The Effect of Play-Based Personalized Learning Model on Students’ Expert Learning

##plugins.themes.bootstrap3.article.main##

Pariya Pariput Thooptong Kwangsawad

Abstract

     This article aimed to examine the effects of the play-based personalized learning model to promote expert learners who were able to use three strategies (cognitive, motivational and environmental strategies) to complete the tasks through the process of metacognitive control (plan, monitor and evaluation) and were able to reflect on their learning after complete the tasks. Samples used in this study were seven first grade students selected through purposive sampling. The researchers used observations and interviews to collect data. Statistics used to analyze data were percent, mean, standard deviation and chi-square. A non-parametric Friedman test of differences among repeated measures was conducted to determine a statistical difference between three measurements. The findings showed that students were able to perform their expert learning at 50.26 percent, 64.81 percent and 76.98 percent for the first, second and third month of assessment respectively. The used of Friedman test to compare three times of the performance of expert learning found that in the overall, it was statistically significant at p<.05. Based on the findings, it may be concluded that play- based personalized learning is a learning approach that teachers can use to develop students’ expert learning.


Keywords: Play-Based Personalized Learning, Expert Learning, Learning Strategies

References

Bates, S. (2014). Personalised Learning: Implications for Curricula, Staff, and Students. In the Universities 21 (U21) Educational Innovation Conference, 23-24 October 2014. Australia, Sydney: The University of New South Wales.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. Washington: The National Academies Press.

Bray, B., & McClaskey, K. (2015). Make Learning Personal. California: Sage Publishing.

Bray, B., & McClaskey, K. (2016). How to Personalize Learning. California: Sage Publishing.

Ertmer, P. A., & Newby, T. J. (1996). The Expert Learner: Strategic, Self-Regulated and Reflective. Instructional Science, 24, 1-24.

Hanover Research. (2012). Best Practices in Personalized Learning Environments (Grades 4-9). Washington: District Administration Practice.

Joyce, B., Weil, M., & Calhoun, E. (2011). Models of Teaching. New York: NY Pearson.

Robinson, A. (1993). What Smart Students Know. New York: Three River Press.

Walker, K. (2012). Play Matters: Investigative Learning for Preschool to Grade 2 (2nd ed.). Camberwell, Australia: ACER Press.

Walker, K., & Bass, S. (2012). Engagement Matters Personalised Learning for Years 3 to 6. Camberwell, Australia: ACER Press.

Williams, S. (2013). Principal Sabbatical Report: Practical Ways that Schools Can Personalize Learning for their Students – Powerful Learner Pit Stops. Retrieved from http://www.educationalleaders.govt.nz

Zimmerman, B. J. (2000). Attaining Self- Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self- Regulation (pp. 76-93). San Diego, CA: Academic Press.

Keywords
play-based personalized learning, expert learning, learning model
Section
Research Articles

##plugins.themes.bootstrap3.article.details##

How to Cite
PARIPUT, Pariya; KWANGSAWAD, Thooptong. The Effect of Play-Based Personalized Learning Model on Students’ Expert Learning. Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 11, n. 2, p. 62-69, june 2018. ISSN 2539-5521. Available at: <http://www.journal.nu.ac.th/JCDR/article/view/1882>. Date accessed: 20 sep. 2018.