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Author: search.filters.author.Sovajassatakul, ThanongsakSubject: search.filters.subject.Academic achievement

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    Self-directed learning with knowledge management model on academic achievement and digital literacy abilities for employees of a Thai energy organization
    (2021-09-01)
    Silamut, Aime acha
    ;
    Sovajassatakul, Thanongsak
    Previously, we described a self-directed learning with knowledge management (SDL-KM) model (Silamut and Petsangsri 2020), to motivate learners in an organization to learn from internal-and-external knowledge management resources to enhance their Academic Achievement and Digital Literacy Abilities. In this paper, we aimed to demonstrate the value of this model by comparing these abilities in a controlled experiment with employees of an energy regulatory organization in Bangkok, Thailand. 40 employees were randomly selected, using stratified sampling, and divided into an experimental group (20) and control group (20), who participated in learning activities on two energy topics. The research instruments were data collection at the end of the lessons, which included information on Academic Achievement and Digital Literacy Ability assessment. Means, standard deviations and one-way MANOVA statistics were computed. As the results, the experimental group had higher Digital Literacy Abilities than the control group (p < 0.05), but there was no significant difference between the groups for Academic Achievement. SDL-KM model encourages learners to learn by themselves, knowing how to use Digital Literacy Abilities to support KM. This will lead to success in their work.
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    Effects of copper model in blended service learning for the enhancement of undergraduate academic achievements and critical thinking
    (2020-05-01)
    Phakakat, Suphamart
    ;
    Sovajassatakul, Thanongsak
    This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean (x), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the.05 significance level.