THE DEVELOPMENT OF BLENDED ACTIVE LEARNING MANAGEMENT TO ENHANCE THE ABILITY TO ORGANIZE SCIENCE, TECHNOLOGY, AND MATHEMATICS LEARNING EXPERIENCES FOR EARLY CHILDHOOD AMONG CHIANG MAI UNIVERSITY STUDENTS

Abstract

This study aimed to examine the effects of blended active learning management to enhance the ability to organize Science, Technology, and Mathematics learning experiences for early childhood among Chiang Mai University students. The sample group consisted of 15 students from third-year undergraduate students majoring in Early Childhood Education at the Faculty of Education, Chiang Mai University. The participants were selected through simple random sampling using classrooms as the sampling unit. The research employed a quasi-experimental design using a one-group pretest-posttest design. This study employed a five-step learning management process: 1) Analysis and integration of content, 2) Engagement in hands-on blended active learning activities, 3) Summarization and reflection, 4) Knowledge sharing and exchange, and 5) Design of experiential learning to extend and enhance knowledge. Research instruments included blended active learning lesson plans, Science, Technology, and Mathematics learning framework comprehension test for pre-service early childhood teachers, and an evaluation form assessing the ability to design Science, Technology, and Mathematics learning experiences. Data were analyzed using mean, standard deviation, percentage, and t-test for Dependent Sample. The results revealed that blended active learning significantly improved the participants’ comprehension of the Science, Technology, and Mathematics framework and their ability to design Science, Technology, and Mathematics learning experiences for early childhood education. The pre-test mean score was 21.47 (S.D. = 3.36), which increased to 34.27 (S.D. = 1.98), in the post-test. This improvement in the ability to design Science, Technology, and Mathematics learning experiences was found to be statistically significant at the .05 level.