Developed Learning Management through Task-Based Learning Combined with Guided Writing to Enhance Career Planning Skills for Second-Year Vocational Students

บทคัดย่อ

This research aimed to: 1) compare the career planning skills of second-year vocational students before and after learning through traditional teaching methods; 2) compare the career planning skills of students before and after learning through task-based learning combined with guided writing; and 3) compare the career planning skills of students between traditional teaching methods and task-based learning combined with guided writing. The study employed a quasi-experimental pretest–posttest control group design. The sample consisted of 80 second-year vocational students from the Faculty of Education at a Chinese college, selected using cluster random sampling and assigned to two groups. The instruments included: 1) a traditional learning management plan, 2) a learning management plan based on task-based learning combined with guided writing, and 3) a career planning skills assessment. The data were analyzed using means, standard deviations, and t-tests. The results indicated that: 1) the career planning skills of the students after learning through traditional teaching methods were significantly higher than before learning (p < .05), with a large effect size (d = 2.88); 2) the career planning skills of the students after learning through task-based learning combined with guided writing were significantly higher than before learning (p < .05), with a large effect size (d = 4.20); and 3) the career planning skills of the students after learning through task-based learning combined with guided writing were significantly higher than those of students who learned through traditional teaching methods (p < .05), with a large effect size (d = 0.88).