THE DEVELOPMENT OF ACADEMIC SERVICE MODEL IN COOKING FOR STUDENTS WITH HEARING IMPAIRMENT: DESIGN, IMPLEMENTATION, AND EVALUATION
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Abstract
This study aimed to develop an academic service model in culinary arts for students with hearing impairments and to investigate the outcomes of applying the designed model. The study specifically aimed 1) to compare the culinary skill levels of students with hearing impairments before and after the implementation of the designed academic service model, and 2) to evaluate the satisfaction of students with hearing impairments toward the use of the designed academic service model. The sample consisted of 43 students with hearing impairments, aged between 13 and 17 years, from schools under the Office of the Special Education Administration, and 3 stakeholders involved in learning management (teachers and school administrators). The research instruments consisted of questionnaires and interview guides. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as t-test statistical analysis.
The findings revealed that 1) the developed academic service model in culinary arts consisted of two cooking instruction activities: teaching fresh-made spaghetti with carbonara and preparing salad rolls, covering key content such as ingredient selection, food preparation, and safe food storage. Moreover, 2) the outcomes of implementing the model were as follows: 2.1) The comparison of cooking skills of students with hearing impairments revealed that their post-service cooking skill levels increased significantly at the 0.01 level, both overall and across individual aspects and 2.2) The satisfaction survey of participating students indicated that overall satisfaction was at the highest level ( = 4.53), with the application of knowledge dimension rated highest, followed by the academic service providers dimension, and the facilities and time allocation dimension, respectively. This research could be utilized to design culinary arts teaching curricula for students with hearing impairments in order to enhance vocational skills and promote social equity.
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บทความทุกเรื่องได้รับการตรวจความถูกต้องทางวิชาการโดยผู้ทรงคุณวุฒิ ทรรศนะและข้อคิดเห็นในบทความ Journal of Global of Perspectives in Humanities and Social Sciences (J-GPHSS) มิใช่เป็นทรรศนะและความคิดของผู้จัดทำจึงมิใช่ความรับผิดชอบของบัณฑิตวิทยาลัย มหาวิทยาลัยราชภัฏวไลยอลงกรณ์ ในพระบรมราชูปถัมภ์ กองบรรณาธิการไม่สงวนสิทธิ์การคัดลอก แต่ให้อ้างอิงแหล่งที่มา
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