1. Efficacy of Non-traditional Instructional Methods
2. Utilization of Instructional Materials and Resources in the Classroom
3. Use of Instructional Time by Teachers and Students
4. Determinants of Retention, Promotion and Transition
5. The Impact of Necessary Physical and Educational Resources
6. Efficacy of Non-traditional Instructional Methods
The non-traditional instructional methods were referred to the instructions which used the following materials:
1.1) Programmed Lessons, modules and instructional packages
1.2) RIT (Reduced Instructional Time) materials
1.3) Comic books
5.1 Programmed Lessons, Modules and Instructional Packages
The programmed lessons, modules and instructional packages are considered to be self-instructional materials which can reduce instructional time of teachers and help students to go on with their own pace in mastering educational objectives. In Thailand, there were many studies conducted to find out the efficiency of the programmed lessons, modules and instructional packages, and to compare the scholastic achievement of students learning through there instructional materials and traditional method at both primary and secondary school levels. For example:
Primary Education Level
Kosum (1978) compared the academic achievement in Thai language and the leadership of Grade 6 students learning through modules and conventional procedure. The results of the study revealed that the group of students learning through modules had got achievement scores and leadership test scores higher than those learning through conventional teaching.
Sripirome (1976) conducted a study on “Production of a Slides-Tap Material for Science Programmed Lesson on “Aero plane” for the Upper Primary School Level” and found that this science slides-tape programmed lesson was an effective material for instruction. The students’ knowledge about “Aero plane” had increased.
Pructikul (1984) carried out an experimental study on using programmed lessons for remedial teaching in mathematics to Grade students. The result of the study revealed no significant different between the scholastic between the scholastic achievement of remedial students taught through programmed lessons and learning activities as specified in the teaching manual. However, the achievement scores of students in both groups after being taught through programmed lessons and learning activities as specified in the teaching manual were higher than those before being taught.
In a study conducted by Chamnankit (1984), it was found that Grade 5 students’ ability in using Thai words of programmed lesson group was significantly higher than that of the learning-center packages was significantly higher than that before learning. In addition, the programmed lessons and learning-center packages developed by the researcher were effective.
Secondary Education Level
A study conducted by Phrompraphan (1979) showed that Grade 8 students learning from the modules did not score significantly higher in the Thai language achievement than those learning through conventional method. However, the students learning from the modules showed the positive attitude towards the modules.
Pholdee (1979) produced a Thai slides-tape programmed lesson on “Inao: War of the Kamankunin Episode” a lesson within the Thai language course for the upper secondary education level. The results of the study revealed that this Thai slides-tape programmed lesson was effective and able to improve students’ achievement.
Yimsakul (1984), in “An Experimental Study on Using Programmed Instruction in “Thai 032” to Grade 12 Students”, found that the scholastic achievement and retention studies of the students learning through programmed instruction were of higher than those learning through the instruction as specified in the teaching manual of the Supervisory Unit. Furthermore, the students showed positive attitude towards learning by programmed instruction.
5.2 RIT (Reduced Instructional Time) Materials
The Project RIT was undertaken to develop teaching-learning approaches and instructional materials which required the least teacher-student interaction time with the hope that the reduction of the interaction time will lead to a reduction of costs per student and the increase of students’ learning outcomes. There were many experimental studies conducted in utilizing RIT materials at the primary school level. For example:
Wannapong, et al. (1982) did an experimental study of RIT materials for Grade 1-4 during academic year 1981. The study was intended to make comparisons of students’ achievement between the experimental group using RIT materials and the control group conducting regular teaching methods. The findings had shown that the total averaged scores of the five subject areas (Thai language, mathematics, life experiences, character development, and work education) of the experimental groups were higher than the control groups. In addition, when a comparison between rural and urban areas was made, the experimental groups in rural areas scored higher than the control groups in urban areas.
In an experimental study conducted by Muang Mai School, Lopburi (1978), the results were very encouraging and supported the RIT rationale that learning time and teacher-student interaction time could be reduced with no loss in learning effectiveness; and the time savings differed among various types of learning or subject areas, grade level, and learning strategy.
5.3 Comics
Comics or comic books are the instructional materials which can promote the effective learning and help students in attaining educational objectives.