DEVELOPMENT OF AN INSTRUCTIONAL MODEL USING SOCIAL COGNITIVE AND SITUATED LEARNING THEORIES TO ENHANCE CIVIC RESPONSIBILITY AND LEARNING ACHIEVEMENT OF UNDERGRADUATES IN CHINA

Abstract

The objectives of this study were (1) to develop an instructional model using social cognitive and situated learning theories to enhance Chinese undergraduates’ civic responsibility and learning achievement, and (2) to validate the model’s quality regarding its feasibility for use in a real class. This study adopted a two-phase mixed research model combining qualitative and quantitative methods as follows: (1) Model development phase: Firstly, the researchers reviewed relevant literature and conducted semi-structured interviews with five experts and ten undergraduates to clarify the theoretical basis and research focus. Secondly, the researchers designed an instructional model using social cognitive and situated learning theories based on the findings from the first step. Thirdly, the researchers invited five experts to validate the model using the Index of Item-Objective Congruence (IOC) and a five-point Likert scale, and the model was revised based on experts’ recommendations and (2) Pilot implementation phase: In this phase, the researchers developed experimental tools and conducted a pilot teaching study with sixty non-sample students. The study results were as follows:

(1) The semi-structured interviews affirmed the necessity of developing a new instructional model and the effectiveness of applying social cognitive and situated learning theories in the model development. The developed instructional model using social cognitive and situated learning theories had seven core elements, including instructional theories, principles, objectives, contents, processes, environment and evaluation. Combining the opinions of five experts, the instructional model achieved an IOC score of 1.00 and an overall mean score of 4.72, indicating high content validity and appropriateness. (2) The pilot teaching results initially validated the model’s feasibility for use in a real class, and the participants expressed high levels of agreement with the model, citing improvements in their mastery of course knowledge and civic responsibility.