The The Development of Blended Learning System to Strengthen High School Students’ Resilience
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Abstract
This research article consisted of the objectives as follows: 1) to develop a blended learning system to strengthen high school students’ resilience; 2) to study and compare resilience scales of the students before and after; and 3) to assess satisfaction with the blended learning system to strengthen high school students’ resilience. Sample group of this research was a high school student at a large private school that offered high school education in Samut Prakan province. The sample was selected using simple random sampling by accepting applications. There were 41 people interested in participating in the initial project. When the process started and the project ended, 35 students were successful. The tools used in the research included a blended learning system, the Resilience Scale (RS-48, 13-18 years) of the Department of Mental Health, satisfaction assessment form, and semi-structured interview form. It was a study of knowledge about resilience through online systems and group activities in educational institutions. Students had to complete the Resilience Scale (RS-48, 13-18 years) of the Department of Mental Health both before and after participating in the project. Data analysis included finding the mean (), standard deviation (S.D.) and paired-sample t test.
The research results found that: 1) the number of students in the low and medium resilience groups decreased, but the number of students in the high resilience group increased when students completed the resilience assessment again after participating in the project; 2) the blended learning system through online and face-to-face learning helped to strengthen resilience because the students’ resilience level was better than before participating, with statistical significance at the 0.05 level; and 3) students participating in the project evaluated their satisfaction with the blended learning system to strengthen resilience in the process factor at the highest score, the input factor as the second highest and the output as the third highest, respectively.
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