The Development of a Task-Based Learning Management Model Combined with Design Thinking to Enhance the Ability to Develop Learning Materials and the Ability to Design English Learning Activities for Elementary Education Student Teachers
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Abstract
The objectives of this research were: 1) to develop a task-based learning management model combined with design thinking to enhance the ability to develop learning materials and the ability to design English learning activities for elementary education student teachers, and 2) to examine the effectiveness of the task-based learning management model combined with design thinking in enhancing the ability to develop learning materials and the ability to design English learning activities for elementary education student teachers. Specifically, 2.1) assessing the ability to develop learning materials, and 2.2) assessing the ability to design English learning activities. The sample consisted of 29 second-year elementary education students enrolled in the English Language Curriculum and English Learning Management in Elementary Education course in the first semester of the academic year 2024, by selected through cluster random sampling. The research design was pre-experimental, using a one-shot case study. The research instruments included: 1) a task-based learning management model combined with design thinking to enhance the ability to develop learning materials and the ability to design English learning activities for elementary education student teachers, 2) lesson plans, 3) an assessment form for evaluating the ability to develop learning materials, and 4) an assessment form for evaluating the ability to design English learning activities. The data were analyzed using mean and standard deviation.
The research results showed that:
1) The task-based learning management model combined with design thinking to enhance the ability to develop learning materials and the ability to design English learning activities for elementary education student teachers consists of 5 components: 1.1) principles and concepts, 1.2) objectives, 1.3) steps for conducting learning activities, which include: Step 1: Empathizing with the learners, Step 2: Defining the problem, Step 3: Task planning and designing, Step 4: Pre-task preparation, Step 5: Task performance and prototyping, Step 6: Reporting, Step 7: Language focusing and reflection, and Step 8: Testing and evaluation, 1.4) assessment and evaluation, and 1.5) success factors. The evaluation results, based on the mean (M) and standard deviation (SD) as assessed by experts, indicated that all aspects were rated at the highest level, with a mean score of M = 4.78 and a standard deviation of SD = 0.44
2) The results of the effectiveness study of the task-based learning management model combined with design thinking revealed that: 2.1) students’ ability to develop learning materials was at a very high level, with an average score of M = 11.48 and a standard deviation of SD = 0.63; and 2.2) students’ ability to design English learning activities was also at a very high level, with an average score of M = 11.55 and a standard deviation of SD = 0.57
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