Vol.10, No.1, February 2021.                                                                                                                                                                           ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Effects on Using Tutoring Application in Integration with Self-Directed Learning to Improve Statistical Analysis Skills

Sawanan Dangprasert

© 2021 Sawanan Dangprasert, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 10, Issue 1, Pages 63-68, ISSN 2217-8309, DOI: 10.18421/TEM101-08, February 2021.

Received: 31 August 2020.

Revised:   10 December 2020.
Accepted: 18 December 2020.
Published: 27 February 2021.

Abstract:

The purposes of this study were (1) to develop the tutoring application integrated with selfdirected learning to improve statistical analysis skills; (2) to compare the learners’ pretest and posttest taken from their learning achievements; (3) to compare the learners’ pretest and posttest taken from their statistical analysis skills; (4) to investigate the correlations of statistical analysis skills and learning achievements, and (5) to investigate the correlations of statistical analysis skills and the frequency of using this application. The research methodology divided into 2 major phases included Phase 1: The development of tutoring application integrated with self-directed learning to improve learners’ statistical analysis skills, and Phase 2; The investigation of using the tutoring application. The data were statistically analyzed through using mean, t-test, and Pearson‘s correlation coefficient. The findings of the study revealed that the learners’ scores of their posttest with its significant difference of .01, according to the comparison of learners’ statistical analysis skills, were higher than that of their pretest.

Keywords –tutoring application, self-directed learning, statistical analysis skills.

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