Effects of copper model in blended service learning for the enhancement of undergraduate academic achievements and critical thinking

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dc.contributor.authorPhakakat, Suphamart
dc.contributor.authorSovajassatakul, Thanongsak
dc.date.accessioned2026-08-06T10:28:31Z
dc.date.available2026-08-06T10:28:31Z
dc.date.issued2020-05-01
dc.description.abstractThis 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.
dc.identifier.citationTEM Journal, 9(2), 814-819, 2020
dc.identifier.doi10.18421/TEM92-52
dc.identifier.issn22178309
dc.identifier.other2-s2.0-85086519374
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/10924
dc.sourceTEM Journal
dc.subjectAcademic achievement
dc.subjectBlended learning
dc.subjectCopper model
dc.subjectCritical thinking skills
dc.subjectService learning
dc.titleEffects of copper model in blended service learning for the enhancement of undergraduate academic achievements and critical thinking
dc.typeArticle

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