THE RESULTS OF IMPLEMENTING A LEARNING MANAGEMENT MODEL FOR ENHANCING ANALYTICAL PROBLEM-SOLVING SKILLS AND SCIENTIFIC ATTITUDES OF VOCATIONAL CERTIFICATE STUDENTS
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Abstract
Research Article to 1) Compare the analytical problem-solving skills and scientific attitudes of vocational certificate students before and after learning under the instructional model, and 2) To compare the problem-solving analytical thinking and scientific attitudes of vocational certificate students between learning management using the proposed model and conventional learning management. The study employed a research and development (R&D) approach. The population consisted of 197 first-year vocational certificate students from three colleges.
The sample was selected through cluster sampling and comprised students from That Phanom College, with two classrooms: one experimental group of 26 students and group two of 25 students. The research instruments included 24 instructional plans developed based on the model, a 12-item open-ended analytical problem-solving assessment, and a 30-item Experts: A panel of approximately 3 - 5 experts was used to evaluate the instrument by analyzing the Index of Item-Objective Congruence (IOC). An IOC value of .50 or higher was considered acceptable. The instrument was revised according to the experts’ suggestions before being implemented in the actual study. scientific attitude assessment using a five-point rating scale. The statistical methods used for data analysis were mean, standard deviation, t-test, one-way multivariate analysis of variance (One-way MANOVA), and univariate tests. The results revealed that 1) Students who received instruction based on the model demonstrated significantly higher analytical problem-solving skills and scientific attitudes after learning than before learning at the .05 level of significance, and
2) Students in the model-based instructional group showed significantly higher analytical problem-solving skills and scientific attitudes after learning than those in the conventional instructional group at the .05 level.
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