¼ÅÊÑÁÄ·¸Ôì·Ò§¡ÒÃàÃÕ¹áÅСÒäԴÍÂèÒ§ÁÕµÃáТͧ¹Ñ¡àÃÕ¹ÃдѺÁѸÂÁÈÖ¡ÉÒ·ÕèÁÕÃٻẺ¡ÒäԴµèÒ§¡Ñ¹¨Ò¡¡ÒÃàÃÕ¹¡ÒÃÊ͹´éÇ 4MAT â´Âãªé¡ÒÃàÃÕ¹ÃÙéàªÔ§Çѵ¶Øº¹àÇçº

The effects of 4MAT methods on web-based instructional using learning objects on learning achievement and logical thinking for secondary schol students with different cognitive styles

Name: ÍÁÃÃѵ¹ì ªÕÇѧ¡ÙÃ

Organization : ÁËÒÇÔ·ÂÒÅÑÂà·¤â¹âÅÂÕ¾ÃШÍÁà¡ÅéÒ¾Ãй¤Ãà˹×Í. ¤³Ð¤ÃØÈÒʵÃìÍصÊÒË¡ÃÃÁ

Email : amorn_2002@hotmail.com

Name: »ÃѪ­¹Ñ¹·ì ¹ÔÅÊØ¢

Organization : ÁËÒÇÔ·ÂÒÅÑÂà·¤â¹âÅÂÕ¾ÃШÍÁà¡ÅéÒ¾Ãй¤Ãà˹×Í. ¤³Ð¤ÃØÈÒʵÃìÍصÊÒË¡ÃÃÁ

Name: ¾ÑÅÅÀ ¾ÔÃÔÂÐÊØÃǧÈì

Organization : ÁËÒÇÔ·ÂÒÅÑÂà·¤â¹âÅÂÕ¾ÃШÍÁà¡ÅéÒ¾Ãй¤Ãà˹×Í. ¤³Ð¤ÃØÈÒʵÃìÍصÊÒË¡ÃÃÁ

Name: ³Á¹ ¨ÕÃѧÊØÇÃó

Organization : ÁËÒÇÔ·ÂÒÅÑÂà·¤â¹âÅÂÕ¾ÃШÍÁà¡ÅéÒ¾Ãй¤Ãà˹×Í. ¤³Ð¤ÃØÈÒʵÃìÍصÊÒË¡ÃÃÁ

ThaSH: ¡ÒÃàÃÕ¹¡ÒÃÊ͹¼èÒ¹àÇçº

ThaSH: ¼ÅÊÑÁÄ·¸Ôì·Ò§¡ÒÃàÃÕ¹

ThaSH: ¤ÇÒÁ¤Ô´áÅСÒäԴ

ThaSH: ¡ÒÃÊ͹Ẻ 4 áÁ·

Abstract: ¡ÒÃÇԨѤÃÑ駹ÕéÁÕÇѵ¶Ø»ÃÐʧ¤ì¤×Í à¾×èÍÈÖ¡ÉÒ¼ÅÊÑÁÄ·¸Ôì·Ò§¡ÒÃàÃÕ¹áÅСÒäԴÍÂèÒ§ÁÕµÃáТͧ¹Ñ¡àÃÕ¹ÃдѺÁѸÂÁÈÖ¡ÉÒ ·ÕèÁÕÃٻẺ¡ÒäԴµèÒ§¡Ñ¹¨Ò¡¡ÒÃàÃÕ¹¡ÒÃÊ͹´éÇ 4MAT â´Âãªé¡ÒÃàÃÕ¹ÃÙéàªÔ§Çѵ¶Øº¹àÇçº â´Âà»ÃÕºà·Õº¼ÅÊÑÁÄ·¸Ôì·Ò§¡ÒÃàÃÕ¹áÅСÒäԴÍÂèÒ§ÁÕµÃáТͧ¹Ñ¡àÃÕ¹·ÕèÁÕÃٻẺ¡ÒäԴµèÒ§¡Ñ¹àÁ×èÍàÃÕ¹´éÇ¡ÒÃàÃÕ¹¡ÒÃÊ͹´éÇ 4MAT â´Âãªé¡ÒÃàÃÕ¹ÃÙéàªÔ§Çѵ¶Øº¹àÇçº ¡ÅØèÁµÑÇÍÂèÒ§ ¤×Í ¹Ñ¡àÃÕ¹ªÑé¹ÁѸÂÁÈÖ¡ÉÒ»Õ·Õè 3 âçàÃÕ¹⾸ÔÊÒþԷÂҡà ࢵµÅÔ觪ѹ¡Ãا෾ÁËÒ¹¤Ã ¨Ó¹Ç¹ 60 ¤¹ ·ÕèÁÕÃٻẺ¡ÒäԴÍÔÊÃÐ 30 ¤¹ áÅÐÃٻẺ¡ÒäԴ¾Öè§¾Ò 30 ¤¹ â´Â¨ÓṡÃٻẺ¡ÒäԴ´éÇÂẺÇÑ´ÃٻẺ¡ÒäԴ GEFT ¼Å¡ÒÃÇԨѾºÇèÒ ¡ÒÃàÃÕ¹¡ÒÃÊ͹´éÇ 4MAT â´Âãªé¡ÒÃàÃÕ¹ÃÙéàªÔ§Çѵ¶Øº¹àÇ纷Õè¾Ñ²¹Ò¢Öé¹»ÃСͺ´éÇ 5 ͧ¤ì»ÃСͺËÅÑ¡ ´Ñ§¹Õé 1) ´éÒ¹»Ñ¨¨Ñ¹Óà¢éÒ ä´éá¡è ¼ÅÊÑÁÄ·¸Ôì·Ò§¡ÒÃàÃÕ¹áÅСÒäԴÍÂèÒ§ÁÕµÃáТͧ¹Ñ¡àÃÕ¹ÃдѺÁѸÂÁÈÖ¡ÉÒ·ÕèÁÕÃٻẺ¡ÒäԴµèÒ§¡Ñ¹¨Ò¡¡ÒÃàÃÕ¹¡ÒÃÊ͹´éÇ 4MAT â´Âãªé¡ÒÃàÃÕ¹ÃÙéàªÔ§Çѵ¶Øº¹àÇ纷Õè¾Ñ²¹Ò¢Öé¹»ÃСͺ´éÇ 5 ͧ¤ì»ÃСͺËÅÑ¡ ´Ñ§¹Õé 1) ´éÒ¹»Ñ¨¨Ñ¹Óà¢éÒ ä´éá¡è ¡Ó˹´Çѵ¶Ø»ÃÐʧ¤ì ¡Ó˹´à¹×éÍËÒÇÔªÒ ¡Ó˹´º·ºÒ·¼ÙéÊ͹ ¡Ó˹´º·ºÒ·¼ÙéàÃÕ¹ áÅСÓ˹´Ê×èÍ¡ÒÃàÃÕ¹ 2) ´éÒ¹¡Ãкǹ¡Òà ä´éá¡è ¡Ó˹´¡Ô¨¡ÃÃÁ¡ÒÃàÃÕ¹¡ÒÃÊ͹ áÅСÒôÓà¹Ô¹¡ÒÃàÃÕ¹¡ÒÃÊ͹ 3) ´éÒ¹¡ÒäǺ¤ØÁ ä´éá¡è ¡ÒèѴ¡ÒÃáÅФǺ¤ØÁ¡ÒÃàÃÕ¹º¹àÇçº 4) ´éÒ¹¼ÅÅѾ¸ì ä´éá¡è ¡ÒûÃÐàÁÔ¹¼Å 5) ´éÒ¹¢éÍÁÙÅ»é͹¡ÅѺ ä´éá¡è ¢éÍÁÙÅ»é͹¡ÅѺà¾×èÍ»ÃѺ»Ãا áÅШҡ¡Ò÷´Åͧãªé¡ÒÃàÃÕ¹¡ÒÃÊ͹´éÇ 4MAT â´Âãªé¡ÒÃàÃÕ¹ÃÙéàªÔ§Çѵ¶Øº¹àÇ纷Õè¾Ñ²¹Ò¢Öé¹â´Âà»ÃÕºà·Õº¡Ñº¡ÅØèÁ¹Ñ¡àÃÕ¹·ÕèÁÕÃٻẺ¡ÒäԴµèÒ§¡Ñ¹ ¾ºÇèÒ¼ÅÊÑÁÄ·¸Ôì·Ò§¡ÒÃàÃÕ¹áÅСÒäԴÍÂèÒ§ÁÕµÃáТͧ¹Ñ¡àÃÕ¹·ÕèÁÕÃٻẺ¡ÒäԴµèÒ§¡Ñ¹ ᵡµèÒ§¡Ñ¹ÍÂèÒ§ÁÕ¹ÑÂÊӤѭ·Ò§Ê¶ÔµÔ·ÕèÃдѺ .05

Abstract: The purposes of the research were to study and compare learning achievement and logical thinking of secondary students with incongruent cognitive styles. The 4MAT approach using a set of Webbased multimedia learning objects was operated. The samples comprised 60-Mattayom three students from Potisarn Pittayakorn School, Taling Chan, Bangkok. Their cognitive processing was initially examined by the Group Embedded Figures Test (GEFT). Then the participants were randomly assigned into two experimental groups, each of which consisted of 30 field independent and 30 fielddependent learners. As results, the developed 4 MAT design contains 5 principal components i.e. 1) input involving the identification of instructional objectives, lesson contents, roles of instructors and learners, as well as the indication of online learning media 2) process enclosing the design of learning activities and implementation of online instructional process 3) control, relating to e-learning management and administration 4) output, explicitly referring to the evaluation of Web-based instruction 5) feedback enhancing further improvement. Following the module implementation, it was discovered that learning achievement and logical thinking of students with dissimilar cognitive styles were significantly different (p<.05)."

ÁËÒÇÔ·ÂÒÅÑÂà·¤â¹âÅÂÕ¾ÃШÍÁà¡ÅéÒ¾Ãй¤Ãà˹×Í. ÊӹѡËÍÊÁØ´¡ÅÒ§

Address: ¡Ãا෾ÁËÒ¹¤Ã

Email: library@kmutnb.ac.th

Created: 2554

Modified: 2567-06-12

Issued: 2555-05-01

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BibliograpyCitation : ÇÒÃÊÒÃÇÔªÒ¡ÒþÃШÍÁà¡ÅéÒ¾Ãй¤Ãà˹×Í. »Õ·Õè 21, ©ºÑº·Õè 3 (¡.Â.-¸.¤. 54), ˹éÒ 680-687.

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