The Development of Problem-solving Learning Model for Undergraduate Students in Physical Education Program, Phetchabun Rajabhat University

Abstract

Background and Aims: The Bachelor of Education Program in Physical Education at Phetchabun Rajabhat University, B.E. 2561, emphasizes field practice in teaching and learning management. As the researcher, a lecturer in the program has observed, most students still lack essential skills needed for professional teaching internships and future careers, such as problem-solving skills in critical situations. The objectives of this research were to: (1) examine the components of the problem-solving learning model for physical education students at Phetchabun Rajabhat University, (2) develop the problem-solving learning model for physical education students at Phetchabun Rajabhat University, and (3) compare the learning achievement before and after using the problem-solving learning model for physical education students at Phetchabun Rajabhat University.

Methodology: The sample consisted of 30 first-year students in the Bachelor of Education program, majoring in Physical Education at Phetchabun Rajabhat University. The research instruments included: 1) an interview form to assess the components of the problem-solving learning model, 2) the problem-solving learning model itself, 3) lesson plans based on the problem-solving learning model, 4) a knowledge assessment form, 5) a problem-solving skills assessment, and 6) an attitude assessment. The statistical methods used for data analysis included descriptive statistics, such as frequency, percentage, mean, and standard deviation, as well as inferential statistics, including t-tests for dependent samples.

Results: 1) The problem-solving learning model consists of five components: (1) principles of instructional design, (2) learning objectives, (3) problem-solving skills that need to be developed, (4) instructional procedures, and (5) assessment, implementation, and effects on learners. 2) The content validity index (I-CVI) of individual items ranged from 0.86 to 1.00, and the scale-level content validity index (S-CVI) for the entire model was 0.80. 3) The experimental results of using the problem-solving learning model were as follows: (1) The post-test learning achievement was significantly higher than the pre-test at the .05 level (t = 11.909, Sig = .000). (2) The efficiency of the problem-solving learning model, based on the E1/E2 index, was 96.67/90.50, which met the criterion of 80/80. (3) The overall problem-solving skills were rated as very good (M= 3.87, SD = .149). (4) The overall attitude towards the problem-solving learning model was rated as very positive (M= 4.67, SD = 0.35).

Conclusion: The research findings conclude that the problem-solving learning model for students in the Physical Education program at Phetchabun Rajabhat University has achieved teaching and learning outcomes, providing students with greater opportunities for self-directed learning.