A Comparison of Grade 3 Students’ Learning Achievement in Practical Dance after Studying with A Jigsaw Instruction Model Blended with Davies Practical Skills at Sarasas Ektra School

Abstract

            The study aimed to: 1) compare the learning achievement of Grade 3 students learning the standard dancing by jigsaw teaching model combined with Davies’ practical skill theory before and after class, 2) compare the learning achievement and practical skills of the third grade students between the standard dance groups using the jigsaw learning style and combining with Davies’ practical skills and the group studying with the conventional approach, and 3) compare the students’ practical skills between the standard dance groups using the jigsaw learning pattern combining with Davies’ practical skills and the group studying with the conventional approach. The samples were 59 Grade 3 students of 2 classes studying at Sarasas Ektra School in Semester 1, Academic Year 2020 by Cluster Sampling method: 29 trail cases and 30 control cases. The instruments were consisted of 8 standardized learning activities for Grade 3 students, the learning management plans, the standard achievement tests, the standard achievement assessment form and the practical skill assessment form. The analyzing statistics were Mean, Standard Deviation and t-test.

          It was found that 1) students studying standard dancing by jigsaw teaching model combined with Davies’ theory of practical skills have higher academic achievement after studying than before studying. The study was statistically significant at .01. 2) The achievement of standard dance groups using a jigsaw learning model combined with Davies’ practice skills was higher than the control group at .01. 3) The practical skills of students studying standardized dance with a jigsaw teaching combined with Davies’ theoretical practical skills were significantly higher than the control group at the .01.