A Comparison of Students' Outcomes in Two Classes: Business Administration Students vs Communication Arts Students Based on Self-Directed Learning Activities

Autor/inn/en	Orawiwatnakul, Wiwat; Wichadee, Saovapa
Titel	A Comparison of Students' Outcomes in Two Classes: Business Administration Students vs Communication Arts Students Based on Self-Directed Learning Activities
Quelle	In: Contemporary Issues in Education Research, 4 (2011) 5, S.23-32 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Business Administration Education; Independent Study; Active Learning; Control Groups; Art Education; English Language Learners; Learning Activities; Questionnaires; Language Tests; Language Proficiency; Cognitive Style; Attitude Measures; Statistical Analysis; Achievement Gains; Language Skills; Reading Comprehension; Pretests Posttests; Scores; Student Attitudes; Undergraduate Students; Teaching Methods; Likert Scales; Hypothesis Testing; Academic Ability; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Selbststudium; Aktives Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lernaktivität; Fragebogen; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Cognitive styles; Kognitiver Stil; Statistische Analyse; Achievement gain; Leistungssteigerung; Leseverstehen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Likert-Skala; Hypothesenprüfung; Hypothesentest; Ausland
Abstract	With research showing the benefits of self-directed learning, more activities are needed to provide learners opportunities for self-directed practice (Khomson, 1997; Lee, 1998; Phongnapharuk, 2007). A 12-week experimental study was performed with 80 EFL learners; one group contained 40 Communication Arts students and the other one consisted of 40 Business Administration students. All of them were taught through self-directed learning activities for twelve weeks. The instruments used in this study included an English proficiency test, a self-directed learning questionnaire, a learning style questionnaire, and an opinion questionnaire toward self-directed learning activities. The data were analyzed by One-way ANOVA, dependent and independent t-tests, mean and standard deviation. Results from the statistical tests revealed that students in both groups gained higher English mean scores and self-directed learning abilities at a significance level even with limited time spent practicing language skills in a self-directed environment. When dividing BA and CA students into four learning styles, it was found that language mean scores of students in all the four groups improved significantly; however, only two groups of BA students, namely pragmatists and theorists, improved their self-directed learning ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01