Teaching Development of Foundation Environmental Science Course Using Undergraduate Handbook of Buriram Rajabhat University

• Main Authors: Kuntida Thammamrat, Jurairat Khurukhot, Issaraporn Somboonwatthanakul
• Format: Article
• Language: Thai
• Published: Mahasarakham University 2017-06-01
• Series: Journal of Education, Mahasarakham University
• Subjects: Teaching development; foundation environmental science course; handbook
• Online Access: https://edu.msu.ac.th/journal/home/journal_file/318.pdf
• ISSN: 1905-9922; 1905-9922

The present study is an attempt to apply the handbook as a tool for teaching foundation of environmental science. The aims of this investigation were 1) to develop a course handbook that fills the standard criteria of 80/80 2) to compare mean derived from pretest and posttest scores 3) to compare student’s attitude toward environmental science from the pretest and posttest scores and 4) to compare student’s environmental scientific skills prior to and after using a study handbook. The key informants were 56 students drawn from 1st- year students of Environmental Science Department of Buriram Rajabhat University in 2558 (B.E) academic year. Four instruments of data collection were constructed including 1) the course handbook 2) test of student’s basic knowledge on environmental science, 3) the test of student’s attitude toward environmental science, and 4) the test of student’s environmental scientific skills. The statistics analysis in this study comprised frequency percentage, mean, standard deviation and dependent t – test, which were of used for examining the hypothesis. The findings of this investigation revealed that 1) the efficiency of the handbook entitled “Foundation of environmental science” met the criteria of 80/80 in all aspects with value 83.93/91.81 2) the scores derived from student’s posttest is higher than pretest with .05 statistical significant difference 3) teaching through the handbook enhanced the level of student attitude toward environmental science with .05 statistical significant difference and 4) the environmental scientific skills of the students learning through the handbook are significantly higher than before, at .05 level.