The Development of an Instructional Model Based on Service Learning Approach to Enhance Junior High School Students' Public Consciousness
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Abstract
The research article consisted of the following objectives: 1) to analyze the confirmatory factors of public mind; 2) to develop the teaching and learning model according to the concept of social engaged service; and 3) to study the results from implementing the teaching and learning model according to the concept of social engaged service. The study applied research and development (R&D) approach. The study was divided into three phases: 1) The first phase was to conduct the confirmatory factor analysis related to the components of the public mind; 2) The second phase was to develop the teaching and learning model according to the concept of social engaged service for promoting public mind; and 3) The third phase was to study the results of implementing the teaching and learning model according to the concept of social engaged service for promoting public mind of lower secondary school students. A sample group was selected by way of multi-stage sampling in which the first phase included 320 students of lower secondary school under the Office of Secondary Education Service Area 2 in Bangkok, in a total of 8 schools and the third phase included the 1st secondary school students of Woradit Wittaya Prasut School, in a total of 28 persons. The research instruments for the study included the components of public mind, a model of the teaching and learning management according to the concept of social engaged service, an assessment form testing the level of public mind in 4 aspects, and the teaching sample for the lower secondary school students. The obtained data were analyzed by descriptive analysis such as frequency, percentage, arithmetic mean, standard deviation (S.D.), confirmatory factor analysis, f-test, analysis of variance (ANOVA).
From the study, the following results are found: 1) The confirmatory factor analysis of public mind for lower secondary school students consists of four components that are consistent with empirical data at a high level which are: respecting the rights of others, taking responsibility as a duty, maintenance, and offering social engaged service, while the goodness of fit index meets the stated requirements (Chi-square = 11.854, df = 19, sig = 0.892, CMIN/df. = 0.624, n = 320, CFI = 1.000, NFI = 0.996, GFI = 0.993, AGFI = 0.979, IFI = 1.002, RMSEA = 0.000, RMR = 0.004); 2) The development of the teaching and learning model according to the concept of social engaged service has 8 components which are of propriety at a high level; and 3) The results show that after implementing the teaching and learning model based on the concept of social engaged service, the sample group of students tends to be sequentially higher with a statistically significant difference at 0.05, after three remeasurements (pre-test, mid-test, and post-test).
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