A DEVELOPMENT OF INSTRUCTIONAL MODEL USING CLASSROOM INTERACTIVE INFORMATION TOOLS ON TEA ART COURSE TO IMPROVE STUDENTS' LEARNING ACHIEVEMENT AND CREATIVE THINKING
Keywords:
Instructional model development, Classroom interactive information tools, learning achievement, Creative thinkingAbstract
The objectives of this research were to 1) develop instructional model using classroom interactive information tools on Tea Art course, 2) determine the use of instructional model using classroom interactive information tools on Tea Art course which divided into 2 items: 2.1) to compare the learning achievement before and after using the instructional model using classroom interactive information tools on Tea Art course , and 2.2) to study the progress of students' creativity thinking from the use of instructional model using classroom interactive information tools on Tea Art course. The sample of this research were 30 students majoring in hotel management of Wuhan Business University in China derived by using cluster random sampling. The research instruments were 1) the instructional model using classroom interactive information tools on Tea Art course 2) Lesson plans had IOC between 0.67-1.00 3) the learning achievement test includes knowledge test and skill operation scales. The knowledge test had IOC between 0.80-1.00, item difficulty (p) between 0.53 and 0.80, item discriminability (r) between 0.25 and 0.63, reliability equal to 0.83. The skill operation scales had IOC between 0.60-1.00 and reliability equal to 0.92, and 4) creative thinking test had IOC between 0.60-1.00 and reliability equal to 0.92. Data were analyzed by mean, standard deviation, t-test for dependent sample, and One-way ANOVA with Repeated Measures.
The finding of the research revealed that:
1. The instructional model using classroom interactive information tools on Tea Art course consists of six main components, which were 1) the principles 2) objectives 3) instructional process 4) roles of teacher and learner 5) instructional materials/support system and 6) learning assessment. Experts’ evaluation results showed that the overall appropriateness of the instructional model was at high level (M = 4.38, S.D. = 0.52).
2. The creative thinking of students had progressed in each stage. (F = 327.171, p = 0.000).
3. The learning achievement posttest mean score on Tea Art course using Classroom Interactive Information Tools instructional model was higher than before pretest score at statistical significance 0.05 (t = 75.293, p = 0.000).
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