A Comparison of Klong Si Su Parb Composition between Constructivist Learning Approach and Traditional Learning Approach to Matthayom Sueksa 5 Students

Abstract

         This research aimed to: (1) compare the skills of composing poetry in the form of Klong Si Suphap among Mathayom Sueksa 5 students taught with the constructivist learning approach versus those taught with the traditional learning approach. (2) examine the improvement in poetry in composing skills in form of Klong Si Suphap of Mathayom Sueksa 5 students before and after instruction using the constructivist learning approach. and (3) examine the improvement in poetry in composing skills in form of Klong Si Suphap of Mathayom Sueksa 5 students before and after instruction using the traditional learning approach. The sample consisted of Mathayom Sueksa 5 students from Piboonbumpen Demonstration School, Burapha University during the first semester of the 2025 academic year. The participants were selected using simple random sampling. Midterm examination scores in Thai language from all 10 classrooms were analyzed using a one-way ANOVA, and one pair of groups with no significant difference was randomly selected by drawing lots. Students in class 8 were assigned to the constructivist learning approach group, while those in class 9 were assigned to the traditional learning approach group.

          The research instruments included six lesson plans based on the constructivist learning approach and 6 lesson plans based on the traditional learning approach, as well as a test to measure students’ ability to compose poetry in the form of Klong Si Suphap. The evaluation criteria were validated by experts, and the index of consistency (IOC) was established. Data were analyzed using both dependent and independent t-tests.

          The research results can be summarized as follows: (1) students taught with the constructivist learning approach demonstrated significantly higher poetry composition skills in the form of Klong Si Suphap than those taught with the traditional learning approach at the .05 level of significance (2)students’ poetry composition skills in the form of Klong Si Suphap among Mathayom Sueksa 5 students after learning through the constructivist learning approach were significantly higher than before learning at the .05 level. (3) students’ poetry composition skills in the form of Klong Si Suphap among Mathayom Sueksa 5 students after learning through the traditional learning approach were significantly higher than before learning at the .05 level.