A Study Of Learning Retention Using MindMap Through Computer Multimedia Instruction Package On Principle Of Effect On Graphic Program

Abstract

The purposes of this thesis were (1) to construct and to find out the efficiency of computer multimedia  lesson on the topic of Effect Construction in Graphic Program, (2) to compare the learning achievement of the students who studied with the computer multimedia lesson before and after learning to the retention in learning with mind map in computer multimedia lesson on the topic of Effect Construction in Graphic Program, and (3) the retention in learning with mind map in computer multimedia lesson on the topic of Effect Construction  in Graphic Program

The samples were 70 third-year vocational education students in the department of commerce, majoring in business computer, Pattaya Technical College, second semester, academic year 2014, by using Krejcie and Morgan table with the error of ±5%.  The instrument was the computer multimedia  lesson on the topic of Effect Construction  in Graphic Program which evaluated by 3 experts was qualified in the content as a whole at the highest level (  = 4.53, S.D. = 0.18) and in the technical aspect,  as a whole at the high level (   = 4.33, S.D. = 0.01).  The difficulty of the achievement test both before and after learning was 0.49 – 0.77, the discrimination was 0.20 -0.50  and the reliability was 0.87.  The data was collected in the second semester, academic year 2014.

The result of this research revealed that for the learning achievement, the average scores of the students after learning with computer multimedia lesson on the topic of Effect Construction in Graphic Program (  = 28.33, S.D. = 1.25) and the average scores before learning with computer multimedia (  = 19.46, S.D. = 3.28) were statistical significantly different at the level of 0.01. For the retention in learning by using mind map, the average of retest scores (   = 28.43, S.D. = 1.20), and the scores after learning (  = 28.33, S.D. = 1.25) were not statistical significantly different at the level of 0.05 in accordance with the hypothesis.