Findings of Problems and Needs Regarding a Development of an Instructional Model Based on Active Learning and Self-regulation to Promote Classroom Research Competencies for Thai Language Teacher Students
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Abstract
The study was to explore problems and needs in developing an instructional model based on active learning and self-regulation to promote classroom research competencies for Thai language teacher students of a Northeastern teacher institute. The population was 65 lecturers and 1,260 teacher students of Thai language teaching major. The samples were selected; 12 lecturers by purposive sampling technique and 120 teacher students by proportional stratified random. The research tools were 1) a rating-scale survey and 2) a semi-structure interview form. Analyze quantitative data Using the method to summarize the results, mean, standard deviation. And finding the index of priority of the need the actual and the intended condition in the development of teaching and learning styles. And analyze the qualitative data through content analysis. It was found that the priority needs index (PNI) between current situations and expected outcome in developing a teaching model which include 2 aspects. First, the needs on a teaching model development based on active learning and self-regulation showed that the lecturers rated PNI = 0.22 whereas the teacher students rated PNI = 0.19. Second, the needs on promoting learners to have classroom research competencies showed that the lecturers rated PNI = 0.29 whereas the teacher students rated PNI = 0.16. The interview findings revealed that lecturers and teacher students needed to have an alternative teaching model developed which is based on active learning and self-regulation to promote classroom research competencies since active learning supports learners to construct knowledge by themselves, moreover, they could learn collaboratively, get suggestions from teachers, explore various materials and get evaluated by authentic assessment. If students are able to regulate themselves, they could outperform classroom research competencies in responding to learning objectives.
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