Cite this article as: Arunrangsiwed, P. (2020). Thailand students Pretest Posttest Design Examination. Retrieved from https://sw-eden.net/2020/01/02/thailand-pretest/
This part is to check if the students could be higher in their knowledge, responsibility and skills after participating the class. I added 2 methods to check this in the lesson planning document at the beginning of the semester. First, the students would be asked to do an assessment test of pre-test at the first hour of the semester. Their pre-test scores are used to compare with the average score of their midterm and final exam. Paired-sample T-test was used in the analysis part. The result shows that the average score of midterm and final exam. Paired-sample T-test was used in the analysis part. The result shows that the average score of midterm and final exam is strongly significantly higher than pre-test score (t=23.640; p=.000). This implies that students could develop their skills and knowledge through the semester. The learning process and active learning activities are effective for them.
The second method is to test the relationship between the class attendance score and the sum of assignment and in-class activities score. Generally, if students come to class, they will get 1 point. If they come late 15, 30, or 45 minutes late, they will get 0.7, .05, or 0.3 respectively. This means the class attendance score could tell the hours that each student participate the class. After using Pearson’s correlation, the analysis result shows that the class attendance score is strongly related to assignment score (r=.836; p=.000).
This means the students who came to class could earn more skills, so they could finish the assignment well. The students who came to class early would have more opportunity to attend the traditional lecture part. These students would have a certain level of knowledge and can apply the knowledge to complete the active learning activities and the homework assignment.