The document asks a series of questions to determine food preferences of Mary and Jo. It asks if Mary likes coffee, what food Mary likes, if Jo likes iced tea, what food Jo likes, and what foods Mary and Jo both like. The questions don't provide any answers.
This document provides instructions for an interactive activity where the user listens to animal sounds and clicks on the corresponding animal name. The instructions are repeated multiple times to reinforce that the user should listen to sounds and select the matching animal from the name options for each round of the activity.
The document describes the author's family members and their occupations. It introduces her grandfather and grandmother, who are retired. It then introduces her mother, who is a teacher, and her father, who is an officer. The author's brother is a student and tall, while her sister is a singer and beautiful. The author is a student who questions if she is pretty. It then asks questions to confirm details about family members' occupations.
The document asks a series of questions to determine food preferences of Mary and Jo. It asks if Mary likes coffee, what food Mary likes, if Jo likes iced tea, what food Jo likes, and what foods Mary and Jo both like. The questions don't provide any answers.
This document provides instructions for an interactive activity where the user listens to animal sounds and clicks on the corresponding animal name. The instructions are repeated multiple times to reinforce that the user should listen to sounds and select the matching animal from the name options for each round of the activity.
The document describes the author's family members and their occupations. It introduces her grandfather and grandmother, who are retired. It then introduces her mother, who is a teacher, and her father, who is an officer. The author's brother is a student and tall, while her sister is a singer and beautiful. The author is a student who questions if she is pretty. It then asks questions to confirm details about family members' occupations.
2. 4
2. ผลการเปรียบเทียบผลสัมฤทธิทางการเรียนกุอนเรียนและ
์
หลังเรียนของนั กเรียน ท่ีเรียนดูวยบทเรียนส่ ือประสม เร่ ือง การปลูก
ผักสวนครัว หลังเรียนสูงกวุากุอนเรียนอยุางมีนัยสำาคัญท่ีระดับ .05
Topic: The Development of Multi-media Lesson on
the Planting Kitchen Garden
Vegetables in the Learning Strand of Career and
Technology (Agriculture)
for Prathomsuksa 5.
Presenter: Mr. Suwit Noiunsan
Year: 2008
ABSTRACT
The purposes of this study were to develop multi-
media lesson on the Planting Kitchen Garden Vegetables
in the Learning Strand of Career and Technology
(Agriculture) for Prathomsuksa 5 with a required
efficiency of 80/80 and to compare the learning
achievement, between pretest–posttest by using multi-
media lesson on the Planting Kitchen Garden Vegetables
in the Learning Strand of Career and Technology
(Agriculture) for Prathomsuksa 5.
The sample used in this study consisted of
Prathomsuksa 5 students at Chumchon Sampraw School
under the Office of Udon Thani Educational Service Area
Zone 1. 34 Prathomsuksa 5/3 students in the first
semester of the academic year 2007 and 35
Prathomsuksa 5/1 students in the first semester of the
academic year 2008. The instruments of this study
were the Self-Learning Packages; seven sets of the
Planting Kitchen Garden Vegetables, the computer
3. 5
assisted instruction on two sets of the Planting Kitchen
Garden Vegetables, and the achievement test.
The results showed that:
1. The efficiency of the multi-media lesson on the
Planting Kitchen Garden Vegetables
in the Learning Strand of Career and Technology
(Agriculture) for Prathomsuksa 5 was 81.54/83.44,
which was higher than the standard efficiency criterion
set.
2. The result of comparison the learning achievement
of Prathomsuksa 5 students before and after used multi-
media lesson on the Planting Kitchen Garden Vegetables
after learning was higher than before learning at the 0.05
level of significance.