A Comparison of Learning Achievement through Collaborative Learning Activities with Student Teams-Achievement Divisions for Object-Oriented Programming Course of the Third Year Students in Digital Technology for Education. A Comparison of Learning Achievement through Collaborative Learning Activities with Student Teams-Achievement Divisions for Object-Oriented Programming Course of the Third Year Students in Digital Technology for Education.

Abstract

This article describes a submission procedure and a format of the manuscript for the RUS Journal of Technology Management and Digital Innovation. Authors are required to strictly follow the guidelines provided here; otherwise, the manuscript will be returned for proper correction. A good abstract should have only one paragraph. Both Thai and English abstracts are required for paper written in Thai and the length of each should not exceed 12 lines. The objectives of this research were: 1) to find the quality of academic achievement tests through collaborative learning activities with student teams achievement divisions for object-oriented programming course of the third-year students in digital technology for education, 2) to evaluate the quality of satisfaction questionnaires, 3) to compare the academic achievement of the students before and after learning, and 4) to find the satisfaction of students. The samples consisted of two groups: 7 experts, and 21 students. The research instrument comprised collaborative learning activities with student teams-achievement divisions, questionnaires, and quizzes. The statistics used in the research were mean, standard deviation, difficulty, discrimination, reliability, the index of item objective congruence of the learning achievement test, and t-test dependent.

            The results of the research found that: 1) the quality of the academic achievement test received the number of examination items that passed the quality examination, amount of 60 items, the index of item objective congruence of the achievement test was 0.60 to 1.00, the difficulty was 0.35 to 0.76, discrimination was 0.24 to 0.53, and reliability was 0.92, 2) the quality of satisfaction questionnaires is at an excellent level with the mean of 4.89 and standard deviation of 0.43, 3) the post-test learning achievement is higher than the pre-test with a statistical significance level of 0.05, and 4) an overall student’s satisfaction is at excellent level with the mean of 4.53 and standard deviation of 0.67.