เอกสารการประชุมวิชาการและเสนอผลงานวิจัย มหาวิทยาลัยทักษิณ ครั้งที่ 19 2552 - page 991

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Abstract
The purposes of this research were: 1) to compare the learning achievement pretest and posttest
scores in Thai langguage substance group and communication skills of Prathomsuksa two students by using
Multiple Intelligences Model for Learning; 2) to compare the learning achievement pretest and posttest scores in
Thai language substance group and communication skills of Prathomsuksa two students taught by conventional
approach ; and 3) to compare the learning achievement posttest score in Thai language substance group and
communication skills between Prathomsuksa two students learned by using Multiple Intelligences Model For
Learning and those learned through the conventional approach. The sample consisted of fifty Prathomsuksa two
students of Watchandi School, Amphoe Changklang, Nakhon Si Thammarat Province, in the second semester of 2008
aeadcnie year. Multiple Intelligences Model for Learning lesson plans and the eleven conventional approach
lesson plans; the learning achievement test in Thai language substance group and the Communication Skills test were
applied. The design of the study was one – group pretest – posttest design. Then data was analyzed using t-test for
Dependent Sample and Independent Sample.
The results were:
1. The learning achievement posttest scores in Thai language substance group and communication
skills of Prathomsuksa two students both whole and sepratecl skill taught by Multiple Intelligences Model For
Learning was significantly higher than the pretest one at the .01 level.
2. The learning achievement posttest scores in Thai language substance group and communication
skills of Prathomsuksa two students both whole and sepratecl skill learned through the conventional approach was
significantly higher than the pretest one at the .01 level
3. The learning achievement posttest scores in Thai language substance group and communication
skills of Prathomsuksa two students both whole and sepratecl skill using Multiple Intelligences Model for
Learning was significantly higher than that of the students taught by conventional approach at the .01 level.
Keywords : Multiple Intelligences, Multiple Intelligences Model For Learning, communication skills,
The Comparison of Learning Achievement