Web-Based Instruction using Instructional Model Based on Simpson’s Processes for Psycho-Motor Skill Development to promote Psycho-Motor Skill and Creative Thinking for Matthayom Suksa 3 Students
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Abstract
The purposes of this research were : (1) to develop effective of Web-Based Instruction (WBI) using Instructional Model based on Simpson’s Processes for psycho-Motor Skill Development for promoting psycho-Motor Skill and creativity for Mutthayom Suksa 3students. (2) to compare an efficacy of WBI development (3) to compare practical skill of the students before and after using the WBI development. (4) to compare creativity of the students before and after using the WBI development. (5) to study a relationship between creativity and practical skills of the students after using the WBI based on Simpson’s Processes for psycho-Motor Skill development and (6) study the students’ satisfaction to the WBI based on Simpson’s Processes for psycho-Motor Skill Development. The sample group of the research were33 Mattayom Suksa 3 students of Yingyuad Pittayanukool School in Udon Thani. The representative sample was randomized using Multi-State-Sampling. Tools used in the research were as follows, the WBI for promoting practical skills and creativity, an achievement test, a practical skill test, Torrance’s tests of creative thinking type A and a satisfaction rating scale. Statistics used in the research were as follows: average, standard deviation, and t-test dependent sample.
The research results were as follows : (1) the WBI base on Simpson’s Processes for psycho-Motor Skill Development for promoting practical skills and creativity for Mattayom Suksa 3 students. The WBI has divided into 7 steps including 1. Recognition step, 2. Preparation step, 3. Controlled reaction step, 4. Accustomed step, 5. Expertise step, 6. Adapt and Apply step, and 7. Creativity step. The quality of the WBI is on the very appropriate level(2) an efficiency of the criteria’s Meguigans. (3) the representative sample has higher practical skills when compare with their skills before learningat.05 level. (4) the representative sample has higher creativity when compare with their creativity before learningat.05 level. (5) the relationship of creativity and skill is high at .01 level. (6) the representative sample has high satisfaction with the WBI.
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