The Effects of Active Learning Integrated with a Dynamic Model on Students’ Learning Achievement in Sheet Metal Development Drawing: A Case of a Sheet Metal Course

Abstract

            This research aimed to: 1) develop a dynamic model on “Sheet Metal Development Drawing” for the Sheet Metal Work course; 2) develop and evaluate the efficiency of active learning integrated with the dynamic model according to the 80/80 efficiency criterion; and 3) compare students’ learning achievement before and after instruction. The sample consisted of 12 first-year students enrolled in the Welding Technical Education Program. The research instruments comprised a dynamic model, lesson plans, a pre-test, formative tests, and a learning achievement test. The data were analyzed using mean, standard deviation, and a paired-samples t-test. The results revealed that the dynamic model was rated as good in quality (mean = 4.40). The active learning model integrated with the dynamic model achieved an efficiency of E1/E2 = 80.83/82.31, which met the established 80/80 criterion. Furthermore, students’ post-test learning achievement was significantly higher than their pre-test achievement at the .05 level of statistical significance, with a pre-test mean score of 23.42 and a post-test mean score of 33.33. These findings indicate that active learning integrated with the dynamic model can effectively enhance students’ learning achievement in sheet metal development drawing.