Instructional Contemplative Education Based Blended on Action Learning of Strengthen the Ability to Development of Curriculum

Abstract

The purposes of this research are as follows: 1) to study the results of instructional contemplative education based blended on action learning of strengthen the ability to development of curriculum, 2) to evaluate ability to develop courses and the level of satisfaction student in instructional contemplative education based blended on action learning of strengthen the ability to development of curriculum. This study was conducted by means of the experimental research methodology and selected a specific samples method included 32 people undergraduate students in King Mongkut’s University of Technology North Bangkok (KMUTNB) enrolling in the Education Philosophy and
Vocational Curriculum Development course in the second semester of 2020. The instruments used to collect the data included a five-point Likert scale consists of the evaluation form of questions to item appropriateness and congruence for efficient activity assessment, an evaluation form of the ability to development of curriculum and an evaluation form for effective activities. The statistics used for data analysis included frequency, percentage, means, standard deviation and a dependent t-test.
The research results found that:
1. Instructional contemplative education based blended on action learning of strengthen the ability to development of curriculum activities was categorized into 5 steps which were the deep listening, careful planning action, action consideration, follow true, and relational action learning. Further results were evaluated by experts and found that such effective activities could be implemented in real situations.
2. The evaluation results of ability to develop courses activities showed that the students had a higher significant score after participating in the activity at a level of .01 Overall, students’ satisfaction towards the learning management was at the highest level, higher than the criteria, with a significant level of .01.