Development of Early Childhood Student Teachers’ Ability to Design Learning Experiences for Early Childhood Using Active Learning and Blended Learning Approaches
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Abstract
This quasi-experimental study utilized a One Group Time-Series Design to collect data at multiple intervals. The purposes of this study were: 1) to evaluate the effectiveness of a learning management plan based on active learning combined with blended learning in the course ‘Integrated Experiential Learning for Children Aged 3-6 Years’; 2) to compare the ability to design experiential learning activities for early childhood before and after the implementation; and 3) to assess students’ satisfaction with the developed learning management approach. The sample consisted of 30 undergraduate students from the Faculty of Education, Nakhon Pathom Rajabhat University enrolled in the course "Integrated Experiential Learning for Children Aged 3-6 Years" (Course Code 1173203). The research instruments included (1) a learning management plan based on active learning combined with blended learning, (2) an assessment of the ability to design experiential learning activities for early childhood, and (3) a satisfaction survey regarding the learning management approach. The data were analyzed using descriptive statistics, and Wilcoxon signed-rank test.
Key findings of the study are as follows: (1) The effectiveness index of the learning management plan was 98.30%; (2) There was a statistically significant improvement in the student's ability to design experiential learning activities for early childhood after the implementation (Z=4.65, p < .001); and (3) Overall satisfaction with the learning management approach based on active learning combined with blended learning was rated as high (M=4.73, SD=0.54).
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