Banwangyang School

1

1) 1 2) 1 3) 1 1 1 ( ) 2 2556 1 14 1) 2) 3) 4) t-test Dependent

1 82.41/84.07 80/80 1

(= 4.29, = 0.11) .01 ( = 4.85, = 0.26) : ABSTRACT The study aims to create and develop the lesson on Tablet PC in basic reading note for students in Matthayom 1 to comparison the learning achievement by using the lesson on Tablet PC in basic reading note and to study the students opinions toward the lesson on Tablet PC in basic reading note. The population from purposive sampling used in this study are 14 students who are students who are studing in Matthayom 1 in the 2nd semester of 2013 academic year at Wangyang School. The equipment of this study are lesson on Tablet PC in basic reading note, the proficiency and questionnaire about the opinions of the students. The statistic that using in this study are mean, and t-test. The result of this study were study were found that the efficiency of learning of learning via the lesson on Tablet PC in basic reading note was 82.41/84.07 which consistent to the determined assumption 80/80, the qualitative level of lesson was good (= 4.29, = 0.11), The comparison of learning achievement were found that learning achievement after studying was

60 6 5 2557

higher than before studying. The statistic significant was at .01 level and the students opinions was good ( = 4.85, = 0.26). Keywords: the lesson on Tablet PC in basic

Reading Note ( , 2535, 1)

( , 2535, 98 ) 2551 8 (, 2551) 3 1 2 3 ( , 2532, 41)

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61

( , 2532, 41)

( , 2535, 135) 2555 1

1

1. 1

2. 1

3. 1

1. ADDIE Model

1. (Analysis) 1.1.1 (Problem Analysis) 1 1.1.2 (Identification Student) 1 1.1.3 (Content Analysis) 1 4

62 6 5 2557

1 2 3 5 4 12

2. (Design) 2.1 1 4 2.2 (Screen Design) 1 2.3 1

3. (Development) 3.1 1 3.1.1 1 10

3 3.1.2 1 3.1.3 1 3.2 1 1 1 1 (Try Out) 1 3 2 9 3 27

4. (implementation ) 1 14 3 4 12 4.1 1

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63

1 4.2 1 20 4.3 1

5. ( Evaluation ) 5.1 1 1 80/80 5.2 2. 1 2.1 2.2 2.3 5 5 4 3 2 1

2.4 2.5 10 1 9 1 2.6 3. 4 80/80 3.1 3.2 1 3.3 4 1 1 1 0

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3.4 3.5 10 3 (IOC) 3.6 IOC 3 3.7 20 1 0.20 3.8 1 4. 4.1 Likert 4.2 1 5 4.3

4.4 10 3 IOC 0.5 4.5 1 1 1. 1 1 () 4.29 () 0.11 2. 1 (E1) 82.41 (E2) 84.07 1 82.41/84.07 (E1/ E2)

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65

3. 1 () 10.86 () 1.46 () 16.86 () 1.02 t-test 25.59 .01 4. 1 1 1 () 4.85 () 0.26 1 1. 1 (E1) 82.41 (E2) 84.07

1 82.41/84.07 80/80 1 (2556) 1 1 (2556) paint 1 (E1/E2) 81.58/83.25 80/80 2. 1 .01 1

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(2556) paint 1 .05 3. 1 1 1 1 (2556) 1 1.

1.1 1.2 1.3 1.4 2. 2.1 2.2 2.3

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67

. (2531). 8. . : . . (2556). Paint 1. . . . (2535). : . : . . (2555). 1. . . . (2536). . ( 2). : . . (2556). Tablet PC. : . . (2532). . : . . (2541). . . : . . (2543). 2. . .

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69

2

A STUDY ON SOCIAL MEDIA USE OF MATTHAYOM 2 STUDENTS OF PHICHAI

SCHOOL IN UTTARADIT PROVINCE

1 2

2 2 210 5 (Rating Scale) 2 1 2 .

: ABSTRACT This study aimed to investigate behavior, problems and resolution towards social media use of Matthayom 2 students of Phichai School in Uttaradit Province. The samples consisted of 210 Matthayom 2 students of Phichai School in Uttaradit Province. Besides, this paper was an exploratory research and the data were collected by using questionnaires divided into 5 parts with rating scale; general information, behavior on social media use, problems with social media use, opinions and other suggestions. The data were analyzed by applying some statistics including percentage, mean, and standard deviation. The results found that the overall behavior on social media use of Matthayom 2 students of Phichai School in Uttaradit Province was at moderate level. When separated into each aspect, the findings indicated that, regarding the behavior on social media use for education, most samples searched for information via the social media instead of going to library. According to the behavior on social media use for entertainment,

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most of them chatted with their friends and other people via the social media. In aspect of the behavior on social media use for communication, most samples contacted their friends and other people via the social media. When considering the problems with social media use, the behavioral problems were at moderate level because most of them spent a long time using the social media. Therefore, the resolution towards the problems with the social media use was at high level, especially preventing password from being accessed by other persons for safety. Keywords : Usage Behavior, Social Media ( , 2554)

( , 2554) 2542 22 24 (, 2542) 2542 8(2) ( , 2554)

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71

O-net (, 2554) (Social) , (Media) 2 2

( , 2553) 2 1. 2 2. 2 3. 2

72 6 5 2557

2 2 2556 467 210 (questionnaire) 1. 2 2 2556 467 210 2. 2 2 2556 467 2 2 2556 210 (R.V.Krejcie and D.W.Morgan , 2547) 3.

2 1. (Social media) 2. 2 3. 4. (Content Validity) (lndex of ltem-Objective Congruence : IOC) 5 5. 59 5 IOC (lndex of ltem Objective Congruence) +1 0 -1

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73

6. 210 (Questionnaire) 1 2 (Rating Scale) 5 1 8 2 5 3 30 1. 10 2. 10 3. 10 3 5 10 4

5 10 5 (open-ended question) 1 5 (Likerts Scale) 5 ( , 2531) ( , 2535) 1. 4.51 5.00 2. 3.51 4.50 3. 2.51 3.50 4. 1.51 2.50 5. 1.00 -1.50 1. 2 2 2556 2. 210 3.

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1. 5 2. 3. 1 (Percentage) 4. 2,3,4 (X) (S.D.) 5 (Likert Scale) 5. 4.51 5.00 3.51 4.50 2.51 3.50 1.51 2.50 1.00 - 1.50

1. 2 1.1 125 85 3.00 30 1 16.00 20.00 . 1 2 1.2 2 3.15 0.40 1.2.1 2 1.2.2 2 1.2.3 2

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75

2. 2 3. 2 2 1. 2 3 1.1 2

2 1.2 2 2 1.3 2 (E-mail) 2

76 6 5 2557

2. 2 1. 2. 3. 4. 5. 6. (2555 : 20) 3 3. 2

1. 2. 3. 4. 5. 6. 7. 8. .

6 5 2557

77

Change Agency Webmaster 2

1. 2. 3. 1. 2. 2

. (2547). . : . . (3 2553). . 31 2556, http://www.slideshare.net/krunapon/social-media-5661152 . (2554). . .., , .

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. (2555). . .., , . . (14 2554). Social Media (Constructivism). 31 2556, http://www.slideshare.net/jokesparrow/social- media-constructivism . (2535). . ( 3). : . . (2531). .: . 2542. (14 2542). 4 22 24. 31 2556, http://songserm.phrae1.in.th/index.php?option=com_content&view=article&id=48&Itemid=74 . (2554). 2554 2551. : . . (2554). (Facebook) . , .

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79

2 THE DEVELOPMENT OF APPLICATION ON TABLET PC TO SUPPORT THE SKILLS FOR SOLVVING PROBLEM IN MATHEMETIC FOR MULTIPLIATION AND DEVISION FOR CLASS

PRIMMARY 2

1

2

1) 2 2) 3) 4) 2 2 2556 1 20 1)

1

2 .

2) 3) 4) 5) t-test Dependent

2 75.27/79.80 75/75

2 ( x = 4.28, SD.= 0.52) .05 2 75.38 75

( x = 4.62 , SD.=0.50) Abstract

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The aims of this study were 1) to develop of application Table PC to support the skills for solving problem in mathematic for multiplication and division for class primary 2. 2) to study academic achievement for the solving problem before and after learning 3) to study the result of the development of students 4) to study the opinions of students with the sample were students in class primary 2 in Pakklonglan School Khlonglan district, Kampeangphet province for the second semester 2013 derived from cluster sampling. The instrument used in this research consisted of 1) The application on Tablet PC for to support the skills for solving problem in mathematic for multiplication and division for class primary 2. 2) the evaluation form of qualification of Tablet PC to support the solving problem of students 3) the evaluation form for measuring academic achievement after learning through the application Tablet PC. 4) the proficiency of questionnaire about the opinions of students. 5)the substances statistics used for analyzing data were mean, standard deviation and t-test. The result of this study were summarized as follows: that the efficiency of development of application Table PC to support the skills for solving problem in mathematic for multiplication and division for class primary 2 were 80.72/82.66 which consistent to determined assumption 75/75, the qualitative level of lesson was good its mean 4.28, the comparison of learning achievement after learning was higher than 75.38% before learning. The statistic

significant was at .05 level and the opinion of students were at high level and its mean was 4.62. Keywords Application on Tablet PC for multiplication and division

( Learning Society ) ( Computer ) 1 One Tablet PC Per Child (Tablet) Offline Online (Tablet PC)

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81

(2537, 65) (2537, 93)

2 (LAS) 50 2554 20.21 2555 23.58 2 ( . 2533, ) (2538, 10)

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one tablet per child () 2 1 2555 2 4

1. 2

2. 2

3. 2

4. 2

1. 1.1 2 1.2 1) 2) 3)

2. 2.1 2 2 2.2 2 2 2556 2 20 ( Purposive sampling)

6 5 2557

83

1. 2

2.

3. 2 25 3 1

4. 2 10

5. 2

(One-Group Pretest-Posttest ) ADDIE Model 2 2 2556 2 20

1. 2

84 6 5 2557

1

- - - / -

- -

2

(Analysis)

(Design)

(Development)

(Implementation)

(Evaluation)

3 3 9 20

6 5 2557

85

2. 2 Likert 5 5 4 3 2 1

2

86 6 5 2557

3. 2 2

3

/

/

IOC

/

6 5 2557

87

4. 2

4 1. 2 1.1

2 ( x = 4.28, SD.= 0.52)

1.2 2 (E1) 75.27 (E2) 79.80 2 75.27/79.80

IOC

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2.

2 ( x =

12.90, SD.= 4.25) ( x =19.95, SD.= 3.53) t test = 13.29 .05 3. 2 30.15 75.38 ( 72) 4. 2

( x = 4.62, SD = 0.50) 2 1. 2 1.1

2 ( x = 4.28, SD.= 0.52) ADDIE Model (2546) (2551) 4.25 3.95 1.2 2 (E1) 75.27 (E2) 79.80 2 75.27/79.80 75/75 (2554)

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89

4 77.45/76.83 75/75 (2553) 1 1 5 76.11/73.89 2. 2 .05 (2546), (2547), (2554)

/ .01

3. 2 75.38 72 (2552) 2 3 70

4. 2 4.62 (2552) 2

90 6 5 2557

3 (2554) 1 4.28

1. 1.1 1.2 2. 2.1 2.2 STAD

.(2551). 2551.: . (2537). . : . . (2553).

1. ..,, . . (2556). Tablet PC ( 1). : . (2537). . : . . (2555).

1. : . . (2555).

4. : .

. (2552). 2 3. : .

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91

THE DEVELOPER OF e-COURSWARE FOR REVIEWING KNOWLAGE OFLOGIC AND MATHEMATICS FOR DAILY LIVING FOR

UNDERGRADUATE STUDENTS OF PAYAP UNIVERSITY CHIANGMAI CITY

1

2

1) 2) 3) 4)

1

2 .

2 2556 30 (Purposive Sampling)

1. LMS SCORM

2. 87.01/86.42

3. .05

4. 4.40

ABSTRACT

The objectives of this research were to: 1) study the factors related to the development of electronic Courseware, 2) create and evaluate the efficiency of electronic Courseware in order

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to review knowledge in the subjects of Logic and Mathematics for daily living for undergraduate students, Payap University, Chiang Mai, 3) compare the learning achievement of students before and after a review through electronic Courseware in order to review knowledge in the subjects of Logic and Mathematics for daily living, and 4) study opinions of the students towards the review of knowledge through electronic Courseware in order to review knowledge in the subjects of Logic and Mathematics for daily living. The sample in this research consists of 30 undergraduate students at Payap University enrolled in Logic and Mathematics for daily living in the 2nd Semester of Academic Year 2556, with Purposive Sampling. The results of the study were:

1. The elements of the electronic Courseware consist of content, text, illustrations--slides or animations, video, audio narration, the interaction between students and media, exercises, and tests, in order to measure and evaluate the learning results of students, and for using in combination with other additional media, including working with the Learning Management System or LMS. Electronic lessons should be certified of the SCORM standard.

2. The efficiency of the electronic Courseware for reviewing knowledge in the subjects of Logic and Mathematics for daily living for undergraduate students at Payap University, Chiang Mai was 87.02/86.06, showing that the electronic Courseware were in accordance with the criteria.

3. The comparison of the learning achievement of students before and after a

review through electronic Courseware in order to review knowledge in the subjects of Logic and Mathematics for daily living for undergraduate students at Payap University, Chiang Mai was found that the scores after the review are higher than those before the review with the Significance of .05.

4. The average of the opinions of the students towards the review of knowledge through electronic Courseware in order to review knowledge in the subjects of Logic and Mathematics for daily living for undergraduate students at Payap University, Chiang Mai, was 4.40. The opinions were at the level "very good".

10 3

6

6 5 2557

93

LMS

1.

2.

3.

4.

3

1.

3

1

2

3 2.

2 2556 624


3.

1.

2.

1.

2.

94 6 5 2557

1.

2.

1.

2. 3.

1.

1.1

2 2556 624


1.2 1.2.1 1.2.2 1.2.3

1.3

1.3.1 2 2556 10

1.3.2 2.

2.1 ADDIE Model , , ,

2.2 2

2.3

6 5 2557

95

3.

3.1 30 LMS

3.2

3.3 t test Dependent 1. (Mean) ( ,2543, 224-225) 2. (Standard Deviation: S.D.) ( , 2543, 227 228) 3. t-test Dependent ( , 2535, 109 111) 1. (Mean) 2. (S.D.)

1.

10 2 2556 LMS 2. 30 87.01/86.42 80/80

3. 2 2556 .05

4. ()

96 6 5 2557

87.01/86.42 80/80 .05

1. LMS e-Learning SCORM

2. ADDIE Model Seel (1990) 5

2.1 1 2 14 LMS (moodle) SCORM Uplus (2550)

2.2 (Design)

1 Learning Object

2

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97

1. (Scrolling) (Color Wheel)

2.

3.

30%

80% SCORM LMS

(2545, 49) e-Learning Courseware (2552)

3 (2546: 197) (2544: 156 161)

UPlus (2550)

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(2545:114) e-Learning -Courseware

2.3 (Development)

2.3.1

1 (2514, 70 71) (2523, 83 84)

2

3

4

5

SCORM LMS

2.3.2

2.3.3 30 87.02/86.06 80/80 (2553) (e-Learning) 3 94.67/90.00 (2550) THA 106 (e-Learning) 81.29/83.58 80/80

2.4 (Implementation) 30 LMS

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99

LMS SCORM

2.5 (Evaluation) Uplus(2550) Online e-Leaning

3. .05 e-Learning LMS

4. ()

1.

1.1 LMS

1.2 IOS

1.3 SCORM

1.4

1.5

100 6 5 2557

1.6

1.7

2. 2.1 2.2

.(2542).. 3 : . .(2545). Design e-Learning.: . .(2535).. 7. : . .(2514). 3 .: . , .(2546).

e-Learning.: . .(2544). .:

. . (2552).

. .., , .

. (2553). (e-learning) 3 2. .., , .

. (2550). (e-Learning) (THA 106). ,, .

Uplus. (2550). (e-Courseware) . 10 2555, http://www.uplus-solution.com/content.php?ct_id=38

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101

(Software) 2

THE DEVELOPMENT OF TABLET BASED LEARNING SUBJECT OF SOFTWARE FOR

MATHAYOMSUKSA 2 CHIANGPENGWITTHAYA SCHOOL

1 2

1) (Software) 2 2) (Software) 2 3) (Software) 2 2 2 2556 1 30 1) (Software) 2 2) (Software)

1

2 .

2 3) 4) (Software) 2 (Software) 2 4.82 (Software) 2 E1/E2 88.25/90.1 80/80 .05 (Software) 2 4.53 (Software) Abstract The purposes of this study were: 1) to create and determine the quality of tablet PC application about software, 2) to conduct a tablet PC application about software and investigate its effectiveness, 3) to compare the learning achievement before and after using application and, 4) to examine student's satisfactions about the use of application. The participants of this study were 30 mathayomsuksa 2 students of Chiangpengwitthaya School in the secondary semester of academic year 2013. The participants

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were selected by using purposive sampling. The research instruments were 1) a tablet PC application about software, 2) the application assessment questionnaire, 3) the learning achievement test, and 4) the questionnaire about students satisfaction. The results were as follows 1) the tablet PC application was a good quality with the mean scores of 4.82, 2) the application efficiency was 88.25/90.1 follow by criterion of 80/80, 3) post test score was higher than pre-test score with this application displayed a significantly (p=.05), and 4) the students satisfaction was very good at the mean score of 4.53. Keywords Tablet Based Learning 2542

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103

95 (Software) 2 Adobe Captivate 7 1. (Software) 2 2. (Software) 2 3. (Software) 2 (Research and

Development) (Software) 2 1. 2 2 2556 106 2. 2 2 2556 30 1. (Software) 2 2. (Software) 2 3. 4. (Software) 2 1. (Software) 2 ADDIE MODEL 5 ( , 2556) 1. (Analysis)

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1.1 2551 ( 2) 4 1.2 1.3 (Software) 2 Android Application HTML 5 1 . 4 (Software) 2 4 1

2 3 4 1.5 (Software) 2 (Collaborative Learning) 1.6 (Software) 2 2. (Design) (Flow chart) (Storyboard)

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105

1 Flow chart Storyboard 3. (Development) 3 3.1 3.1.1 (Software)

2 3.1.2 3.1.3 3.1.4

1

2

3

B C A

J

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(Software) 2 Captivate 7 3.2 (Develop the Lesson) (Software) 2 3.3 (Documentation) 4. (Implementation) 5. (Evaluation) 5.1 (Software) 2 4 5 5.2 (Software) 2 (E1/E2) 1) (One-to-One Testing) 3 3

1 2) (Small-Group Testing) 3 10 3 4 3 3) (Field Testing) 2 30 5.3 (Software) 2 2. (Software) 2 (Software) 2 4

2.1

6 5 2557

107

(Software) 2

2.2 4

2.3 (Rating Scale) 5 2.4

2.4 3. 4 30 3

(IOC) IOC 2 1 2556 30 (r) (p) 4. (Software) 2 (Software) 2

4.1 (Software) 2

4.2 4.2.1 4.2.2 4.2.3 4.3 (Rating Scale) 5 4.4 4.5

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1. 80/80 2. 2 1. 2 2 2556 (Stratified Random Sampling) 30 1 2. 2 15.30-16.30 10 3 4 1 2 2 1 2 3 4 3. One Group Pretest-Posttest Design ( . 2547) 1. 1.1 2 (IOC) 6 1.2 (p r) 1.3 (Variance)

1.4 - (Kuder-Richardson) KR-20 ( . 2545) 2. 2.1 (E1/E2) 2.2 2.3 (Standard Deviation) 2.4 t-test 1. (Software) 2 (Software) 2 ( X = 4.82) (S.D. = 0.34) (Software) 2 E1 88.25 E2 90.1 E1/E2 88.25/90.1

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109

2. (Software) 2 17.03 2.93 27.03 1.47 t-test 25.48 .05 3. (Software) 2 (Software) 2 ( X = 4.53) (S.D.= 0.49) (Software) 2 1. (Software) 2 (Software) 2 (E1) 35.3 88.25 (E2) 27.03 90.1 88.25/90.1 80/80 (Software)

2 (2556) (Software) 2 (Software) 2 (2556) 1 (E1/E2) 81.58/83.25 80/80 (2554) 1 (E1) 80.78 95.11 (E2) 80.78/95.11 80/80 2. (Software) 2 17.03 2.93 27.03

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1.47 t-test 25.48 .05 (Software) (2552) .01 3. (Software) 2 (Software) 2 (X= 4.53) (S.D.) 0.49 (Software) 2 (2550) 6

(2553) (Software) 2 1. 2. 3.

1.

2.

6 5 2557

111

3.

4. Phone gap Android Application

Android Application Eclip

5. Adobe Captivate

. (2545). . : (...). . (2544). 2544. : (...). . (2555). . 3 2556 , www.sepkpt1.net/onechildok/file_onechildOK/01_Tablet_PC_09_25 . (2547). . : . . (2554). Tablet : . 4 2554 , (). . (2541). . : . . (2556). 1. .. . . (2556). Tablet PC. : . (2552). . . 13 2555. (2553). . 4 . 12-13 2553. (2554). 1. . . (2555.) : . 1 2555, http://www.kan1.go.th/tablet-for-education.pdf . (2554.) . 1 2555, http://www.slideshare.net/inaditap/ss-11813771

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Bi, Xiasoni (Joy). (2001). Instruction Design Attributes of Web-based Course. Dissertation Abstracts International. 61(7), 2570-A. Chen, H.-R., & Huang, H.-L. (2010). User Acceptance of Mobile Knowledge Management Learning System: Design and Analysis. Educational Technology & Society, 13(3), 70-77 Gregory Pryor and Vemon Bauer. (2008). Build a Better Biology Lab Testing Tablet PC Technology in a Core Laboratory Course. Journal of College Science Teaching. 19(6): 44-48 November/December. John E Anderson and others. (2006). The Drivers for Acceptance of Tablet PCs by Faculty in College of Business. Journal of Information Systems Education. 17(4): 429-440. Kimberle Koile. (2006). Development of a Tablet-PC-based System to Increase Instructor-Student Classroom Interactions and Student Learning. The Impact of Pen-based Technology on Education. Purdue University. Nicholas Gorgievskis and others. (2005). Tablet PC: A Preliminary Report on a tool for Teaching Calculus. The International Journal for Technology in Mathematics Education. 16(8): 95-102 Reins, K. (2007). Digital Tablet PCs as New Technologies of Writing and Learning: A Survey of Perceptions of Digital Ink Technology. Contemporary Issues in Technology and Teacher Education. 7(3): 158-177

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113

4

Learning exhibition in common with the QR code technology on the topic of Asean for Mathayom suksa 4 of Thepsalaprachasan

School, NaKhon Sawan Province.

1 2

1) 4 2) 50 3) 4 2557 42 150 1) 4

1

2 .

80.33/76.67 2) 4 50 .05 3) 4 ABSTRACT The purpose of this study were 1) to create and find the efficiency of learning exhibition in common with the QR code technology on the topic of Asean for Mathayom Suksa 4 of Thepsalaprachasan School, NaKhon Sawan Province. 2) to compare achievement of students who study the learning exhibition in common with the QR code technology on the topic of Asean with criteria percentage of 50. 3) to study the students opinion towards learning exhibition in common with the QR code technology on the topic of Asean. Resources used in the study were 150 students enrolling in Mathayom Suksa 4 of Thepsalaprachasan School, NaKhon Sawan Province during the academic year of 2014. The finding were as following : 1) the results of learning exhibition in common with the QR code on the topic of Asean are appropriated for study management. And the efficiency of learning exhibition in common with the QR code technology on the topic of Asean is higher than the criteria (80.33/76.67). 2) achievement of the

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students is higher than the criteria percentage of 50. And has a statistical significant at level .05. 3).the student opinions on the learning exhibition in common with the QR code technology on the topic of Asean was in the high level. Keywords Exhibition, QR code technology "" (ASEAN Community) (The Association of Southeast Asian Nations-ASEAN) "" "" (Bangkok Declaration) 5 2510 10 2538 2540 10 2542 2540 " 2020" 4 "" (ASEAN Community) 2563 (.. 2020) " 3 " -

"" "" "" 10 " " (, 2557) 2551

6 5 2557

115

( 2551, 2551) (, 2542, 588) ( , 2535, 1) (: barcode) (optical machine-readable) "" "" (1D) (2D)

116 6 5 2557

4

1. 4

2. 4 50

3. 4 1 4

1.1 1.1.1

4 5 10

4

1.1.2 4 4 2556 3 9 (QR code) 4 4 2556 30

1.2 1.2.1

4

1.2.2 4 75/75

1.3 4 2 1 2 2 (QR code) 4

2.1

6 5 2557

117

4 2557 42 150

2.2 4 4 3 4

3.1 4 2557 42 150

3.2 4

3.3 4 1

4

1. 4 5 10

2. 75/75 4 2556

2.1 4 42 3 1

2.2 4 42 9 3

118 6 5 2557

2.3 4 42 30 10 75/75

1. 4

2. 4 75/75 4

1.

2.

3.

4. 4

1)

1.1) 1.2) 1.3)

1.4) 1.5)

2) 2.1) 2.2)

3)

4)

5.

6. 5

7.

8. 4 42 3

9. 4 42 9

10. 4

6 5 2557

119

42 30 75/75

11. 4

1. 4

2. 4 4

3. 4 4 30

4.

5. 5 (Index of Item-Objective Congruence) 0.40 1.00

6. 5 42 30 4

7.

8. (Reliability) (Brennan) ( , 2539, 210) 0.00 0.96 0.20 0.80 20 (Reliability) (Lovett) ( , 2539, 199) 0.97

9.

1. 4 (Index of Item-objective Congruence : IOC) IOC 0.60 - 1.00

2. 4 75/75

2.1

2.2

2.3 75 (E1)

120 6 5 2557

2.4 4

2.5 75 (E2) 2 4 4 2557 42 150 (Simple random Sampling) 4

1) 1.1) 1.2) 1.3) 1.4) 1.5)

2) 2.1) 2.2)

3) 4)

4 1 4 4 1 2557 4 2557 42 150

1.

2. 4

3. 4

4. 4

5.

1. 4

6 5 2557

121

2.

3. 4 50 ( t-test one sample) 3 4 4 2557 42 150 4 4 5 21

1.

2.

2.1 2.2 2.3

3. (Rating Scale) 5 21

4.

5.

6. ( ) 0.60-1.00

7. 4

1.

2. 5 4 3 2

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1

3. 3.70 4.40

4. 4.50-5.00 3.50-4.49 2.50-3.49 1.50-2.49 1.00-1.49 3.50 1.00

1. 1.1 (Arithmetic

Mean) 1.2

(Standard deviation) 2.

2.1 (Index of Item-Objective Consistency)

2.2 (Item Discrimination) (Brennan)

2.3 (Reliability) (Lovett)

2.4 E1E2

3. (t-test one sample)

1. 4

1.1 4 2 1 2 6

1.2 4 ( =0.80, S.D.=0.43)

1.3 4 80.33/76.67

2.

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123

4 4 4 .05

3. 4 4

1. 4 80.33/76.67 75/75 5

2. 4 4 50 .05 (2544) (2542)

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3. 4 4 4 (2554)

1.

2. 4

. (2544). . . . (2535). . 2. : . . . (2542). . : . . (2539). . : . . (2542). .. 2542. : . . (2554). . .. (), , . .(2556). . 3 2556, http://th.wikipedia.org/wiki/.

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125

. (2551). 2551. : . , (2557). . 26 2557. http://www.thai-aec.com/

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299

(Connectivism)

4 THE RESULT OF THE LESSON ONLINE ON ATOMIC AND PERIODIC TABLE THROUGH CONNECTIVISM

THEORY FOR MATHAYOMSUKSA FOUR. 1

2 1) (Connectivism) 4 2) (Connectivism) 4 4 3 36 2 2556 33 1) (Connectivism) 4 2)

1

2 .

(Connectivism) 4 3 12 3) (Connectivism) 4 4 30 4) (Connectivism) 4 5 16 t -test

1)

(Connectivism) 4 .05

2) (Connectivism) 4 : ABSTRACT The purposes of this study were: 1) building and found that the efficiency of the lesson online on Atomic and periodic table through Connectivism theory For Mathayomsuksa 4 students, complying with the 80/80 regulation.

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2) study the opinion of students who learned through the lesson online on Atomic and periodic table through Connectivism theory. The sample was consisted of 33 students from Mathayomsuksa 4 at Banseaw School the secondary educational service area official 36 . The tool for study were the lesson online, the lesson plans, the assessment of lesson quality the lesson online, the assessment, the Connectivism theory lesson plans, learning achievement test, and the assessment of satisfaction. The statistical data analysis by X , S.D. and t-test Dependent. The results were as follows:

1) Posttest of the samples learning the lesson online on Atomic and periodic

table through Connectivism theory was higher than pretest at the .05 level of significance.

2) Assessment satisfaction to find that students are with learned by the lesson online on Atomic and periodic table through Connectivism theory For Mathayomsuksa 4 students were at a good level Keywords : E-learning, Connectivism Theory, Atomic and periodic table 21

(Technology Based Paradigm) ( , 2556) 21 21 21 (21st Century Skills) 21 21 / (Student Outcomes) (Core Subjects) 21 (21st Century Themes) 21 (21st Century Skills) 21 (mastery) 4 21 21 (Creativity) (Critical) (Communication)

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301

(Collaboration) 4 Cs (Self - Directed) 21 (Life long learners) ( , 2555, 102) 21 (pedagogy) (data) (knowledge) ( , 2556)

21

Siemens Connectivism (Connectivism)

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( , 2551)

.. 2542 9 65 66 (, 2545)

21 (e-learning) (Internet) (Intranet) Web Browser (e-mail), (webboard),

(chat) , (Learn for all : anyone, anywhere and anytime) ( , 2550)

1 8 (knowledge-base society) (, 2551)

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303

21 1. (Connectivism) 4 2. (Connectivism) 4 4 2 2556 36 3 1,036 4/1 2 2556

36 3 33 (Stratified Random Sampling) ( , 2552, 104 105) 2

1. (Independent Variables) (Connectivism) 4 2.

1. (connectivism) 4

2. (Connectivism) 4 4 1) 2) 3) One-Group Pretest-Posttest Design ( , 2551, 34 )

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T1 X T2 1

X T1 T2 2 1. 1.1 (Connectivism) 4 2556 1 3

1.2 (Connectivism) 4 3 12

2. 2.1 (Connectivism) 4 4 30

2.2

(Connectivism) 4 5 16

1.

2. (Connectivism) 4

3. 4

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305

1. (Connectivism) 4 (E1/E2 ) ( . 2550 : 260)

2. (Connectivism) 4 ( X ) (S.D )( , 2553, 102 103 )

3. (X ) ( S.D )( , 2553, 102 103 ) t-test dependent ( , 2552, 239)

4.

(Connectivism) 4 ( X ) (S.D )( , 2553, 102 103 ) 1 (connectivism) 4

(Connectivism) 4 33

1

(Connectivism) 4

n X S.D t Sig 33 14.85 2.75

22.86* 0.0000 33 24.39 2.83

*= Sig < 0.05

1 (Connectivism) 4 14.85

24.39 .05

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2 (Connectivism) 4

(Connectivism) 4 33

2 (Connectivism) 4

X S.D. 1. 1.1 4.20 0.76 1.2 4.53 0.63 1.3 4.00 0.87 1.4 3.87 0.68 1.5 3.73 0.91 1.6 4.43 0.50 1.7 4.27 0.52

4.15 0.70 2. 2.1 4.13 0.57 2.2 4.57 0.50 2.3 4.30 0.53 2.4 4.23 0.63

4.31 0.56 3. 3.1 4.53 0.51 3.2 4.13 0.57 3.3 4.47 0.51 3.4 4.33 0.48 3.5 4.20 0.61

4.33 0.54 4.26 0.60

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307

4 4 ( X ) 4.26 ( .D.S ) 0.60 ( X ) 4.33 (

.D.S ) 0.54 ( X ) 4.31 ( .D.S ) 0.56 ( X ) 4.15 ( .D.S ) 0.70

(Connectivism) 4

1. (Connectivism) 4 .05

2. (Connectivism) 4 ( X = 4.26)

(Connectivism) 4

1. 2. (Connectivism) 4 1.

2 .

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. (26 2556). 21. 14 2556, http://anongswu502.blogspot.com/. . (3 2555). 21 . 30 2556, http://thaiabc.com/lampangnet/admin/309/. . (29 2552). 21. 25 2556, http://www.ku.ac.th/icted2009/download/theory21st.pdf. . (2545). ..2542 ( 2) ..2545. : . . (2552). (Research Methodology in Social Science). : . . (2550). . . ... . (2550). . 10 : . . (2553). . 6. :

(Poster Presentation)

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(Connectivism)

3

THE RESULT OF LESSONS ONLINE BY USING MANAGEMENT LEARNING WITH CONNECTIVISM THEORY IN PRINCIPLE OF COMPUTER PROJECT

FOR STUDENT IN GRADE 3.

1 2

(Connectivism) 3 1) (Connectivism) 3 2) (Connectivism) 3 3

1 2 .

3 2 2556 25 1) (Connectivism) 3 2) (Connectivism) 3 4 12 3) (Connectivism) 3 2556 4 30 4) (Connectivism) 3 5 15 t -test 1. .05 2. (Connectivism) 3 :

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ABSTRACT The result of lessons online by using management learning with Connectivism theory in principle of computer project for students in Grade 3.The objectives of the study were as follows : (1) to study the achievement of students pretest and posttest have been learning through lessons online by using management learning with Connectivism theory in principle of computer project for students in Grade 3. (2) to study the behavior of students toward lessons online by using management learning with Connectivism theory in principle of computer project for students in Grade 3. The sample group used in this research were 25 students in Grade 3 of Bannakhom School under Rak Luang Phor Dum School Group in Nakhon Sawan Primary Educational Service Area Office 3 studying in Semester 2, Academic Year 2013. The tools used in this study were (1) Lessons online by using management learning with Connectivism theory in principle of computer project for students in Grade 3. (2) Lesson plans to teach by lessons online by using management learning with Connectivism theory in principle of computer project for students in Grade 3 for the number of 4 lesson plans in study time 12 hours. (3) A test measuring achievement pretest and posttest in principle of computer project by using management learning with Connectivism theory for students in Grade 3 in curriculum of Bannakhom School in Career and Technology, Academic Year 2013 , multiple choice , 4 choices of 30 items. (4) A satisfaction survey with learning by lessons online by using

management learning with Connectivism theory in principle of computer project for students in Grade 3 , a questionnaire about five-level rating scale for the number of 15 items. Analization by means of Percentage, Mean , Standard Deviation and a comparison of the pretest and posttest scores using the t-test. The results of the study were : (1) The achievement posttest than pretest at a statistically significant level .05 (2) The behavior of students towards lessons online by using management learning with Connectivism theory in principle of computer project for students in Grade 3 that : the students were satisfied with the high level. Keywords : E-learning, Connectivism Theory, Principle of computer project. 21 (Content Creators) 1) (Social Network) (Facebook) (Blog) (Twitter) (Video Conference) (Forums) (e-mail) (Instant Message) (Myspace) 2) (Youtube) (Flickr) (Podcasts) (File Manager) (Photo sharing) 3) (Wikipedia)

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(Joomla) (Wordpress) (GoogleDoc) 2.0 ( , 2555) (Connective Knowledge) (Connective Resources) (Communication) (Collaboration) (Creativities) Connectivism George Siemens Stephen Downes (2004) ( , 2555) 21 ( , 2555, 43) 21 1) (Learning and Innovation Skills) 2) (Information, Media and Technology Skills) 3) (Life and Career

Skills) (, 2556) 1) 2) 3) 4) ( 5) 6) 7) 8) 9) ( , 2543) (Web-Based Learning) (Internet) Web Browser

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e-mail webboard chat (Authoring Program) ( , 2544) 2 (Connectivism) Video Conference

( , 2554, 55) ( , 2544) 3 3

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(Connectivism) 21 (Connectivism) 3 1. (Connectivism) 3 2. (Connectivism) 3 3 2 2556 3 236

3 2 2556

3 25 ( , 2552, 94 - 95) 2 1. (Independent Variables) (Connectivism) 3 2. 2.1 (Connectivism) 3 2.2 (Connectivism) 3 3 1) 2) 3) 4) One-Group Pretest-Posttest Design ( , 2551, 34 )

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T1 X T2

1 X T1 T2 2 1. 1.1 (Connectivism) 3 2556 1 4

1.2 (Connectivism) 3 4 12

2. 2.1

(Connectivism) 3 4 30 2.2 (Connectivism) 3 5 10

1.

2. (Connectivism) 3

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(Connectivism)

3. 3 1. (Connectivism) 3 (E1/E2) ( , 2544, 44 51) 2. (Connectivism) 3 ( X ) (S.D.) ( , 2553, 102 103) 3. ( X ) (S.D.) (

, 2553, 102 103) t-test dependent ( , 2552, 239) 4. (Connectivism) 3 ( X ) (S.D.) ( , 2553, 102 103) 1 (Connectivism) 3 (Connectivism) 3 25

1 (Connectivism) 3 n X S.D. t Sig 25 14.80 2.78

26.00* 0.000 25 23.64 1.98 *= Sig < 0.05

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1 (Connectivism) 3 14.80 23.64 .05

2

(Connectivism) 3 (Connectivism) 3 25

2 (Connectivism) 3

X S.D.

1. 1.1 3.70 0.84 1.2 3.60 0.86 1.3 3.87 0.35 1.4 4.20 0.66 1.5 4.00 0.83 1.6 4.20 0.66 1.7 4.67 0.48 4.03 0.29 2. 2.1 4.10 0.71 2.2 4.23 0.68 2.3 4.07 0.52 2.4 4.27 0.64 4.17 0.33 3. 3.1 4.43 0.57

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X S.D.

3.2 4.30 0.65 3.3 4.13 0.51 3.4 4.40 0.56 4.32 0.37 4.14 0.19 2 (Connectivism) 3 ( X ) 4.14 (S.D.) 0.19 ( X ) 4.32 (S.D.) 0.37 ( X ) 4.17 (S.D.) 0.33 ( X ) 4.03 (S.D.) 0.29 (Connectivism) 3 1. (Connectivism) 3

.05 2. (Connectivism) 3 ( X = 4.14) (Connectivism) 3 1. 2. (Connectivism) 3

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1.

2.

. (2543). . ( 2). : . . (2555). .. -

, . . (2544)." : ", : 1. : . . (2535). . 6. : . . (2556). ADDIE Model Connectivism (KM Muban Chom Bueng Rajabhat University). 20 2556 http://thanompo.edu.cmu.ac.th . (2552). (Research Methodology in Social Science). : . . (2544). (E1/E2).

. 7 (3), 44-51. : . . (2554). 1 2 2554 : Instructional Model based on Connectivism Theory. 20 2556 http://www.thailis.or.th . (2556). 21: . 22 2556 http://www.qlf.or.th/Home/Contents/568

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6

1

FACTORS INFORMATION TECHNOLOGY OF PRATHOM 6 STUDENT IN SAINGAM,

KAMPHAENGPHET PRIMARY EDUCATION AREA OFFICE 1.

1

2

6 1 6 437 6 6 ( ) ( )

6 1 2 .

6 1 ( = 3.77, =0.92) ( = 3.96, =0.92) ( = 3.81,=0.97) , WIFI, Internet ( = 3.64, =0.87 ) Internet (e-mail) (web-board)

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(External Drive) :

ABSTRACT

This study aims at studying to study the factors information technology of prathom 6 student in saingam, kamphaengphet primary education area office 1. The population in the study. There are 437 prathom 6 student The instruments used in the study was a questionnaire study on the factors affecting the computer skills and information technology prathom 6 student data were analyzed by computing means ( ) and standard deviation ( ).

The research that the 6 factors, improve student quality. The entertainment in communication. The teaching environment, computing in general factors affecting the computer skills and information technology of prathom 6 student saingam, kamphaengphet primary education area office 1. Overall found the average level in ( = 3.77, = 0.92) when each item found that every item in the high level. In the order from high to low found. The use of computers in general. The average level in ( = 3.96, = 0.92) were open and shut down the computer. At any level data from the computer

out of order The printer has at any level, open the program use extended the program window to full monitors. Basic editing machine case symptom hank, followed by the environment is The average level in ( = 3.81, = 0.97) include classroom environment right in any class. Using media technology for instruction in any class. The quality of the computer for instruction in any class. The state of the computer for instruction in any class equipment and various media for teaching quality at any level. The speed of the phone signal, WIFI Internet in any class, a computer program that provided a modern, in any class. The content of the curriculum teaching for computer subject is appropriate in any class, teachers knowledge ability in computer instruction Good at any level, teachers have the skills to use computer to teaching and learning in at any level, and the average minimum is to develop learners' quality. The average ( = 3.64, = 0.87) were used in computer information retrieval through Internet students use computer to receive electronic mail. (e-mail) students use computer in discussion forums (webboard) students can use the program in the level. Students use computer to download the document information study. The class learning computer each time. Students use the necessary equipment fluently, such as printer, keyboard, mouse, drive outside (External Drive) etc. students the basic program used in learning to perform various activities effectively, such as reporting and presentation of the target.

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..2542 ( 2) 2545 6 (6 ) 3 (3 ) 3 (3 ) 6-3-3 "Modes of learning" 3 3 15 (, 2549) 21

(, 2551)

(Information and Commumication Technology ICT) (Virtual Situation) (Interaction)

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(Collaboration) (Sustainable Development)

6 1 21

6 1

1.

6 1 6

1.1 1.2 1.3 1.4 1.5 1.6 1. 6

1 470 Krejcie & Morgan 437

2. 1. 2. 3. 4. 5. 6. 7.

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1. 6 1 1. 6 1 1.1 6 1.2 1.3 6 1 38

1 2

9 5 4

5

10 5

(Rating Scale) 5

1.4

2.

2.1 5 6 1

2.2 IOC (Index of item Objective Congruence: IOC)

2.

(Rating Scale) 5 1

1

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2

9 5 4 5

10 5 3.

6 1 ( ) ( )

6 1

6 1 6 1 6 .

6 1 6 6 1

1. ( = 3.64 , = 0.87) (External Drive) ( = 3.75, = 0.88 ) internet ( = 3.73, = 0.84 ) (e-mail) ( = 3.40, = 0.75)

2. ( = 3.82, =1.00 ) ( = 4.00, = 1.01) ( = 3.97, = 0.80 ) (= 3.58, = 1.04 )

3. ( = 3.71, = 0.90 )

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( = 3.88 , = 0.90 ) e-mail ( = 3.73, = 0.85 ) ( = 3.58, = 1.04)

4. ( = 3.75, = 0.83 ) ( =3.83, = 0.83 ) ( = 3.78 , = 0.64) ( = 3.68, = 0.81)

5. ( = 3.81, = 0.97) ( = 4.02, = 0.96) ( = 3.90, = 0.86) ( = 3.63, = 0.73)

6. ( = 3.96, = 0.92 )

( =4.27, = 0.89) ( = 3.97, = 1.00) ( = 3.78, = 0.96 )

6 1

1. 6 1 3 1 (External Drive) 2 Internet 3 ICT

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Abby Hall and eHow Contributor (2012)

2. 6 1 1 2 3

(All in One) (2550)

3. 6 1 1 2 e-mail 3 Chester l. Barnard

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e-mail

4. 6 1 1 2 3 (2539)

(2533, 63-64)

5. 6 1 1 2 3 2542 (..., , 2529, 19) 6 1.) 2.) 3.)

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4.) 5.) 6.)

6. 6 1 1 2 3 (2536, 8 2) 2535 104 27,136 11

1.

6 1

1.

2.

2. 1.

2.

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.(2554). .. 2554-2563 . 13 2556. : www.thaiwebaccessibility.con/sites/default/file/.../ict2020 book.pdf .(2548). . .................................(............). . 13 2556. :203.172.205.25/.../%202. .do... .(2553). ., ,. . (2540).. ( 2).: (). . (2551). . .., , . . (2554). 2. . 1(1), 26-31.

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iBooks Author iOS

THE DEVELOPMENT OF ELECTRONICS BOOK: IBOOKS AUTHOR BASIC ON IOS SYSTEM FOR

GRADUATE STUDENT IN EDUCATIONAL TECHNOLOGY AND COMMUNICATION STUDY,

FACULTY OF EDUCATION, NARESUAN UNIVERSITY

1 2

iBooks Author iOS 80/80 () 2 2556 8 (Purposive Sampling)

1 2 .,

(Mean) (Standart Deviation) E1/E2 (t-test) 80.43 / 84.56 .05 ( X = 4.29) ABSTRACT

The objectives of this study were to develop and verify efficiency of electronics book in The development of electronics book: The ibooks author for basic on iOS system for graduate students in educational technology and communication study, faculty of education, Naresuan University, to compare the learning achievement between pre-and post-test from using such electronics book, to evaluate students satisfaction on such electronics book. The subjects were 8 master students from Educational Technology and communication study group of 2nd graduate, faculty of education, Naresuan University. Semester in academics year 2013. Purposive Sampling was use in this study. Study tools composed of electronics book, evaluation form for electronic books form, satisfaction with the quality of electronic books form, and achievement form. All collected data was analyzed and demonstrated as Mean and Standard deviation. Statistical measurement was the efficiency of electronics book from Analyzed

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by percentage, arithmetic means, and standard deviation. Statistic measurement was the efficiency of electronics book form E1/E2 formulation and t-test.

The result stated that the efficiency of such electronics book w