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Author: search.filters.author.Nantha, CherisaSubject: search.filters.subject.Thailand

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    Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students
    (2024-05-01)
    Nantha, Cherisa
    ;
    Siripongdee, Kobchai
    ;
    Siripongdee, Surapong
    ;
    Pimdee, Paitoon
    ;
    Kantathanawat, Thiyaporn
    The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model’s impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study’s contribution lies in addressing the pressing need for CICT skills in the ‘new normal’. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students’ CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills.
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    Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms
    (2024-04-15)
    Pimdee, Paitoon
    ;
    Sukkamart, Aukkapong
    ;
    Nantha, Cherisa
    ;
    Kantathanawat, Thiyaporn
    ;
    Leekitchwatana, Punnee
    The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.
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    A Quasi-Experimental Evaluation of Classes Using Traditional Methods, Problem-Based Learning, and Flipped Learning to Enhance Thai Student-Teacher Problem-Solving Skills and Academic Achievement
    (2022-01-01)
    Nantha, Cherisa
    ;
    Pimdee, Paitoon
    ;
    Sitthiworachart, Jirarat
    This research aimed to synthesize a review of the literature and theory to develop a flipped classroom (FC) learning model to enhance 1st-year bachelor's degree Thai student-teacher academic achievement (AA) and problem-solving skills (PSS). The sample consisted of 90 student teachers enrolled in the Digital Media and Learning Innovation (DMLI) course in the Elementary Education Program in the Education and Liberal Arts Faculty at a private university in southern Thailand's Songkhla Province. The study used the FC model in an experimental group (S2) (n=30) while simultaneously comparing it to the control (S1) group using traditional classroom methods (n=31) and another group (S3) using problem-based learning (PBL) (n=29). Nine academic experts reviewed the FC's model development. The quasi-experiment took place over four weeks in March and April 2021. All instruments were evaluated by an additional five academic experts whose input evaluation was analyzed using MANOVA statistics with IBM's<sup>®</sup> SPSS<sup>®</sup> for Windows Version 21 program. The results showed that Flipped PARSER group (S2) had AA results significantly higher than both the traditional and PBL groups. Also, S2's results concerning their PSS were significantly higher than S1 and S3, while their student-teacher satisfaction was also at the highest level. These results showed that the proposed Flipped PARSER Model excels at promoting the development of undergraduate students' motivation, academic achievement, and PSS.