A Cooperative Learning Management Model for Developing Academic Achievement, Social Skills, and Problem-Solving Skills Among Physical Education Students at Phetchabun Rajabhat University
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Abstract
This research aimed to: 1) examine the components of a cooperative learning instructional model; 2) develop the cooperative learning instructional model; 3) compare students' learning achievement before and after implementation of the model; and 4) assess student satisfaction with the model. The study employed a Mixed Methods Research design, conducted in three phases: Phase 1 involved an examination of components through a review of relevant documents, textbooks, and prior research; Phase 2 focused on designing and developing the cooperative learning instructional model; and Phase 3 entailed implementing the developed instructional model. The target group comprised seven subject-matter experts. The sample consisted of 30 Physical Education students, selected through purposive sampling. Research instruments included cooperative learning lesson plans, a learning achievement test, a problem-solving and social skills assessment form, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and a dependent-samples t-test.
The results revealed that: 1) the cooperative learning instructional model comprised five components: instructional design principles, learning objectives, problem-solving and social skills, instructional procedures, and measurement and evaluation; 2) the quality validation of the model demonstrated a very high level of appropriateness, with an Item-Content Validity Index (I-CVI) of 1.00 and a Scale-Content Validity Index (S-CVI) of 1.00; 3) students' post-test learning achievement was significantly higher than their pre-test scores at the .01 level of statistical significance, and students' problem-solving and social skills were likewise significantly higher after instruction at the .01 level of statistical significance; and 4) students' overall satisfaction with the cooperative learning model was rated at a very high level. These findings indicate that the developed cooperative learning instructional model can be effectively applied to enhance instructional development and to promote more efficient and effective teaching and learning practices.
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