A Model of Learner-Centered Instruction to Promote Critical Thinking Skills and Academic Achievement in Psychology Courses for Students in Faculty of Education, Chiang Mai Rajabhat University

Abstract

The purposes of this study were to investigate the current states of learner-centered approach promoting critical thinking skills and to develop a model of the learner-centered instructions to promote critical thinking skills and academic achievement in psychology courses. The population was a group of 12 faculty members in Department of Psychology, Chiang Mai Rajabhat University. The research instrument was the questionnaire inquiring on towards current states of learner-centered approach. The statistics used for the data analysis were arithmetic mean and standard deviation. The results revealed that:

1. The opinions on the current states of learner-centered approach was found at a high level. The first aspect was learning-centered teaching, whereas the last aspect was management of classroom atmosphere promoting critical thinking skills.


2. The model of the learner-centered instructions to promote critical thinking skills and academic achievement in psychology courses consisted of four components as follows:

            2.1 Lesson plans including (1) learning objectives, (2) instructional procedures and nine techniques of learner-centered instructional activities: inquiry-based learning, case study, role playing, cooperative learning, 4 MAT teaching, learning center, problem-based learning, project-based learning, and research-based learning, (3) conclusion and application, and (4) evaluation

            2.2 Classroom management promoting thinking skills should include flexible as well as friendly atmosphere and appropriate physical classroom management. Teachers” roles should include preparing for class, creating psychological safety climate, respecting learners’ ideas, accepting new ideas, and facilitating learners. Learners’ roles should include setting learning goals, having positive attitudes towards learning, being inquisitive and observant, and having a sense of humor

            2.3 The critical thinking test consisted of 42 items of 16 scenarios including critical thinking processes and according to critical thinking behaviors with the IOC between .67 and 1.00 and the reliability (Cronbach’s coefficient alpha) of .45

            2.4 The achievement tests in five psychology courses: Psychology for Teaching Profession, Psychology of Individual Differences, Research in Psychology, Learning Management of Sex Education, and Introduction to Industrial and Organizational Psychology, were objective tests with the Index of Item – Objective Congruence (IOC) between .67 - 1.00, and at least 60 percent of all items in the test had the proper value of difficulty (P-value), and at least 40 percent of all items in the tests met the criterion of discrimination (R-value) (r ≥ .20), with reliability (KR-20) between .70 - .95.