THE DEVELOPMENT OF INSTRUCTIONAL MODEL BASED ON THE CONCEPT OF MULTIPLE INTELLIGENCES USING CONSTRUCTIVISM THEORY AND CREATIVITY-BASED TEACHING TO PROMOTE THE COMPETENCY IN THE USE OF CHINESE LANGUAGE SKILLS IN HIGH SCHOOL STUDENTS

Abstract

This research study intended for 1) develop the instructional model based on the concept of multiple intelligences using constructivism theory and creativity-based learning to promote the Chinese language competency in high school students and 2) to assess the effectiveness of the instructional model. The sample group used in this research were 20 grade 10 Chinese major students who studied the main Chinese language course of the second semester of academic year 2021 from Srinakharinwirot University Prasarnmit Demonstration School (Secondary). Research tools are: the instructional model based on the concept of multiple intelligences using constructivism theory and creativity-based learning to promote the Chinese language competency in high school students; instructional model manual; lesson plan; competency assessment of writing, reading and speaking skills. Data were analyzed by finding the mean and the standard deviation, t-test and analyzing the content.
The result showed that:
1. the instructional model based on the concept of multiple intelligences using constructivism theory and creativity-based learning to promote the Chinese language competency in high school students (MEPROE Model) is a 6-step learning process, which are (1) Motivation: M, (2) Erudition: E, (3) Performance: P, (4) Refresher: R, (5) Origination: O and (6) Evaluation: E. The effectiveness of the instruction model (E1/E2) was 83.07/86.92, higher than the 80/80 criterion.
2. After using the MEPROE Model, the competency in all 3 aspects of the Chinese language usage is higher than the 80 percent criterion, with statistically significant of .05, the mean (M) score of 13.35, and the standard deviation (S.D.) of 0.63. When considering each aspect, it was found that the speaking aspect had a mean (M) of 4.48 and the standard deviation (S.D.) of 0.11, the reading aspect had a mean (M) of 4.58 and the standard deviation (S.D.) of 0.37 and the writing aspect had a mean (M) of 4.30 and the standard deviation (S.D.) of 0.25.
3. The development of students' competency in Chinese language skills was developed in four inter-learning stages and a 90-minute post-test stage. It was found that the students had a high level of competency in Chinese language skills overall. The mean scores were improved from Stage 1 to Stage 4 and according to a post-test, the students’ competency in Chinese language skills reached a higher level (M = 13.35, S.D. = 0.63).