DEVELOPMENT OF AN ENRICHMENT CURRICULUM FOR ENHANCING INFORMATION LITERACY ACCORDING TO THE BLENDED LEARNING AND BRAIN-BASED LEARNING CONCEPTS FOR UPPER SECONDARY SCHOOL STUDENTS

Abstract

The purposes of this study were: 1) to investigate standards and indicators of information literacy, 2) to develop an enrichment curriculum for enhancing information literacy according to the blended learning and brain-based learning concepts for upper secondary school students, and 3) to examine the results of experiment in using the curriculum. The procedure of this study comprised 3 stages: 1) investigating basic data, 2) developing a curriculum, and 3) experimenting in use of the curriculum. The one group pretest-posttest research design was used to experiment with the target group of 37 upper secondary school
students. Data were analyzed both quantitatively and qualitatively. The instruments used were a developed curriculum and curriculum usage manual, a test of information literacy, and a form for assessing students’ satisfaction with learning. Statistics used in data analysis were mean, standard deviation, t-test for dependent samples, whose statistical significance ws determined at the .05 level through the
use of a statistical package. Findings of study were as follows: 1. The developed standards and indicators of information literacy had characteristics needed for enhancement at high level, which comprised 3 elements of abilities with 6 standards and 18 indicators as the following: 1.1 Element 1: Ability in basic information with 2 standards and 6 indicators, 1.2 Element 2: Ability in self-learning with 2 standards and 7
indicators, 1.3 Element 3: Responsibility for using information in society with 2 standards and 5 indicators. 2. The developed curriculum was an enrichment curriculum provided to students aiming to develop upper secondary school students’ information literacy through the use of blended learning and brain-based learning concepts. The process of learning activity organization employed two types of blended learning –
face-to-face learning and online teaching and learning. It took 40 hours throughout the curriculum. The curriculum contained 6 units of learning. The learning activity organization process consisted of 8 steps: 1) stimulate learning, 2) choose the points, 3) plan to discover, 4) learn it, 5) present it inside the group, 6) create works, 7) present the works of group, and 8) assess what learned. The curriculum consisted
of 9 components: 1) the original and significance, 2) basic concepts and theories, 3) principles, 4) objectives, 5) standards and indicators of information literacy, 6) content structure, 7) learning activity organization process, 8) media and sources of learning, and 9) measurement and evaluation. 3. Results of experiment in using the curriculum were found as follows: 3.1 Students’ information literacy after learning was significantly higher than that before learning at the .05 level and the mean score passed the criterion of 80 out of 100. 3.2 Students’ satisfaction with learning according to the curriculum was at high level.