DEVELOPMENT OF LEARNING ACHIEVEMENT USING INSTRUCTIONAL PACKAGES WITH ACTIVE LEARNING APPROACH FOR BASIC AUTOMOTIVE ELECTRONICS COURSE (CODE: 20101-2103) UNDER THE VOCATIONAL CERTIFICATE CURRICULUM B.E. 2562

Abstract

Abstract

This research article aimed to: 1) examine the current conditions, problems, and solutions in the teaching and learning management of the Basic Automotive Electronics course (Course Code 20101-2103) under the 2019 Vocational Certificate Curriculum;                  2) develop and determine the effectiveness of an instructional package integrated with active learning; and 3) implement the developed instructional package. This study employed a research and development design. The sample consisted of 21 vocational certificate students selected through cluster random sampling, with classrooms as the sampling unit. The research instruments included: 1) a learning management problem record form; 2) an instructional package evaluated by experts, which achieved the highest quality level (= 4.62, S.D. = 0.15); 3) an instructional package suitability assessment (IOC = 0.80–1.00); 4) a learning achievement test (IOC = 0.60–1.00, difficulty = 0.35–0.80, discrimination = 0.30–0.80, reliability = 0.89); 5) a performance evaluation form (IOC = 0.80–1.00, reliability=0.62–1.00); and 6) a desirable characteristics observation form (IOC = 0.60–1.00, reliability = 0.69). Data were analyzed using content analysis, mean, standard deviation, t-test, and effectiveness index.

The results revealed that: 1) most students lacked understanding of automotive electronic devices due to limited hands-on experience, and lecture-based instruction led to below-standard learning achievement; 2) the developed instructional package with active learning, consisting of seven sets, was rated at the highest level of suitability (= 4.63) and achieved the efficiency criterion of 80/80 (E1 = 82.35, E2 = 81.76); and                      3) students’ post-learning achievement scores were significantly higher than pre-learning scores at the .05 level, with an effectiveness index of 0.628, indicating that students’ knowledge increased by 62.8 percent.