THE DEVELOPMENT OF INSTRUCTIONAL MODEL BASED ON AUTHENTIC EXPERIENCES TO ENHANCE SELF-DIRECTED LEARNING CHARACTERISTICS OF LOWER SECONDARY STUDENTS การพัฒนารูปแบบการเรียนการสอนแบบเน้นประสบการณ์ตามสภาพจริง เพื่อส่งเสริมคุณลักษณะการเรียนด้วยการนำตนเอง ของนักเรียนชั้นมัธยมศึกษาตอนต้น

Abstract

The objectives of this research were 1) to develop an instructional model using authentic experiential learning to enhance self-directed learning characteristics of lower secondary students, and 2) to evaluate the effectiveness of the instructional model using authentic experiential learning to enhance self-directed learning characteristics of lower secondary students. The research was conducted into 4 stages including: 1) the study of relevant theories, concepts and related documents, 2) the development of an instructional model using authentic experiential learning to enhance self-directed learning characteristics, 3) the experiment of the development instructional model, and 4) the evaluation of the effectiveness of the instructional model. Samples in stage 3 were two class of students using cluster random sampling from ninth grade secondary students at Satri Watrakhang School affiliated with the Secondary Educational Service Area Office 1 who enrolled in the Buddhism course in the second semester of the   academic year 2017. Samples were randomly assign into the experimental group consisted of 49 students learned through the activities based on the developed model while the controlled group consisted of 50 students learned through traditional learning activities. Research instruments included the lesson plans, the achievement test, the evaluation form of the self-directed learning characteristics, and the student satisfaction questionnaire. Data were analyzed by mean, standard deviation, and t-test.   

The findings were as follows:

1. The developed instructional model consists of 4 components: 1) principles, 2) objectives, 3) stages of instructional procedures including learning required experience, reviewing and reflecting, creating the main concepts, and authentic applying, and  4) assessment and evaluation.


2. The effectiveness of the developed instructional model revealed that: 1) the learning achievement in posttest of the experimental group were significantly higher than the posttest average scores of the control group at the .05 level, 2) the learning achievement in posttest of the experiment group were significantly higher than the at the 0.05 level, 3) the self-directed learning characteristics in terms of discipline, responsibility, and confidence were at a high level, 4) the students’ satisfaction towards the developed instructional model was at a high level in the aspects of learning environment, learning activities, and expected benefits.