The Development of the LIFPP Model Emphasizing the use of Technological Media to Develop the Learning of First-Year Vocational Certificate Students, Major in Business Computer

Abstract

This research aims to 1) To study an instructional model emphasizing the use of technology media to develop the learning. 2) To design a draft instructional model emphasizing the use of technology media to develop the learning. 3) To validate and certify of the LIFPP instructional model emphasizing the use of technology media to develop the learning. 4) To evaluate the implementation of the LIFPP instructional model emphasizing the use of technology media to develop the learning. 5) To study the outcomes of implementing the LIFPP instructional model emphasizing the use of technology media to develop the learning. This research will be conducted through five main phases: (1) study an instructional model emphasizing the use of technology media to develop the learning based on related literature, relevant theories, interviews with 10 experienced teachers (with at least 5 years of teaching), and data collection from 39 students. (2) design an instructional model emphasizing the use of technology media to develop the learning of First-year vocational certificate students, Major in Business Computer. Data for determining instructional design guidelines will be collected through focus group discussions. (3) validate and certify of the LIFPP instructional model emphasizing the use of technology media to develop the learning. Using an expert-based approach involving five computer specialists. (4) implementation to study the effectiveness of the model, evaluation through students’ learning achievement and satisfaction. and 5) The LIFPP instructional model emphasizing the use of technological media to enhance learning was implemented.

The research findings were as follows: 1) The developed LIFPP instructional model consists of 5 components which are Learning Environment, Impulse, Facilitator, Practice, and Progress. 2) The instructional model was evaluated by experts and was rated at the highest level in terms of accuracy, consistency, feasibility, and usefulness. 3) The effectiveness of the instructional model exceeded the established standard criterion of 80/80, achieving an E1/E2 score of 86.08/81.26. 4) the experimental group demonstrated higher learning achievement and performance outcomes compared to the control group, with a mean performance score of 80.04%, higher than of 70%, and 5) students expressed the highest level of satisfaction with the LIFPP instructional model, with a mean satisfaction score of 4.64 and a standard deviation of 0.52.

In addition, the results of the moment using the learning model indicated that: 1) The mean post-instructional achievement score were significantly higher than the mean pre-instructional achievement score at the 0. 01 significance level. 2) The mean score of learning outcome-reflective assignments were higher than of 70%. 3) Student’s satisfaction with the LIFPP model emphasizing the use of Technological media to develop the learning were at the highest level overall.