The Development of Learning Management Based on Davies' Concept, Combined with the Think-Pair-Share Technique, to Enhance Skills in Using Spreadsheet Programs for 2nd Year Vocational Certificate Students

Abstract

Background and Aims: This study aimed to enhance the practical skills of second-year Vocational Certificate students in using scheduling software, addressing the initial performance rate of 70.50%, which fell below the 75% threshold. The observed challenges included students' limited proficiency with the software, leading to slow learning progress and diminished engagement. To address these issues, an instructional approach integrating Davies' psychomotor domain model with the Think-Pair-Share technique was implemented. The objectives were: (1) to develop an instructional model achieving an efficiency index of 75/75; (2) to compare students' post-instructional practical skills against the 75% benchmark; and (3) to assess students' satisfaction with the integrated teaching approach. The findings are anticipated to contribute to improved instructional strategies and student engagement in vocational education.

Methodology: This quasi-experimental study targeted second-year Vocational Certificate students at Roi Et Technical College under the Office of the Vocational Education Commission, Roi Et Province, Thailand. The sample comprised 36 students selected through cluster random sampling, with classrooms serving as the sampling units. Data collection instruments included: 1) Four lesson plans, each 4 hours in duration, totaling 16 hours; 2) A skills assessment tool for using scheduling software; and 3) A student satisfaction questionnaire. Data analysis was conducted using descriptive statistics, including percentages, means, and standard deviations.

Results: Research Findings 1) The instructional process based on Davies' psychomotor domain model combined with the Think-Pair-Share technique achieved an efficiency index (E1/E2) of 85.93/75.23, surpassing the established benchmark of 75/75. 2) After the implementation of the integrated instructional approach, second-year Vocational Certificate students demonstrated a practical skills proficiency in using scheduling software at 75.23%, meeting the predetermined criterion. 3) Student satisfaction with the integrated instructional approach was assessed, yielding an average score of 4.47, indicating the highest level of appropriateness.

Conclusion: The Development of Learning Management Based on Davies’ Concept Combined with Think-Pair-Share technique to Enhance Practical Skills in Using a Scheduling Program Among Second-Year Vocational Certificate Students The researcher employed a quasi-experimental research design and found that 1) The integration of Davies' psychomotor domain model with the Think-Pair-Share technique achieved an efficiency index (E1/E2) of 85.93/75.23, surpassing the established benchmark of 75/75. 2) Following the implementation of the integrated instructional approach, second-year Vocational Certificate students demonstrated a practical skills proficiency in using scheduling software at 75.23%, meeting the predetermined criterion. 3) Student satisfaction with the integrated instructional approach was assessed, yielding an average score of 4.47, indicating the highest level of appropriateness.