The Instructional Model of teaching ICT for the Grade 6 Students Based on Metacognition Approaches and Cooperative Learning

Abstract

     The purpose of this study were 1) to develop and propose the Information and Communication Technology instructional model based on metacognition approaches and cooperative learning for Grade 6 students in schools under Nakhon Sawan Municipality, 2) to implement this model into classroom, and 3) to investigate the effectiveness of this model on students’ learning achievement. There were 2 steps in carriing out this study: 1) developing the instructional conceptual framework by reviewing related works and assessment and adjustment the instructional model by experts, 2) implementing this model by experimental research. The statistics used in this study were Mean, Standard Deviation, and T-Test (Paired and Independent Sample T-Test). The results show that 1) there were 3 phases of instructional model of ICT teaching based on metacognition and cooperative learning which were: Phase 1. An analysis of background and needs (learning goals, personnel in instruction, contents, learning environment, and measurement and evaluation); Phase 2. Instructional Model: Design, Development, and Implementation (preparing the learners, stimulus to the information they need about the study, guidelines for information seeking, data analysis and evaluation, and results of operation); and Phase 3. Evaluation (observing the students in individual and group, ability measurement and evaluation, test (multiple choice and open ended), and presentation evaluation). The results from the implementation phase was 1) there were differences in scores of learning achievement between pretest and posttest at .05 level of significant (at .00), 2) there were differences in scores of learning achievement between student taking part in ICT instructional model and taking part in traditional class at .05 level of significant (at .003).

     The results show that the ICT instructional model based on metacognition and cooperative learning encouraged the students’ learning and should be explore to other schools setting.