The Development of Chinese Speaking Ability for Communication using a Productivity Based Instructional Model for Twelfth Grade Students

Abstract

The purposes of this research were 1) to compare Chinese learning outcomes of twelfth grade students before and after the implementation of a productivity based instructional model, 2) to compare Chinese speaking ability for communication of twelfth grade students before and after the implementation of a productivity based instructional model, 3) to study students’ work productivity after the implementation of a productivity based instructional model, and 4) to study students’ opinions towards the productivity based instructional model. The sample of this study comprised 50 twelfth grade students who were studying in the second semester of academic year 2017 at Rachineeburana School, Amphoe Muang, Nakhon Prathom, chosen through simple random sampling. The research instruments were lesson plans; learning outcome test; evaluation form of Chinese speaking ability for communication; evaluation form of work productivity and questionnaires. The data were collected and analyzed by percentage (%), mean (), standard deviation (SD), dependent one sample t-test, one-way ANOVA and content analysis. The research results were as follows: 1) The mean Chinese learning outcome of the twelfth grade students after the implementation of the productivity based instructional model was higher than before the implementation, a statistical significance at the .05 level. 2) Mean Chinese ability for communication of the twelfth grade students after using the productivity based instructional model was higher than before the implementation, a statistical significance at the .05 level. 3) Mean work productivity of the twelfth grade students after the implementation of the productivity based instructional model was at excellent level. 4) The twelfth grade students’ opinions towards the productivity based instructional model were at the highest level.