The Development of Learning Activities Based on the Constructivist Approach for Undergraduate Students of the Faculty of Education, Rajabhat Maha Sarakham University

Abstract

Background and Aims: The development of educational quality has garnered significant attention, particularly in higher education, which plays a crucial role in enhancing individuals' skills and competencies. Constructivism posits that learning and knowledge construction occur within individuals who actively engage in experiences. This research is therefore essential for improving teaching and learning outcomes through constructivist-based learning activities for undergraduate students. The objectives of this study are: 1. To develop high-quality constructivist-based learning activities for undergraduate students. 2. To compare learning achievement using constructivist-based learning activities against an 80% criterion.

Methodology: The sample consisted of 28 undergraduate students from the Faculty of Education, Rajabhat Maha Sarakham University, selected through cluster sampling. The research instruments included a set of constructivist-based learning activities and an achievement test. The statistical methods used were percentage, mean, standard deviation, and t-test.

Results: 1. The constructivist-based learning activities were found to be highly appropriate. 2. The students' learning achievement exceeded the 80% criterion at a statistically significant level of 0.05.

Conclusion: Constructivist-based learning activities emphasize learners' active participation in constructing their own knowledge. These activities encourage students to take an active role in knowledge creation, apply their learning to real-life situations, and develop an awareness of the tangible value of knowledge. This approach enables students to connect new knowledge with prior experiences, leading to improved learning outcomes.