Effects of Classification Program and Model in Rock Forming Mineral on Learning Effectiveness
Main Article Content
Abstract
Practical instruction in the classification of rock-forming minerals is often a complex task for many instructors, and numerous students struggle to classify minerals when applying this skill in subsequent courses. Developing learning media that utilize computer technology to guide students through the mineral classification process is expected to enhance instructional efficiency for current-generation learners. This research aimed to compare student satisfaction and learning effectiveness between two methods: the computer-based Mineral Classification Program (MCP) and Mineral Models (MM), used in a Soil Science laboratory for undergraduate students of Agriculture Program. The study employed a quasi-experimental design using intact groups of 85 students (MCP group, n=39; MM group, n=46). Four aspects of student perception (accuracy, ease of classification, satisfaction, and future confidence) were analyzed using the Chi-square test (2) and learning achievement (post-test scores) was compared using Analysis of Covariance (ANCOVA). The analysis revealed no statistically significant differences in student perception across all four aspects between the two methods (P > 0.05). However, the ANCOVA results showed that the MCP group achieved significantly higher post-test scores than the MM group (P = 0.031). In conclusion, while the students' perception of both learning methods was comparable, the use of the computer-based MCP significantly enhanced their learning achievement.
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King Mongkut's Agricultural Journal
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