A DEVELOPMENT OF BLENDED LEANRING MANAGEMENT SCIENCE MODEL BASED ON TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) THEORY TO PROMOTE ENGLISH COMMUNICATION ABILITIES OF UNDERGRADUATE STUDENTS IN PRIVATE EDUCATIONAL INSTITUTIONS
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Abstract
The objectives of this research were to develop and study the results of using the blended learning management science model based on technological pedagogical content knowledge (TPACK) theory to promote English proficiency communication abilities of undergraduate students in private educational institutions. This study was a research and development using mix-method research involving the quantitative and qualitative methods and using the one group pretest-posttest research design. The samples were 80 undergraduate students of Panyapiwat Institute of Management obtained by multi-stage sampling. The employed research instruments were an interview form, learning management plans to develop English for communication proficiency, an English for communication proficiency test, and a questionnaire on learner’s satisfaction with the blended learning management science model. The qualitative data was analyzed by content analysis; while the quantitative data was statistically analyzed using the mean, standard derivation, and dependent t-test.
The findings indicate that conditions of blended learning management science model in private educational institutions can be divided into 5 issues as follows: (1) the student’s learning adjustment, (2) the application of technology in instructional management, (3) the learning measurement and evaluation, (4) the learning management design using blended learning, and (5) the guidelines for designing of teaching with the application of technology. The blended learning management science model based on technological pedagogical content knowledge (TPACK) theory to promote English proficiency communication abilities of undergraduate students in private educational institutions consists of 6 important components: (1) the principles, (2) the objectives, (3) the learning competencies, (4) the learning supports, (5) the learning management process which consists of internal classroom learning and external classroom learning, and (6) the measurement and evaluation of learning outcomes. The efficiency of the model meets the criterion of 72.62/79.01.
The results of experimenting with the blended learning management science model reveals that (1) the post-learning ability of using English communication skills of the sample group, after learning from the blended learning management science model, was significantly higher than their pre-learning counterpart ability at the .05 level of statistical significance, with the mean of 55.31 and S.D. of 8.91; and (2) the students’ overall satisfaction with the blended learning management science model based on Technological Pedagogical Content Knowledge (TPACK) theory was at the high level, with the rating mean of 4.10 and S.D. of 0.81.
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