Comparisons of Learning Achievement, Dancing Skills, and Attitude Toward Classical Dance Learning of Prathomsueksa 6 Students Between Learning Based on The Multiple Intelligences Theory Approach and CIPPA Learning Model
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The purposes of this study were: 1) to develop plans for organization of learning activities based on the multiple intelligences theory approach and CIPPA learning model in classical dance content strand for Prathomsuksa 6 level, with a required efficiencies of 80/80, 2) to find out effectiveness indices of the plans for organization of the mentioned two approaches, and 3) to compare learning achievement, dancing skills, and attitudes toward classical dance learning of Prathomsueksa 6 students between the groups who learned based on the multiple intelligences theory approach and the CIPPA learning model. The sample consisted of Prathomsueksa 6 students were groups of 34 and 35 students from class 6/4 and 6/5 respectively, attending Cherng-Chum Ratnukul school, Muang District, Sakolnakorn Province, in the second semester of the academic year of 2011, obtained using the cluster random sampling technique. The instruments used in this study were: plans for organization of learning activities by the multiple intelligences theory approach and CIPPA learning model, 8 plans each ; 40 items of achievement test with discriminating powers (B) ranging 0.25-0.81 and a reliability of 0.91; performance test of dancing skills with difficulties (P) ranging 0.32-0.67, discriminating powers (D) ranging 0.54-0.87 and a reliability (α) of 0.84; 20 items scale on attitude toward classical dance learning with discriminating powers (rxy) ranging 0.32-0.69 and a reliability (α) of 0.79. The statistics used for analyzing data The statistics used for analyzing data were mean, standard deviation, percentage, and F-test (One-way MANOVA) was employed for testing hypotheses.
The results of the study were as follows:1. The efficiency of the plans for organization of classical dance content strand for Prathomsueksa 6 level by using the multiple intelligences theory approach and CIPPA learning model were 86.68/83.60 and 81.39/79.07 respectively.
2. The effectiveness index of the both plans for organization of learning activities were 0.6706 and 0.5947, showing that the students had learning progress at 67.06 and 59.47 percentage respectively.
3. The students who learned based on the multiple intelligences theory approach and CIPPA learning model did not show different in learning achievement, but the students who learned using the CIPPA learning model showed higher dancing skills and attitudes toward classical dance learning than the group of students who learned based on the multiple intelligences theory approach, at the level of significance .003.
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