การเปรียบเทียบรูปแบบการชี้แนะที่แตกต่างกันในการเรียนออนไลน์ด้วยวีดีโอปฏิสัมพันธ์          ที่ส่งผลต่อผลสัมฤทธิ์ทางการเรียนรายวิชาคณิตศาสตร์ของนักเรียนชั้นมัธยมศึกษาปีที่ 2

Pornsuda Sakaew; Udom Homkham; Nootjaree Boonget

doi:10.65205/jcct.2026.e3701

Authors

Pornsuda Sakaew Program in Information and Communications Technology in Education, Faculty of Education, Surindra Rajabhat University, Surin 32000, Thailand https://orcid.org/0009-0003-2747-8397
Udom Homkham Program in Information and Communications Technology in Education, Faculty of Education, Surindra Rajabhat University, Surin 32000, Thailand
Nootjaree Boonget Program in Information and Communications Technology in Education, Faculty of Education, Surindra Rajabhat University, Surin 32000, Thailand

DOI:

https://doi.org/10.65205/jcct.2026.e3701

Keywords:

Video Guidance, Infographic Guidance, Interactive Video, Online Learning

Abstract

The purposes of this study were: (1) to compare Grade 8 students’ academic achievement before and after using video guidance in an interactive video-based online mathematics course; (2) to compare their achievement before and after using infographic guidance; and (3) to compare post-test achievement between students using video guidance and those using infographic guidance. The population consisted of 153 Grade 8 students from the Jom Phra 1 Integrated School Network, Jom Phra District, Surin Province. The sample (n = 56) was obtained through a two-stage sampling process. First, simple random sampling (school-level) selected three schools: Ban Phang Udom Sombun Witthaya School (15 students), Ban Khamin (Rueang Rat Rangsan) School (22 students), and Ban Chum Saeng School (19 students). Then, systematic sampling was used to assign students into two experimental groups: 29 students in the video-guidance group and 27 students in the infographic-guidance group. The research instruments included: (1) interactive videos with embedded questions on Statistics, (2) video guidance materials, (3) infographic guidance materials, (4) lesson plans, and (5) an academic achievement test. Data were analyzed using mean, standard deviation, and t-test. The results showed that: (1) students in the video-guidance group had significantly higher post-test scores than pre-test scores at the .05 level; (2) students in the infographic-guidance group also showed significantly higher post-test scores than pre-test scores at the .05 level; and (3) there was no significant difference in post-test achievement between the two groups at the .05 level.

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