The Effects of an Instructional Model Based on John Dewey’s and Situational Learning Theory to Enhance the Learning Interest and Academic Achievement of Art Students Taking the Course of Ideology, Morality and the Rule of Law

บทคัดย่อ

This research consists purposes were 1. to compare the progress of the experimental group before and after instruction and 2. to compare the learning interest and academic achievement of art students enrolled in the course Ide Ideology, Morality, and the Rule of Law between the experimental and control groups after the instructional intervention. Two classes, 90 students each, from Hebei Academy of Fine Arts were cluster sampling and randomly assigned to experimental and control conditions. The experimental group was taught implementing the instructional model based on John Dewey’s and situational learning theory, while the control group received conventional instruction. Research instruments included expert-validated lesson plans (appropriateness ratings: experimental M = 4.53, traditional M = 4.25), a Learning Interest Questionnaire (α = .82), and a comprehensive final examination. Content validity indices ranged from 0.60 to 1.00 across all measures. Findings revealed that 1) the experimental group showed significantly higher post-test scores for both learning interest and academic achievement compared with their pre-test scores, confirming the effectiveness of the instructional model, and 2) the experimental group outperformed the control group with statistically significant differences and a high effect size.  The findings indicate that integrating experiential and situational learning theories produces measurable pedagogical improvements in civic education for art students.