The Effects of Concept Attainment Model Combined with Questioning Techniques on Learning Achievement and Concept Understanding in Thai Grammar among Undergraduate Students

Abstract

This article aimed to study (1) the comparison of the pretest and posttest regarding Thai grammar learning achievements of undergraduate students who were taught using the Concept Attainment Model combined with Questioning Techniques, and (2) the development of conceptual understanding in Thai grammar among undergraduate students who were taught using the Concept Attainment Model combined with Questioning Techniques. The research design is a quantitative pre-experimental study with a one-group pretest-posttest design. The sample consisted of 36 Thai major undergraduate students from the Faculty of Education, Ramkhamhaeng University. They were selected through Stratified Random Sampling and Simple Random Sampling. The instruments for data collection included (1) lesson plans utilizing the Concept Attainment Model combined with Questioning Techniques, (2) Thai grammar learning achievement pretest and posttest, and (3) a Thai grammar concept comprehension assessment form. Data analysis was conducted using descriptive statistics, T-test for dependent samples, and Relative Gain Score. The research findings were as follows: 1) The mean score of the Thai grammar learning achievement posttest for undergraduate students who were taught using the Concept Attainment Model combined with Questioning Techniques was statistically significantly higher than that of the pretest at the .05 level. 2) The Thai grammar concept comprehension of undergraduate students who were taught using the Concept Attainment Model combined with Questioning Techniques showed a higher level of Relative Gain Score.