Studying the Results of Using the Instructional Model Based on Active Learning Approach and Self-Regulation to Promote Classroom Research Competencies for Thai Language Teacher Students

Abstract

            The objectives of the study were to explore the outcomes of implementing a teaching model that integrated active learning and self-regulation to promote classroom research competencies in Thai language teaching students. The research design was quasi-experimental; One Group Pretest - Posttest design. 1,260 Thai language teacher students of a northeastern teaching institute were the population in this study and 22 samplings were randomly recruited simple random sampling technique. The research tools were included developed teaching model, the classroom research competencies assessment form, and the satisfactory assessment form. The statistical technique for data analysis applied average, standard deviation, percentage, t-test value, and p-value was used to analyze the data. The findings was 1) the teacher students’ post-test of knowledge competency outperformed statistically at .05, their skills competency reached at 84.09 percent and everyone passed the 80 percent criteria, and their attitude score was 4.71 which shows that they satisfied at a very high level. Contributions of the study were 1) the teaching model focusing on promoting classroom research competencies and integrating active learning and self-regulation for Thai language teaching students and 2) guidelines for teachers and other stakeholders in applying the knowledge to develop teaching models integrating active learning and self-regulation to enhance classroom research competencies in other research disciplines.