LEARNING OUTCOME OF COMPETENCY-BASED INSTRUCTION USING THE CONCEPT OF COOPERATIVE LEARNING FOR THE DEVELOPMENT OF LEARNING ACHIEVEMENT OF COMBINE POWER TO CREATE AN OCCUPATION LEARNING UNIT AND THE TEAMWORK AND COLLABORATION OF GRADE 4 STUDENTS

Abstract

This research is a preliminary experimental study. The objectives were to 1) compare the learning outcomes of fourth-grade elementary students before and after the implementation of competency-based learning using a collaborative learning approach, 2) assess the post-learning performance against a 70% criterion, 3) evaluate teamwork competency before and after the competency-based learning using the collaborative learning approach, and 4) investigate the condition of competency-based learning using the collaborative learning approach. The sample group consists of 17 fourth-grade students from Pariyatpisal School, Kong District, Nakhon Ratchasima Province, under the supervision of the Nakhon Ratchasima Primary Educational Service Area Office 6. The participants were selected using group random sampling. The research tools included learning management plans, learning units, competency-building activities  (four plans, 16 hours), learning outcome assessment tests, teamwork competency assessments, observations of competency-based learning conditions, and learning journals-statistical analysis involving mean values, percentages, standard deviations, T-test and Wilcoxon testing

           The research results indicate that 1) comparing learning outcomes before and after instruction yielded average scores of 42.06% and 76.18%, respectively. Post-instruction learning outcomes were significantly higher than pre-instruction. 2) The comparison of post-instruction learning outcomes yielded an average score of 76.18%, exceeding the 70% criterion with statistical significance at the .05 level. 3) The comparison of teamwork competency after instruction showed a significant improvement compared to before instruction at the .05 level of statistical significance. 4) The study of competency-based learning conditions revealed a novel classroom atmosphere where students could work together, express their opinions, and foster good interpersonal relationships.