Development of teaching and learning evaluation using Multiple-Task Mastery Checklist technique to promote learning how to learn in classroom research course of early childhood education students at Suan Dusit University

Abstract

The purposes of this were 1) to study the conditions and needs of learners in the classroom research course; 2) to develop lesson plans by using the Multiple-Task Mastery Checklist technique to promote learning how to learn of students; and 3) to study the results of teaching and learning evaluation using Multiple-Task Mastery Checklist technique                 to promote learning how to learn of students. The study was conducted with 4th year students          in the field of Early Childhood Education, that was specifically selected. There were 26 students. The researcher assessed the learning outcomes by using observation, task evaluation, and learning how to learn’ questionnaires. Data were analyzed using descriptive statistics, gain scores and t-test statistics. The results of the research were as follows: 1) Most of the students had a moderate level of basic knowledge of classroom research followed by weak and high levels, respectively. 2) The learning goal of students is to have knowledge and understanding of the course content, classroom research process, and applying the knowledge to conduct research for early childhood. 3) The teaching style that students want is learning through research samples, learning through practice, and team-based learning with a teacher providing step-by-step guidance throughout the classroom research project. 4) Lesson plans and assessments of Multiple-Task Mastery Checklist techniques to promote learning how to learn of students, consisting of 5 steps: Identifying important course conditions; setting learning goals that corresponds to learning how to learn; Identifying evaluation method and providing feedback; Determination of learning activities and development of teaching materials. 5) After studying using the Multiple-Task Mastery Checklist technique, students had gain score of classroom research fundamentals at beginner, intermediate, and advance. 6) After studying using the Multiple-Task Mastery Checklist technique, students had higher learning how to learn average scores than before with statistically significant at .05