Effects of Instructional Model Based on Phenomenon-Based Learning on Student Teachers’ Ability to Manage Learning Experiences
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Abstract
The objectives of this research were to study: 1) the development of ability to manage learning experiences in student teachers, acquired from learning of instructional model based on phenomenon-based learning; and 2) the satisfaction of student teachers towards the instructional model. The participants in this research were a group of 23 students in the early childhood program, Phetchaburi Rajabhat University. They were obtained by cluster random sampling using the classroom as a random unit. The research instruments were: 1) lesson plans; 2) form for assessment of ability to manage learning experiences; and 3) questionnaire on satisfaction of the student teachers. The statistics used for data analysis were mean, standard deviation, and one-way repeated measures ANOVA. The research results were as follows: 1) student teachers’ ability to manage learning experiences had improved, with statistical significance at the .05 level; and 2) the satisfaction of student teachers towards instructional model based on phenomenon-based learning was overall at the highest level (M=4.73, S.D.=0.51).
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