Effect of Interactive Teaching Method on Civil Aviation Etiquette Ability of Second-Year Students in Jilin Province

Xuefei Li; Lerlak Othakanon; Danucha Saleewong

doi:10.60027/iarj.2026.e298060

ผู้แต่ง

Xuefei Li Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0005-4900-5050
Lerlak Othakanon Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand
Danucha Saleewong Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0000-0001-8145-6170

DOI:

https://doi.org/10.60027/iarj.2026.e298060

คำสำคัญ:

Interactive Teaching Method, Civil Aviation Etiquette Ability, Student Satisfaction, Second-Year Civil Aviation Majors

บทคัดย่อ

Background and Aims: This experimental research aimed to 1) compare students’ civil aviation etiquette ability before and after learning through the Interactive Teaching Method, 2) compare students’ civil aviation etiquette ability after learning through the Interactive Teaching Method with the determined criterion set at 70%, and 3) assess students’ satisfaction after learning through the Interactive Teaching Method.

Methodology: Based on the Constructivist learning theory, this study applied Social Learning Theory and Experiential Learning Theory. The research instruments were lesson plans, a civil aviation etiquette ability test, and a satisfaction questionnaire. The overall appropriateness of the lesson plans was very high (M=4.62, SD=0.49). The civil aviation etiquette ability test had an IOC between 0.67 and 1.00, item difficulty (p=0.43-0.60), item discrimination (r=0.25-0.50), a KR20 value of 0.73, and inter-rater reliability of 0.82. The satisfaction questionnaire had an IOC between 0.67 and 1.00 and a reliability index of 0.82. The statistics used to analyze data were mean, standard deviation, t-test for dependent samples, and t-test for one sample.

Results: 1) Students’ civil aviation etiquette ability after learning through the Interactive Teaching Method was higher than before at a statistically significant level of .01 (t₄₉=45.62, p<.01), 2) students’ civil aviation etiquette ability was higher than the determined criterion of 70% at a significance level of .01 (t₄₉=37.95, p<.01), and 3) students’ satisfaction after learning through the Interactive Teaching Method overall was at a high level (M=4.14, SD=0.85).

Conclusion: The knowledge gained from the research is that the six-step Interactive Teaching Method: 1) Topic Presentation, 2) Brainstorming, 3) Small group activity, 4) Group presentation, 5) Discussion, 6) Conclusion & Evaluation effectively enhances students’ civil aviation etiquette ability. The most significant steps for improvement are small group activities involving scenario simulation and role-playing, and real-time integration of AI technology, peer evaluation, and teacher guidance. Furthermore, this method has been shown to boost students' interest in learning and enhance their proficiency in core civil aviation etiquette competencies, including safety and security etiquette, professional image and standardization, interpersonal and communication skills, emotional management and resilience, and service innovation and cooperation.

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