Developing of Society-Based Curriculum Combined with Deliberation Approach to Enhance Digital Citizen Competency for Senior Secondary School Students

Abstract

This research aims at (1) studying the digital citizen competency of senior secondary school students, (2) developing and examining efficiency a society-based curriculum combined with a deliberation approach that enhances digital citizen competency, and (3) examining the effectiveness of the developed curriculum. In the first phase of the study, an in-depth interview was conducted with five experts to investigate digital citizen competency. Content analysis was employed to analyze the data. The 750 high school teachers in Bangkok were invited to evaluate the suitability of the competency for Thai students. Mean and standard deviation was used to analyze the data. A curriculum was developed and examined its efficiency in the second phase. In the third phase, the curriculum was implemented on twenty-four eleven grad students for thirty hours to examine its effectiveness. The efficiency of the curriculum was analyzed using E1/E2 based on the 80/80 efficiency criterion and the effectiveness of the curriculum was analyzed using one-way repeated measures MANOVA.

The study exhibits the following results. (1) The digital citizen competency that suits Thai senior secondary school students consists of three areas: five elements of digital knowledge, three elements of the process, and two elements of characteristic. All three areas were evaluated well in
terms of their suitability. (2) The developed curriculum emphasizes bringing up real digital social issues into in-class deliberation to enhance the students’ digital citizen competency. The curriculum efficiency from the test score during the deliberation and after the use of the curriculum is 79.07/81.70. (3) The curriculum is proven to be significantly effective (p= .05) in terms of its ability to increase the students’ digital citizen competency.