THE DEVELOPMENT OF LEARNING PERFORMANCE SKILLS ON DANCING TERMINOLOGY BY USING HARROW’S PRACTICAL SKILLS TEACHING MODEL AND GROUP DYNAMICS APPROACH FOR FIRST – YEAR SECONDARY SCHOOL STUDENTS

Abstract

The objectives of this research were 1) to compare practical skills in dancing terminology through learning management using Harrow’s instructional model combined with group dynamics techniques, after instruction against the 80% criterion; and 2) to study the level of satisfaction with the instructional management using Harrow’s instructional model combined with group dynamics techniques. The researcher designed the experimental process using a one-group posttest-only design. A practical post-test was conducted compared against the criterion. The sample consisted of 35 Mattayom Suksa 1/1 students in the second semester of the 2023 academic year at Mattayomkohmark School, selected through cluster sampling. The research instruments used in this study were: 1) 6 lesson plans, totaling 12 hours; 2) A practical skills assessment scale; and 3) A student satisfaction assessment form. Data were analyzed by calculating the percentage, mean, standard deviation, and hypothesis testing using t-values. The research findings revealed that practical skills in dancing terminology, taught using Harrow’s instructional model combined with group dynamics techniques exceeded the 80% criterion with a statistical significance level of .05. Overall satisfaction with the learning management using Harrow’s instructional model and group dynamics techniques was at a high level (= 4.45, S.D. = 0.32).