The Development of English Student Teachers’ Knowledge and Competence in Constructing Multiple-Choice Tests Using Active Learning together with Scaffolding Technique

Abstract

This Quasi-Experimental Research aimed 1) to develop an instructional process innovation using Active Learning together with Scaffolding Technique to enhance English student teachers’ knowledge and competence in constructing multiple-choice tests to meet the efficiency criteria of E1/E2 (75/75) and 2) to investigate the effectiveness of an instructional process with the following purposes: to compare the students’ knowledge and competence in constructing multiple-choice tests before and after the instruction and their effect size, and to investigate students’ opinions on the instructional process. The samples were 56 fourth-year English student teachers in the Academic Year 2024 at the Faculty of Education in a university in Songkhla, using convenience sampling. The research instruments included six lessons of test construction, a pretest and posttest on multiple-choice test knowledge and competence, and a focus group. Statistics used for quantitative data were percentage, mean, standard deviation, independent t-test, and effect size. Qualitative data were analyzed using content analysis. The findings revealed that 1) implementing the instructional process innovation using Active Learning and the Scaffolding Technique reached the efficiency criteria of 75/75 with the formative assessment score (E1) = 76.03 and the summative assessment score (E2) = 83.10, which was higher than the established requirement. After implementing the instructional innovation, the average percentage of students’ knowledge and competence in the posttest (x̄ = 92.74 and 69.15) was found significantly higher than that of the pretest ( x̄ = 73.72 and 35.14) at the 0.05 level with a very large effect size (d = 1.94 and 2.75). The students shared their overall opinions on the instructional process at a high level. During the instruction, however, limited English knowledge and skills were reflected as a challenge by weak students. To sum up, the instructional process innovation using Active Learning and Scaffolding Technique satisfied students, and their knowledge and competence in constructing multiple-choice tests were actually developed.