ACHIEVEMENT LEARNING ON S-T TEACHING ANALYSIS TOOL OF PRESCHOOL CLASSROOM TEACHING IN CHONGQING VOCATIONAL COLLEGE IN CHINA

Abstract

The objectives of this study were 1) to study the current situation and problems in the use of case teaching method, and 2) to study the achievement learning on S-T teaching analysis of preschool education at Chongqing Vocational College in China. This study was a quantitative research. The conceptual framework of this research was applied from Cynthia Lung’s study. The population consisted of 242 students from 10 classes of second-year preschool education majors in the second semester of the 2023 academic year at Chongqing Vocational College in China. The sample was drawn using judgmental sampling method and after analyzing the results and number of students in the midterm examination of the course Pre-school Education in 10 classes, it was decided to select 24 students from class 3 and 24 students from class 5, totaling 48 students. The instruments used in this research were 1) Through the questionnaire survey to get the current situation and problems, 2) S-T Teaching Analysis Tool Comparing Pre- and Post- classroom activities. The data analysis used mean, standard deviation and t-test. The research results revealed that 1) the overall situation and problems were at a high level. When considering each aspect from the highest to the lowest, including students didn’t think independently, teachers in the case of teaching analysis and discussion of a single way, and some students did not participate in the case teaching method classroom at statistically level of .05. 2) The result of using the method of mind mapping based on the S-T Teaching analysis tool comparing pre- and post-improvement preschool classrooms found that the improved case teaching method classroom had higher efficiency.