A Comparison of Learning Achievement and Job Satisfied to Learning by Selves from Web-based Instruction in Scrolled Pages Style and Linked Pages Style for Bachelor’s Degree in Science Curriculum New Media Program.
A web – based instruction is popularity used in education because it can present
the interest multimedia. Therefore, this study aimed to develop a web–based instruction on the Communication Concept course in Bachelor of Science Program in New Media with
the efficient criteria of the 80/80; to find out the effectiveness of the developed web–based instruction programs; and to compare student’s learning achievement, learning retention, and satisfaction after learning between a group learning through the web–based instruction in scrolled pages style and a group learning through the web–based instruction in linked pages style. The sample used in the study consisted of 42 students in the Bachelor of Science Program in New Media, Mahasarakham University, obtained through the purposive random sampling method. The random assignment of the sample for experimentation was a simple sampling method. Experimental group 1 comprised 21 students learned through the web-based instruction in scrolled pages style and the experimental group 2 comprised 21 students learned through the web-based instruction in link pages style. The instruments used were a web–based instruction program of a hierarchical structure, a web–based instruction ,
a learning achievement test, and the questionnaire on students satisfaction after learning through the web–based instruction. The statistics used for data analyses were percentage, mean, and standard deviation; and for testing hypotheses ANCOVA and a t-test were employed.
The study results were as follows :
1. The developed web–based instruction in the scrolled pages style had efficiency of 87.78/81.54 and had an effectiveness index of 0.60
2. The developed web – based instruction in link pages style had efficiency of 86.67/80.35 and had an effectiveness index of 0.63
3. Students learning through the web–based instruction in scrolled pages style and those learning through the web–based instruction in link pages style, after learning, did not show differences in learning achievement, learning retention, and student satisfaction.
4. Students learning through the web–based instruction in scrolled pages style , after two weeks of the experiment, had learning retention 88.80 mean scores; 9.18 mean scores decreased; and their memories lost at 11.2 percent of the posttest mean score. Whereas, students learning through the web-based instruction in link pages style, after two weeks of the experiment, had learning retention at 83.12 mean scores; 2.79 mean scores decreased ; and their memories lost at 16.79 percent of the posttest mean score.
This research obtained an efficient and effective web-based instruction. Web-based instruction could be used to teach students in order to accomplish the established objectives.
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