IMPROVING UNDERGRADUATE LEARNING ACHIEVEMENT IN A PUBLIC SECTOR MARKETING COURSE THROUGH A MOOC COMBINED WITH TRADITIONAL INSTRUCTION IN THE POST-COVID-19 ERA

Abstract

Learning in the digital era requires flexible and effective instructional media and processes. This study aimed to: 1) examine the effectiveness of integrating a Massive Open Online Course (MOOC) with traditional classroom instruction in the course 926-250 Public Sector Marketing;
2) compare students’ learning achievement before and after instruction; and 3) investigate students’ satisfaction with the blended learning model. The participants were 117 second-year undergraduate students in the Bachelor of Public Administration program, Faculty of Liberal Arts and Management Sciences, Prince of Songkla University, Surat Thani Campus, during the second semester of the 2024 academic year, selected through purposive sampling. The instructional media comprised a MOOC designed as weekly modules that included clear learning objectives, exercises, and quizzes in not less than 80 percent of the modules. Learning activities were integrated across pre-class, in-class, and post-class phases and monitored through quantitative indicators such as access rate, study time, and test scores. Research instruments included the MOOC media, an achievement test, and a student satisfaction questionnaire, all of which demonstrated acceptable quality (IOC = 0.67 - 1.00; KR - 20 = 0.89). Data were analyzed using mean, standard deviation, a dependent-samples t-test, and the E1/E2 efficiency criteria. The results revealed that the MOOC achieved an efficiency of 82.56/86.21, exceeding the standard criterion of 80/80. Students’ post-test scores were significantly higher than their pre-test scores (t(116) = 20.47, p < .001, 95% CI [6.18, 7.56], d = 1.89). Overall satisfaction was at the highest level. The findings indicate that integrating MOOC with classroom instruction effectively enhances students’ learning achievement and engagement. The limitation of this study lies in its one-group design; therefore, further research is recommended to include a control group, conduct longitudinal tracking, and review the course every semester for continuous improvement.