Research and Development of an Instructional Model for Pre - Service Teacher Majoring In Mathematics Based on Self – Directed Learning Approach Integrated with Constructivist Theory to Enhance Lesson Design Ability and Self-Efficacy

Abstract

          The objectives of this research were to develop the instructional model for education students majoring in Mathematics based on self - directed learning approach integrated with constructivist theory to enhance lesson design ability and self- efficacy and to study the result of using developed instruction model for education students majoring in mathematics based on self-directed learning approach integrated with constructivist theory accordingly. The research was divided into two phases. The first phase focused on the development of the instructional model for education students majoring in Mathematics. The second phase was to study the result of using developed instruction model. The samples of the study were the 30 senior education students majoring in Mathematics in the academic year 2018. The samples of the study were cluster random sampling. The duration of the study was 16 hours. The tools of the study were the lesson design ability evaluation form and the self - efficacy evaluation form. The results of the research revealed that

1) the developed instruction model for education students majoring mathematics was consisted of teaching and learning activity including experiencing analysis; self-learning process and thinking reflection 2) the results of the developed instruction model for education students majoring in mathematics deployment evaluation pointed out that after deployed the developed model, the students had higher mean score of lesson design ability aspects at 3.85 with the statistical significance level of .05 and the mean score of self-efficacy of the students after using the developed instructional model was 4.87 with the significantly higher level of .05.