Enhancing Research Achievement and Skills through the NACHI Model Teaching Approach in the Course “Educational Research Methodology” among Third-Year Islamic Education Students at the Faculty of Education, Yala Rajabhat University
Keywords:
Research Achievement, Research Skills, Classroom Action Research, Islamic EducationAbstract
Objective: This study aimed to (1) compare students’ research achievement before and after instruction, (2) examine the relative development in learning achievement, (3) evaluate students’ research skills after the instructional intervention, and (4) assess their satisfaction with the NACHI Model-based instructional design.
Methodology: This was a classroom action research study involving 34 third-year students majoring in Islamic Education at the Faculty of Education, Yala Rajabhat University. The instruments used included: (1) the NACHI MODEL instructional framework, (2) a research achievement test, (3) a research skills assessment form, and (4) a satisfaction questionnaire related to the NACHI MODEL-based instruction. Data were analyzed using percentage, mean, standard deviation, relative development score, and paired sample t-test.
Research Findings: The findings revealed that (1) students’ post-instruction achievement was significantly higher than their pre-instruction achievement at the 0.05 level, (2) the average relative development score was high at 56.04, (3) students demonstrated excellent research skills exceeding the 80% benchmark, and (4) students’ satisfaction with the instructional approach was at the highest level.
Contributions: The findings suggest that the NACHI Model can be effectively applied to enhance Islamic education courses and integrate Islamic learning with educational research, contributing to the creation of new knowledge that bridges religious principles with contemporary academic approaches.
References
Bandura, A. (1997). Self–efficacy: The Exercise of Self–Control. Freemen.
Buakaew, J. (2022). The Development of Research Competency for Learning by Coaching and Research-Based of Student Teacher at Songkhla Rajabhat University. Journal of Education, Mahasarakham University, 16(2), 67-76.
Chusang, P. (2024). Developing of Learning Management Process Based on Problem-Based Learning with Professional Learning Community to Promote the Ability and Attitude of Classroom Action Research of Students in Early Childhood Education. Journal of Roi Kaensarn Academi, 9(12), 454-469.
Chutimantapong, N. (2017).The Development of Activities for Teaching with Studentcentered Learning Using the CIPPA Model in Financial Statement Analysis for the Second Year Students at the Department of Management. Journal of Education, Burapha University, 28(2), 89-103.
Dale, E. (1969). Audiovisual Methods in Teaching (3 ed.). Holt, Rinehart and Winston.
Jarusawat, P. (2020). Students’ Satisfaction of the Information Literacy Course Using the Collaborative Learning and Collaborative Teaching Approaches to Enhance the 21st Century Skills. Journal of human sciences, 21(3), 43-62.
kaewkongpan, D., & hoothong, C. (2022). The Development of Research Process for Pre-service Physics Teachers in Science Classroom Action Research Course using Learning by Doing. Journal of Humanities and Social Sciences Mahasarakham University, 41(4), 21-38.
Kanjanawasee, S. (2013). Classical Test Theory (7 ed.). Chulalongkorn University.
Kessung, P. (2020). A Development of Classroom-Research-Related Literature Writing Skills of Undergraduate Students of Faculty of Education, Loei Rajabhat University by using Learning by Doing. Journal of Education Loei Rajabhat University, 14(2), 39-48.
Kolb, D. A. (1984).Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.
Ministry of Education. (2024). Announcement of the Ministry of Education on the Educational Policy of the Ministry of Education for the fiscal year 2025–2026. Royal Thai Government Gazette, 141(Special Issue 309 Ng), page 1.
Nilpan, M. (2015). Educational Research Methods (9 ed.). Silpakorn University.
Paksa, P., & Jansuwan, N. (2022). Learning Management with Student-Centered Learning for Generation Z Learners. Journal of Graduate Research, 13(2), 1-12.
Phonprasert, M. (2018). A Development for Teaching of Learning -Centered Project Designfor Software Development Process Course Using Agile Model. Journal of Technology Management Rajabhat Maha Sarakham University, 5(1), 7-20.
Puchumni, P., Saengngam, J., & Masantiah, C. (2025). Needs Assessment of Classroom Action Research Among Pre-service Teachers in the Faculty of Education at Kanchanaburi Rajabhat University. Journal of Academic Surindra Rajabhat, 3(2), 17-28.
Tun-in, S. (2024). The Teacher Development Model in Classroom Research by Using Participatory Action Research for Upgrading Achievement at Thoengwittayakhom School Under the Office of Chiang Rai Secondary Educational Service Area. Journal of Roi Kaensarn Academi, 9(7), 153-170.
Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Islamic Studies, Prince of Songkla University
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles Published in The Journal of Islamic Studies are author’s opinions, and not the responsibility of the Faculty of Islamic Sciences nor the editorial board. However any citation should be referred to the journal.
