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The purposes of this study were 1) to investigate knowledge, understanding how to use the ASSURE model to design the implementation of technology and learning media in guidance. 2) to investigate satisfaction of students about participation in learning activity. The sample consisted of 32 undergraduate students enrolling inEducational Psychology and Guidance for Teacherin the section 5 of the 2nd semester of the academic year 2020 at Faculty of Education,Kasetsart University. This study was a quasi-experimental research. The research instruments included 1) A learning lesson plan on the topic of designing for guidance activities based on the ASSURE model, 2) A questionnaire on the satisfaction of the students attending Educational Psychology and Guidance for Teacher, 3) An assessment test for knowledge and understanding the ASSURE model. All research instruments were validated with content validity index between 0.60 -1.00. Mean, and standard deviation were used to analyze data and the paired sample t-test was used to determine the difference in scores.
The research findingsindicated that 1) The knowledge and understanding score of the ASSURE model of the students enrolling in Educational Psychology and Guidance for Teacherinthe post-experiment ( = 3.72) were significantly higher than the pre-experiment ( = 2.48) with statistical significance level of 0.05. 2) The students were satisfied at the highest level of what they achieved from participating in Educational Psychology and Guidance for Teacherin 3 areas, respectively, that is, the ASSURE model was used in designing activities that were suitable for the course content ( = 4.59). Participating in Educational Psychology and Guidance for Teacherhelpsthe students know and understand about designing the implementation of technologyand learning media for guidance based on the ASSURE Model ( = 4.43). Participating in Educational Psychology and Guidance for Teacherhelpsthe students to have a guideline for designing or using technology appropriately ( = 4.40).
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