The Development of Activity-Based Learning Model to Enhance Research skills for Pre-service Teachers of Industrial Education, Faculty of Industrial Education and Technology, KMUTT

Main Article Content

Prapassorn Wongdee


This research aimed to 1) develop an activity-based learning model to enhance research skills for pre-service teachers of industrial education, Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi (KMUTT) and 2) study the effect of activity-based learning on research skills of pre-service teachers. The sample was divided into two groups; the first sample group was 29 pre-service teachers who were studying in the first semester of the 2015 academic year and the second sample group was 50 pre-service teachers who were studying in the first semester of the 2016 academic year in the Faculty of Industrial Education, KMUTT.

The results found that

1) The model of activity-based learning to enhance research skills of pre-service teachers was created from the integration of principles and research methodology including the practice of every step of research methodology. The learners learned how to gain research skills by “Practice of Doing Research”. The teachers facilitated and mentored doing research under the concept of blended learning. The classroom activity focused on practicing research process as the goal weekly. A Facebook group was used for presenting instructional media, media for lecturing, examples of research, classroom learning activity, and for being a center of communication and counseling outside the classroom. The content was classified into seven modules; (1) stating problems of research, (2) reviewing literature, (3) identifying research limitations, (4) research instruments, (5) research methodology, (6) data collection and analysis, and (7) research report. The learning management lasted 15 weeks long. Each module was composed of 5 steps; 1) knowing objectives, 2) learning principles, 3) practicing research, 4) presenting research, and 5) evaluating research, suggestion, and improvement (Formative Assessment). The research was evaluated by two experts to check the completeness and accuracy of the research (summative evaluation) after the 15th week.

2) The second group of samples had research skills significantly higher than the first sample group who were at the level of .05. The second group samples had research skills at the level of “very good” and the first group samples had research skills at the level of “good”.  

The samples reflected that they did not only gain knowledge and research skills but also had skill for searching for information, team-working skill and self-directed skill to achieve the goals and apply the knowledge for studying other courses such as project work.


Download data is not yet available.

Article Details

Research Articles


Banegas, D., Pavese, A., Velázquez, A. and Vélez, A. M. (2013) Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning. Educational Action Research 21(2): 185-201.

Bleach, J. (2014) Improving numeracy outcomes for children through community action research. Educational Action Research 23(1): 22-35.

Bouson, R. (2013) Research Philosophy, 3rd ed., Chulalongkorn University Press., Bangkok, pp.234-243.

Chaowatthanakun, K. (2010) The Development of a Mentoring Model for Enhancing Competency in Teaching and Conducting Classroom Action Research for Pre-Service Mathematics Teachers, Doctor of Philosophy Thesis, Silpakorn University.

Charoenmongkonvilai, K. (2011) The Study of Blended Learning on Computer Aid Design Subject the Vocational Certificate Level Students with Different of Spatial Relations Abilities. Master of Education Thesis. Silpakorn University.

Craig, S. W. and James, A. W. (2003) An Instructor’s Guide to Understanding Test Reliability. Testing and Evaluation Services. University of Wisconsin.

Faikamta, C. (2012) Action Research in Science Class: Critical Viewed from Theory. Journal of Education 27(3): 19-36.

Fandiño, Y. J. (2010) Research as a means of empowering teachers in the 21st century. Educación Y Educadores 13(1): 109-124.

Gibbs, P. (2014) Deliberation, capability and action research: knowledge becoming. Educational Action Research 22(3): 428-440.

Hanover Research (2014) The Impact of Formative Assessment and Learning Intentions on Student Achievement, NW., Washington, DC.

Hariharan, P. (2011) Effectiveness of Activity-Based-Learbing Methodogy for Elementary School Education, Paper Submitted for National Child Rights Research Fellowship 2010, Coimbatore Tamil Nadu India, April-2011.

Jamjang, K. (2012) Strategies for the Development of Rajabhat University Teachers’ Research Competencies in the Lower Northern Region. Doctor of Education Thesis. Kumpangpetch Rajabhat University.

Jankhantee, E. and Rodrangka, W. (2010) The cooperating teachers' and the university supervisors' understanding of classroom research principles and the supervision of classroom research for pre-service science teachers. Kasetsart Journal of Social Sciences 31(2): 319-332.

Jumpasri, S. (2009) The Internal Supervision System to Promote Teachers’ Action Research. A Case study: Nongkrog School. Stuk district Under the Office of Buriram Educational Service Area 4., Master of Education Thesis. Buriram Rajabhat University.

Katsarou, E. and Tsafos, V. (2013) Student-teachers as researchers: towards a professional development orientation in teacher education Possibilities and limitations in the Greek university. Educational Action Research 21(4): 532-548.

Klaharn, R. (2018) Development of a training course focus on teachers’ analytical thinking skills in measurement and evaluation. Humanities, Arts and Social Sciences Studies 18(1): 91-112.

Mastan, W. and Teo, A. (2017) Students’ Preference for Teachers’ Motivational Strategies and their Perception of their Own Motivation toward Learning English: A Case of Private Vocational Colleges. Silpakorn University Journal of Social Sciences, Humanities and Arts 17(1): 161-186.

Mettetal, G. (2001) The What, Why and How of Classroom Action Research [Online URL: What_Why_and_How_of_Classroom_Action_Research] accessed on January 10, 2009.

Niemi, R., Kumpulainen, K. and Lipponen, L. (2015) Pupils’ documentation enlightening teachers’ practical theory and pedagogical actions. Educational Action Research 23(4): 599-614.

Office of the Education Council (2007) Experience-Based Learning by Practical, The Agricultural Cooperative Federation of Thailand, Ltd., Bangkok.

Office of the National Education Commission (2002) National Education Acts, B.E.2542. Bangkok: Office of the National Education Commission.

Office of the Permanent Secretary, Ministry of Education (2009) Educational Development Plan, Ministry of Education, Edition 11 B.E. 2555 - 2559 [Online URL:] accessed on September 12, 2009.

Pharacheewa, P. (2007) A Proposed Blended Learning Model with Collaborative Learning in Science Projects to Practice Seventh Grade Students’ Problem Solving. Master of Curriculum, Instruction and Educational Technology Thesis. Chulalongkorn University of Technology North Bangkok, pp. 103-113.

Rungruangwanichkul, O. (2013) A Model of Research Competency Enhancement Integrating Learning Process for Teachers of the Secondary Educational Service Area Office 2. Dissertation for Doctor of Education Program in Adult Education, Srinakharinwirot University.

Samarak, G. (2013) Development of Blended Learning Model via Social Network by using Case-based Learning on Video Sharing for Developing Critical Thinking Skills. Master of Educational Industry Thesis. King Mongkut’s University of Technology North Bangkok.

Sangragsa, N., Pongpatapiboon S. and Plomelrsee, S. (2016) Research and Development for Empowering in Self-Continuous Development of Teacher from Routine to Classroom Action Research with Creativity of Academic Quality and Advancement of Professional Career Path. Silpakorn University Journal of Social Sciences, Humanities and Arts 16(2): 163-182.

Siripipattanakoon, S. (2010) Development of Problem Solving and Learning Abilities of Undergraduate Students with a Blended Learning Model Using Learning Together Technique with Different Case-Based Learning and Knowledge Sharing Technology. Master of Curriculum, Instruction, and Educational Technology Thesis, Chulalongkorn University.

Sopakayung, R., Thammarat, P. and Pailai, T. (2013) Development of the Teachers’ Potential in Conducting Classroom Researches at Ban Huai Kok1 School Under the Office of Mukdahan Primary Educational Service Area. Graduate Studies Journal 10(49): 27-33.

Strnadová, I., Cumming, T. M., Knox, M. and Parmenter, T. (2014) Building an Inclusive Research Team: The Importance of Team Building and Skills Training. Journal of Applied Research in Intellectual Disabilities (27): 13-22.

Tamiyakul, C. (2009) A Research Competency Development Model for Teachers under the Office of Vocational Education Commission, Doctor of Philosophy Thesis, King Mongkut’s University of Technology North Bangkok, pp. 139-147.

The Office of Higher Education Commission (2008) Manual of Quality Assurance in Higher Education, 2nd ed., Bangkok Parbpim: Design & Printing., Nonthaburi.

The Office of Higher Education Commission (2013) Higher Education Educational Development Plan Edition 11 (B.E. 2555 - 2556). Bangkok: Chulalongkorn University Press.

The Office of Higher Education Commission (2011) Curriculum of Teacher Production at Present. Journal of Higher Education 37(392): 11.

Ulvik, M. (2014) Student-teachers doing action research in their practicum: why and how? Educational Action Research 22(4): 518-533.

Umawan, S. (2008) The Participatory Action Research for Development of Competency in Doing Health Resesrch among the Personnel of Sakon Nakhon Provincial Health Office. Master of Art Degree in Development Straegy Thesis. Sakon Nakhon Rajabhat University.

University of Minnesota (2018) Evaluation Designs-Posttest Only. [Online URL:] accessed on November 11, 2018.

Uratchanoprakorn, A. (2009) The Developent of the Online Lesson in a Group Activity Using a Blended Learning on the Information Communication and Network System in Grade 9. Master of Science in Industrial Educational Thesis. King Mongkut University of Technology Thonburi.

Van der Westhuizen, C. N. (2008) Facilitating Lecturer Development and Student Learning through Action Research. South African Journal of Higher Education 22(6): 1292-1303.

Vongvanich, S. (2012) Action Research, 16th ed., Chulalongkorn University Press., Bangkok.

Vorakum, P. (2015) Educational Research, 7th ed., Mahasarakarm: Takkasila Printing.

Wongdee, P., Yampinit, S., Mejareurn, S. and Chimphlee, W. (2016) Analysis of Learning Effectiveness to Enhance Research Ability of Pre-service Teachers in Industrial Technology Education. KMUTT Research and Development Journal 39(4): 597-614.

Yanboon, R. (2007) Using Learning Activity in a Nature-Based Classroom to Promote Learners’ Knowledge Management. Master of Education Thesis. Chiangmai University.