Students with special needs quality of life for learning management in digital age

Abstract

The purposes of this study were to: 1) develop a computer networks cooperative learning model for subject Inclusion Education influence  critical Thinking for bacherlor degree faculty of education Ubonratchatani Rajabhat University  2) to study the effectiveness the model for learning activities and, 3) to study using the model at affect the critical thinking skills and education achievement of bacherlor degree faculty of education Ubonratchatani Rajabhat University. The sample is third year bacherlor degree faculty of education , Ubonratchatani Rajabhat University, the 2018 academic year, by cluster sampling which will get 4 group samples study, 120 persons amounts. The researcher were randomly assigned into 2 groups. Group one use in efficiency test of the learning model. Group two use to test the effect of learning model, each the group 60 persons amounts. The study was conducted in three phases, the first phase develop the learning model, the second phase was efficiency test of learning model and the third was study the results using the learning model. T-test dependent used for data analysis.

            The results of this research were as follows: 1) The computer networks cooperative learning model for Inclusion Education subject to encourage critical thinking skills for bacherlor degree faculty of education Ubonratchatani Rajabhat University includes 5 steps as follows: 1.1) theory, the principle or the idea basically the base of instruction education, 1.2) purpose education instruction specification, 1.3) learning resource, 1.4) education instruction activity, 1.5) education instruction assessment. 2) The computer networks cooperative learning model for Inclusion Education subject to encourage critical thinking skills has an efficiency of 80.03/80.22, which is corresponding with 80/80 provided criteria. 3) The effect using the computer networks cooperative learning model was found that the posttest average scores in critical thinking skills of student were statistically significantly higher than pretest scores at 0.05 level. It was also found that the posttest average scores in achievement of student were statistically significantly higher than pretest scores at 0.05 level.