The aims of this study were 1) to compare the achievement of English-speaking skills of Mathayomsuksa five students at Samutskhonwittayalai school; and 2) to study the students’ satisfaction levels of being taught using constructivist theory. There were two groups of participants, one taught using constructivist theory and the other taught by more typical instruction. The participants in this study were five Matthayomsuksa students in the second semester of academic year 2018. The number of participants was ninety (two classrooms, 45 per classroom). The participants in the study were selected by cluster random sampling. The instruments of this study include lesson plans based on constructivist theory and typical instruction, assessment forms for English speaking skills, and the satisfaction assessment of being taught using constructivist theory. The statistics for analyzing the data were means, standard deviation, and t-test independent samples. The study revealed that: 1) The achievement of English speaking after teaching by constructivist theory was higher than usual instruction with the statistical significance at the level of .05; and 2) the satisfaction of five Matthayomsuksa students at Samutskhonwittayalai school teaching by constructivist theory was the highest level (   = 4.68, S.D. = 0.32)

Credit : Thongchai Chuanin // Supanan Sittilerd

https://so05.tci-thaijo.org/index.php/irdssru/article/view/243997