The Development of an Instructional Model Based on Socio-Cultural Learning Theory and Brain-Based Learning Approach to Enhance Social and Emotional Competence of Pre-Service Kindergarten Teachers
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Abstract
This research article aimed to (1) develop an instructional model based on socio-cultural learning theory and a brain-based learning approach to enhance the social and emotional competence of pre-service kindergarten teachers, and (2) examine the effects of using the developed instructional model on students’ social and emotional competence before and after instruction. The research was conducted in two phases. Phase 1 comprised three steps: Step 1 refers to studying the foundational information, with a target group of five instructors selected purposively, using a semi-structured interview as the research instrument; Step 2 refers to developing the instructional model, using the socio-cultural learning theory and brain-based learning approach as the core framework; and Step 3 refers to evaluating the instructional model, with a target group of five experts and using an evaluation form to assess the quality of the developed model. Phase 2 comprised two steps: Step 1 refers to comparing the social and emotional competence of second-year pre-service kindergarten students in the first semester of the 2025 academic year, with a sample of 30 students from one class selected by cluster sampling. The instrument used was a social and emotional competence assessment administered according to a Time Series Design, with a reliability of 0.98. Step 2 refers to evaluating students’ satisfaction with the instructional model, using a satisfaction questionnaire with a reliability of 0.94. Data were analyzed using Repeated Measures ANOVA, mean, and standard deviation.
The research findings revealed that: 1. The instructional model based on socio-cultural learning theory and a brain-based learning approach to enhance the social and emotional competence of pre-service kindergarten teachers was rated of high propriety. 2. Repeated measures testing across four time points showed statistically significant differences at the .05 level, indicating that students’ social and emotional competence improved significantly after participating in the instructional activities. Students’ overall satisfaction with the instructional model was rated at a high level.
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