Teaching Innovation Using Online Research-Based Learning for Developing Skills in Writing and Presenting Research Data

Abstract

This classroom research aims to study the effects of manipulating innovative research-based online learning (RBL) teaching methods in developing writing skills and presenting research data analysis of undergraduate students at Prince of Songkhla University. It is a quantitative and qualitative research which is called Mixed Methods Research. The sample group employed in this specific study (Purposive Sampling) was students who enrolled in the course 421-211 Research Statistics for Informatics. In the first semester of the academic year 2021, 21 students were experimented with using a research-based learning method (RBL) of 9 weeks and 27 hours (3 hours per week) of the lesson plan. The Quasi-Experimental Design Post-test Only was manipulated for the samples. The statistics used for data analysis were mean percentage and standard deviation, one sample T-test, and content analysis. The results showed that the learning achievement for improving writing skills and presenting the results of the research data analysis with the innovative research-based online learning (RBL) based on the rubrics after school assessment. The students had average scores above the 60% threshold and the criteria of 65% with statistical significance at the .05 level after teaching in the course of Research Statistics for Information Scientists. The students' overall satisfaction had a very satisfactory average score (= 3.91), and the students commented that the rubric assessment criteria were appropriate and affected their learning, intention, and learning plan, as well as the development one's writing skills and presenting results for analyzing research data.