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    SELF-DIRECTED BLENDED LEARNING MODEL ON EMOTIONAL INTELLIGENCE AND ACHIEVEMENT
    (2026-01-04)
    Liu, Fang
    ;
    Sriwisathiyakun, Kanyarat
    ;
    Petsangsri, Sirirat
    In the era of advancing globalization, developing emotional intelligence (EI) has become essential for adolescents to manage emotional stress, build social relationships, and adapt to changing environments. This study developed a Self-Directed Blended Learning (SDBL) model incorporating Intangible Cultural Heritage music to enhance students' EI and academic achievement. The research was conducted in two phases: First, the SDBL model was designed and validated, consisting of five components (setting learning targets, planning, gathering information, online and offline learning activities, and post-lesson reflection). Five education experts evaluated the model using a 5-point Likert scale, yielding an average score of 4.84, confirming its pedagogical quality. Second, the teaching experiment was conducted at Taiyuan University of Science and Technology. A total of 112 non-music undergraduate students, who voluntarily enrolled in the Shanxi Intangible Cultural Heritage Music Appreciation course, participated in the study. The students were randomly divided into an experimental group and a control group, with 56 students in each. After the intervention, both groups completed post-tests to measure their emotional intelligence and academic achievement. Emotional intelligence was assessed using a revised 25-item version of the Schutte Self-Report Emotional Intelligence Test (SSEIT). Five experts evaluated the test's content validity using the Item-Objective Congruence (IOC) method, with scores ranging from 0.6 to 1. Academic achievement was measured using test items from a nationally recognized Intangible Cultural Heritage (ICH) database maintained by the Chinese government. Five experts reviewed these items, and their IOC scores ranged from 0.8 to 1.0. The collected data were analyzed using t-tests and MANOVA. The results showed that the experimental group performed significantly better than the control group in both emotional intelligence and academic achievement. Additionally, a positive correlation was found between the two variables. The findings demonstrate that SDBL model incorporating Intangible Cultural Heritage music can enhance EI and academic achievement while simultaneously developing cognitive and emotional competencies, offering an innovative solution for preparing students to meet future challenges.
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    Advancing higher education students’ self-efficacy and achievement through self-directed learning integrated with the BOPPPS model
    (2025-01-01)
    Yang, Yuming
    ;
    Sriwisathiyakun, Kanyarat
    ;
    Ratanaolarn, Thanin
    As higher education increasingly prioritizes students’ self-directed learning (SDL) capabilities, enhancing self-efficacy has become a vital aspect of their development. This study investigated the effects of an integrated SDL-BOPPPS (Bridge-in, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) model on students’ self-efficacy and academic achievement utilizing a quasi-experimental design. The SDL-BOPPPS model received an average rating of 4.55 from five experts on a 5-point Likert scale, indicating that its quality met the teaching standards. In the quasi-experimental research, ninety students from The Open University of China were randomly assigned to experimental and control groups. The SDL-BOPPPS model was implemented in the experimental group over six weeks, structured around five stages: target setting, plan design, information collection, learning activity implementation, and reflection. Descriptive statistics and independent samples t-tests were employed for data analysis. The results revealed that students in the experimental group exhibited significantly higher levels of self-efficacy and achievement compared to those in the control group. These findings highlight the effectiveness of the SDL-BOPPPS model in enhancing self-efficacy and academic performance while providing new insights for integrating innovative teaching models into higher education contexts.
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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.