The Constructionism Learning and Teaching Model to Enhance Self-directed Learning Characteristics for High Vocational Certificate Learners of Lopburi Technical College

Abstract

The purposes of this research were to: 1) study the principles, theories, current conditions, and desirable learning and teaching, 2) develop the model, 3) implement the model, and 4) evaluate the model implementation. This research and development consisted of 4 steps as follows. The first step dealt with the research population of 326 high vocational certificate students registering in Science for Business and Services Subject (30000-1308) in the semester 1/2023. The samples were 177 students determined using Krejcie and Morgan Table and simple random sampling method. The second step dealt with the 5 experts, derived by purposive sampling, who validated the model quality on the lesson plan and the assessment. The third step and the fourth step dealt with 36 high vocational certificate students in the Department of Management Logistic and Supply Chain obtained by purposive sampling. The research tools included lesson plan, pretest and posttest, a report form, questionnaires, authentic assessment and self-directed learning assessment. The data were analyzed by percentage, average, standard deviation, efficiency analysis E1:E2, and t-test.

The research showed that 1) the principles and theories were analyzed to create the model was at the moderate level in overall. The current condition was moderate while the desirable learning and teaching was at the high level. 2) The model consisted of 3 components, i.e., input, process, and output.  The results from the evaluation of the model quality was at the high level. The efficiency of the learning plan on E1:E2 was higher than the set criterion at 80/80. 3) The results of the model implementation showed that the scores of the students after learning were higher than those before learning at statistically significant difference. 4) The evaluation of the model implementation were as follows: 4.1) the summative achievement of learners was higher than the criteria at 88.89 percent followed the hypothesis; 4.2) the results of learners’satisfaction was in overall at the high level; 4.3) the results of the authentic assessment of the learners was in overall at the highest level. Finally, 4.4) the results of self–directed learning assessment of the learners in overall was at the highest level.