A Study of Learning Achievement: An Academic Report Writing in Thai for Communication of First-year Students, Nakhon Ratchasima Rajabhat Univerity by Using the Collaborative Learning Theory

Abstract

This research aims to study the learning achievement through an application of the collaborative learning theory in the academic report writing lesson in the course, “Thai for communication” of 72 first-year students from Nakhon Ratchasima Rajabhat University, who studied in group P2 in semester two of the academic year 2016. The subjects were selected by group random sampling. The instruments used in the research consisted of collaborative learning lesson plans, achievement test, and questionnaire. The result revealed that the students’ mean score (x) in the academic report writing and presentation point was 17.17 or 85.83% with a standard deviation of 1.17. The pretest and the posttest mean scores were 28.35 and 32.13, respectively, with a margin of 3.78. The overall posttest score was significantly higher than the overall pretest point with a significance level of .05. The students’ learning achievement score 32.13 or 80.31%, was significantly higher than 80% or the defined criteria at a significance level of .05. The students’ opinion towards collaborative learning was generally at high level with a mean score of 4.30 and a standard deviation of 0.66. In terms of classroom environment, it was found that classroom environment affected the students’ enthusiasm and attention at a high level with a percentage of 59.70. In terms of instructional activities, it found that class activities made the students understand much better at high level with a percentage of 56.90. Finally, instructional management was found to improve students’ understanding of the lesson at a high level with a percentage of 51.40.