The effects of using challenge based learning along with the process writing approach on essay writing ability of Matthayomsuksa 4 students

Abstract

The purposes of this research were: 1) to compare the essay writing ability of Grade 10 students before and after participating in challenge based learning along with the process writing approach, and 2) to compare the essay writing ability of Grade 10 students using challenge based learning along with the process writing approach versus traditional writing teaching methods. The sample group consisted of 60 Grade 10 students from Bodindecha (Sing Singhaseni) 2 School during the first semester of the 2024 academic year. The students were divided into two an experimental group and a control group each consisting of 30 students, selected cluster random sampling. The research instruments included: 1) lesson plans for challenge based learning along with the process writing approach, 2) lesson plans for traditional writing teaching methods, 3) an essay writing ability test, and Data were analyzed using t-test for dependent samples, and t-test for independent samples.

The research results were revealed as follows:

1. the essay writing ability of students who used challenge based learning along with the process writing approach was significantly higher at the .05 level than before studying, and

2. the essay writing ability of students in the experimental group was significantly higher than that of the control group at the .05 level of significance.