The Development of Year-2 Vocational Certificate Students’ Operational Skills in the Subject of Exterior Electrical System Installation Through Direct Instruction Model Along with the Think-Pair- Share Technique

Abstract

          The objectives of this study were 1) to develop Year-2 Vocational Certificate students’ operational skills in the subject of Exterior Electrical System Installation through direct instruction model along with the Think-Pair-Share Technique so that the students made a mean achievement score of 70% or better, and that at least 70% of the group passed the criterion and 2) to develop the students’ learning achievement in the subject so that they made a mean score of 70% or better, and that at least 70% of the group passed the criterion.  The One-Shot Case Study Design was applied to the study.  The sample group consisted of 20 Year-2 Vocational Certificate students at Udornthani Technical College, under Vocational Education Board during the 2021 academic year. The students were selected from one groups of 20 students each through a simple random sampling. Research instruments included 1) 8 lesson plans based on the Direct Instruction Model and Think-Pair Share Technique for 2 hours each, and took 16 hours to finish, 2) a 10-item assessment form on exterior electrical system installation and 3) a 30-item, 4-multiple choice, learning achievement test on exterior electrical system installation.  Basic statistics of arithmetic mean, percentage and standard deviation were applied for the analysis of the collected data. 
          The findings show that:
          1. The students made a mean achievement score of 39.21 which is an equivalence of 78.41% of the full marks on exterior electrical system installation skills, and 80% of the group passed the 70% criterion which is higher than the prescribed criterion,
          2. The students made a mean learning achievement score of 22.35 which is an equivalence of 74.50% of the full marks, and 15 students or 75% of the group passed the 70% criterion which is higher than the prescribed criterion.