SELF DEFENSE LEARNING MANAGEMENT USING ANIMATION AT THE SECONDARY LEVEL

Abstract

This research aimed to study the effectiveness of self-defense learning management using animation at the secondary school level. The sample group consisted of 40 students from Thammasat Secondary School, divided into two groups: an experimental group learning self-defense through animation, and a control group learning through traditional methods, with 20 students in each group. Knowledge, understanding, and self-defense skills were assessed using the following tools: 1) self-defense learning lessons using animation, 2) knowledge and understanding test, 3) skills assessment, and 4) satisfaction questionnaire. The research findings revealed that: 1) after the experiment, the experimental group showed a statistically significant improvement in knowledge, understanding, and self-defense skills at the .05 level compared to before the experiment; 2) the use of animation in self-defense learning resulted in significantly higher knowledge, understanding, and skills than traditional teaching methods at the .05 level; and 3) satisfaction toward the learning management was at a very high level in all five aspects: 1) teaching media, equipment, facilities, and environment (average score = 4.79), 2) learning activities (average score = 4.77), 3) course content (average score = 4.76), 4) instructors (average score = 4.70), and 5) learning assessment (average score = 4.67).