Development of a Blended Learning Management System with Project-Based Learning Management to Develop Computational Thinking Competence for Senior High School
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Abstract
This research article aims to (1) study the essential needs for a blended learning management system integrated with project-based learning to develop computational thinking competency among upper secondary school students; (2) develop the blended learning management system integrated with project-based learning; (3) implement the developed system; and (4) validate the system. The target group comprised 42 teachers who taught computer science subjects in upper secondary schools under the Chonburi Provincial Administrative Organization, selected through purposive sampling. Research instruments included: (1) the questionnaire for assessing the priority needs for the system; (2) the blended learning management system integrated with project-based learning; (3) online lessons; (4) blended learning lesson plans integrated with project-based learning; (5) the form for assessing the computational thinking competency; and (6) a system validation questionnaire. Data analysis was conducted using PNImodified, mean (), standard deviation (S.D.), E1/E2 efficiency index, Index of Item-objective Congruence (IOC), Reliability and paired samples t-test.
The findings revealed as follows: (1) Regarding the priority needs for learning management, teachers primarily required the design of engaging and stimulating learning activities, followed by a lack of equipment and internet connectivity, and the need for diverse and modern instructional media. Students primarily needed modern and adequate classrooms, and computer laboratories, followed by sufficient devices and high-speed internet connectivity supported by school infrastructure; (2) The developed learning management system comprised six main components: 1.0 Preparation (1.1 orientation, 1.2 instructors, 1.3 learners, 1.4 content, 1.5 activity design, 1.6 assessment, 1.7 resources); 2.0 Learning process (2.1 blended learning, 2.2 project-based learning), 3.0 Group process, 4.0 Guided instruction and mentoring, 5.0 Assessment (5.1 formative, 5.2 summative), and 6.0 Monitoring, supervision, and continuous reinforcement; (3) The lesson plans were found to be of high propriety; (4) the online lessons were rated at the highest level of propriety; (5) the system’s instructional efficiency met the established criteria; (6) post-test scores were significantly higher than pre-test scores at .05 level; (7) students’ computational thinking competency was at an excellent level in accordance with the research hypothesis; and (8) the overall system was evaluated as of high propriety.
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