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dc.contributor.advisorWarat Karuchitth
dc.contributor.authorNatcha Sathapornsathitth
dc.date.accessioned2019-04-23T08:03:42Z
dc.date.available2019-04-23T08:03:42Z
dc.date.issued2018th
dc.identifier.otherb204751th
dc.identifier.urihttp://repository.nida.ac.th/handle/662723737/4360th
dc.descriptionThesis (M.A.(Communication Arts and Innovation))--National Institute of Development Administration, 2018th
dc.description.abstractThis research presents the comparison between 3 teaching approaches to find the most effective teaching approach and create guideline for choosing teaching approach for media literacy education, to ultimately improve the level of media literacy in Thai youth. The approaches being compared are the 100% lecture-based approach, the 50% lectures-based and 50% activity-based, and the 100% activity-based approach. The 50% lecture-based and 50% activity-based is expected to be the most effective teaching approach.   This research study is an experimental research which was conducted on Assumption university students from Communication Arts faculty. Participants were divided into 3 groups, then each group received different treatments according to the teaching approaches selected in this study. To compare the effectiveness of each approach, participants had to do the pretest and posttest, to measure their level of media literacy. The test results were compared between each group and analyzed using descriptive statistic. The overall result indicates that the most effective teaching approach is the 100% activity-based approach. However, the most effective way to create teaching approach for media literacy is through customization. There are factors to be considered before planning media literacy class; time duration, student’s preexisting media literacy knowledge and social media usage rate, to achieve the most effective result.   (Keywords): media literacy, teaching approach, media literacy levelth
dc.description.provenanceMade available in DSpace on 2019-04-23T08:03:42Z (GMT). No. of bitstreams: 2 5911811007.pdf: 6004175 bytes, checksum: 0c3be8c00f860b21c0d14f0d73b68379 (MD5) license.txt: 115 bytes, checksum: 2047cfd32b272b6ffc853575a013e11b (MD5) Previous issue date: 10th
dc.format.extent106 leavesth
dc.format.mimetypeapplication/pdfth
dc.language.isoength
dc.publisherNational Institute of Development Administrationth
dc.rightsผลงานนี้เผยแพร่ภายใต้ สัญญาอนุญาตครีเอทีฟคอมมอนส์แบบ แสดงที่มา-ไม่ใช้เพื่อการค้า-ไม่ดัดแปลง 4.0 (CC BY-NC-ND 4.0)th
dc.subjecte-Thesisth
dc.subjectTeaching approachth
dc.subjectMedia literacy levelth
dc.subject.otherMedia literacyth
dc.titleThe comparison of teaching approaches for media literacy: case study of Assumption university studentth
dc.title.alternativeการเปรียบเทียบแนวทางการสอนความรู้เท่าทันสื่อ : กรณีศึกษาของนักศึกษามหาวิทยาลัยอัสสัมชัญth
dc.typeTextth
mods.genreThesisth
mods.physicalLocationNational Institute of Development Administration. Library and Information Centerth
thesis.degree.nameMaster of Artsth
thesis.degree.levelMaster'sth
thesis.degree.disciplineCommunication Arts and Innovationth
thesis.degree.grantorNational Institute of Development Administrationth
thesis.degree.departmentThe Graduate School of Communication Arts and Management Innovationth


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