A Development of a Guidance Activity Model Using an Activity-Based Learning Process Combined with a Five-Steps Collaborative Learning Process to Enhance Emotional and Social Learning Skills for High School Students
Keywords:
Model Development, Guidance Activities, Activity-Based Learning, Collaborative Learning, Social and Emotional LearningAbstract
This study investigated fundamental information, existing problems, and essential needs, and proposed guidelines for developing emotional and social learning (ESL) skills in high school students. It also developed and tested a guidance activity model that integrates activity-based learning with a 5-step collaborative learning process to improve ESL skills. 38 eleventh-graders participated in the R&D study. The guidance activity model, questionnaires, interviews, skill evaluations, evaluation forms, exercises, and reflection forms collected data. Data analysis included descriptive statistics (percentages, means, standard deviations), t-tests, one-way repeated measures ANOVA, paired samples t-tests, and content analysis.
The findings revealed the following: 1) High school students need to develop emotional and social learning skills because their current skill levels are below what they should be. The approach to developing these skills in a quality and sustainable manner should be implemented in four areas: (1) lesson organization, (2) content, (3) media and technology learning resources, and (4) activity organization formats. 2) The guided activity framework for high school students combines action-based learning with a five-step collaborative learning approach to improve emotional and social skills. The six parts are principles, objectives, content, activity steps, measurement and assessment, and success factors. Eight guide action steps were created: collaborative process: joyful engagement, thought-provoking questions, data analysis, group discussions, collaborative communication, appreciation of outcomes, knowledge integration, and community contribution. The model's efficiency (E1/E2) was 83.12/83.05, exceeding the standard criterion of 80/80. 3) The implementation of the model yielded significant results. It was found that students had higher emotional and social learning skills after using the guidance activity model compared to before its implementation, with statistical significance.
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