การผลิตบัณฑิตครู, เทคนิคการสอน สื่อ นวัตกรรม และรูปแบบการสอนที่ทันสมัย

The development of an Instruction Model for the Model and Technique of Leaning Management Based on Constructivist Intergrated with the Philosophy of Sufficiency Economy in the Learning Management and Environment for Learning of the Students in the Faculty of Education at Bansomdejchaopraya Rajabhat University

The development of an Instruction Model for the Model and Technique of Leaning Management Based on Constructivist Intergrated with the Philosophy of Sufficiency Economy in the Learning Management and Environment for Learning of the Students in the Faculty of Education at Bansomdejchaopraya Rajabhat University

นายจิตตวิสุทธิ์ วิมุตติปัญญา

Background

 

The trends of globalization and information technology have led the changes of  the world society to the new system called information technology, or knowledge society, or knowledge-based society economy. According to Porntida Wichianpanya (2004) and Rungrueng Limchupatapan (2003), knowledge management means the system that needs propagation and knowledge to be a key vehicle to build growth and wealth, and make jobs in every sector of the society – economic sector, agricultural sector, industrial sector, service sector, and educational sector – including the system that needs to use knowledge and innovation. From the study of learning management based on constructivist theory, which the principles are focused on learner center, differences between persons, and encouragement to all learners to develop their full potential in every aspect of life, as well as enhance them to become critical and rational thinkers, love learning and be able to learn by themselves. Furthermore, the principles also explain that people can learn a thing with different ways using their prior experiences, cognitive structures of interest, and inner motivation as bases. However, there may be cognitive conflicts caused from a person who encounters a problem, or a situation that is a problem, or an interaction between persons. These will be motivation and take it to consideration to build cognitive paths that is verified by themselves and others whether it can solve a specific problem or other problems which are in its framework of structure, and use it as a tool to construct other new structures and manage learning activities to develop problem solving, teach learners to be knowledge constructors rather than knowledge receivers, practice in action, solve a problem with their own using their experiences, and emphasize the importance of experience and individual process which gives a knowledge of mathematics and causes the learning achievement of students higher. This means the students can learn well if there is a problem situation and causes cognitive conflict. It may be experience and cognitive structure that has been existing but think it more called cognitive restructuring. By this mean, learners will discuss to the problem, find out the reason to solve cognitive conflict in their own and between persons (Khamkai Noichompoo.2011: 4)

The researcher found that the philosophy of sufficient economy is applicable with learning management by linking its theory with practice usefully and sustainably. This philosophy is from real experiences of the development of all areas in the country and from the royal speech based on the King’s duties and royal projects that the King has developed throughout the regions of Thailand. Therefore, these are real projects that the results are from the people. It is the development that is mainly focused on self-reliance. The philosophy is also moderate practice that there is a process of development, not too strict, and based on the Middle Way of Buddhism and is accepted by people. Also, providing the principles of holistic development and emphasizing the happiness of every person both in objects, society, culture, and environment. Therefore, it gives a wider frame of development than the past that only looks at separate parts. This philosophy does not deny the globalization trends, but it indicates that we should know it well and be able to accept the fluctuation of the changes (SompornThepsittha, 2007).

Therefore, the researcher is interested in developing an instructional model and technique of learning management based on constructivist theory and integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University and the effects of the model by using the using the technique of confirmatory factor analysis and causal analysis which are the suitable methods and most often use. (Nongluck Wiratchai, 1998) and investigating the effects of learning design on the model and technique of learning management based on constructivist theory and integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University.

 

สรุปสาระสำคัญของการวิจัย : สาระสำคัญจะปรากฏวิธี กำหนดหัวข้อปัญหา กระบวนการวิจัย วัตถุประสงค์ ฯลฯ ดังนี้

Research Question / Research Problem

Are there any factors or causes that affect learning management based on constructivist theory by integrating with the philosophy of sufficient economy?

 

Research Objective

To develop an instructional model and technique of learning management based on constructivist theory and integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University

 

Research Methodology

Population

The 716 students of the Faculty of Education that enrolled in Learning Management and Environment for Learning (Course code: 1001302) in the academic year of 2015

Sample

The 300 students of the Faculty of Education that enrolled in Learning Management and Environment for Learning (Course code: 1001302) in the academic year of 2015 selected by determining sample size from a given population table of Krejcie and Morgan (1970) and stratifying with proportion by year of studying. Then selecting by Simple Random Sampling

 

Instruments

The instrument used for gathering data is the questionnaire. It investigates the states and problem of learning management in the course of Learning Management and Environment for Learning. This questionnaire has the reliability of Cronbach’s Alpha Coefficient is .93.

 

Research Findings

  1. The results of the latent factor model analysis of learning management found that the model is consistent with the empirical data which is determined by the chi – square is equal to 93; p = 0.33358,degrees of freedom equal to 1 and the goodness of fit index (GFI) is 1.00.The adjusted goodness of fit index (AGFI) is 1.00.The comparative fit index (CFI) is 1.00. The root mean square error off approximation (RMSEA) is equal to 0.0000. These indicate that the model is consistent with the empirical data. When considering the factor loading, it is found that the latent factor of 4-aspect learning management is between 1.87 and 2.65.
  2. The results of the latent factor model analysis of constructivist theory found that the model is consistent with the empirical data which is determined by the chi – square is equal to 00; p = 1.00000,degrees of freedom equal to 1 and the goodness of fit index (GFI) is 1.00. The adjusted goodness of fit index (AGFI) is 1.00. The comparative fit index (CFI) is 1.00. The root mean square error off approximation (RMSEA) is equal to 0.0000. These indicate that the model is consistent with the empirical data. When considering the factor loading, it is found that the latent factor of 4-aspect constructivist theory is between 0.99 and 2.20.
  3. The results of the latent factor model analysis of the philosophy of sufficient economy found that the model is consistent with the empirical data which is determined by the chi – square is equal to 00; p = 0.00000,degrees of freedom equal to 0 and the goodness of fit index (GFI) is 1.00. The adjusted goodness of fit index (AGFI) is 1.00. The comparative fit index (CFI) is 1.00. The root mean square error off approximation (RMSEA) is equal to 0.0000. These indicate that the model is consistent with the empirical data. When considering the factor loading, it is found that the latent factor of the 3 aspects of the philosophy of sufficient economy is between 1.92and 2.54.

 

  1. The results of the analysis of casual relationship hypothesis model of

learning management based on constructivist theory and integrated with the philosophy of sufficient economy found that the model is consistent with the empirical data which is determined by the chi – square is equal to 383.31; p = 0.14328,degrees of freedom equal to 342 and the goodness of fit index (GFI) is 0.96. The adjusted goodness of fit index (AGFI) is 0.94. The comparative fit index (CFI) is 1.00. The root mean square error off approximation (RMSEA) is equal to 0.037. The Regression Coefficient of casual relationship hypothesis model of learning management based on constructivist theory and integrated with the philosophy of sufficient economy is equal to 0.85, which indicates that the variables in the model can explain the variance of variables in the learning management model equal to 85 percent.

When considering the paths that affects the variables of the casual relationship hypothesis model of learning management based on constructivist theory and integrated with the philosophy of sufficient economy, it is found that the latent variables of learning management are influenced by all the latent variables.

While considering the paths that directly affect each latent variables, it is found that the latent variables of learning management factors has influenced directly to the two latent variables, which are constructivist theory and the philosophy of sufficient economy equal to 1.59 and 0.98 respectively and statistically significant at .01.

In addition, the latent variables of constructivist theory and the philosophy of sufficient economy are also found that the paths affect directly the variables to each other equal to 2.40 and 0.13 respectively and statistically significant at .01.

The results of the partial correlation analysis between variables and path coefficient of casual relationship model

 

Dependent Variables R2 Path Independent Variables
Learning Management

(M)

 Constructivist Theory (C) Philosophy of Sufficient Economy(P)
Constructivist Theory (C) 0.95 DE

IE

TE

 1.59**

–

1.59**

 –

–

–

 0.13**

–

0.13**
Philosophy of Sufficient Economy (P) 0.53 DE

IE

TE

 0.98**

–

0.98**

 2.40**

–

2.40**

 –

–

–

DE=Direct Effect, IE=Indirect Effect, TE=Total Effect, *p < 0.05, **p <  0.01

 

Structural Equation of VariablesLearning Management

R-SQUARE                                              0.85
Chi-square=383.31,   df=342,   P-value =0.14328,   GFI=0.96,    AGFI=0.94,    CFI=1.00        RMSEA=0.037

R-SQUARE of the model and technique of learning management based on constructivist theory integrated with the philosophy of sufficient economy equal to 0.85.

Figure 1 The model of causal relationship hypothesis based on constructivist theory integrated with the philosophy of sufficient economy

     The instructional model and technique of learning management based on constructivist theory integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University

Figure 2The instructional model and technique of learning management based on constructivist theory integrated with the philosophy of sufficient economy

As in figure 2, it can be explained the steps and processes of the instructional model and technique of learning management based on constructivist theory integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University as follows:

  1. Principle, concept and theory

Activity-based management must have goals and objectives that indicate the results involving in knowledge, skill, and attitude. Also, it must be fun and interactive between student and student or student and teacher. There must be the learning exchange of experiences through activities that reflect the individuality and team in the cultural aspect that pays respect to opinion and view of each person with integral learning management.

  1. Objective

The development of the instructional model and technique of learning management based on constructivist theory integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University

  1. The qualities of learning management comprise 4 processes respectively as follows:
    • Warm-up
      • Examine the students’ basic schemata.
      • Inform the learning objective.
      • Stimulate the students’ motivation, recall and link between prior learning and new knowledge appropriately.
    • Presentation
      • Stage: Encountering a situation by integrating with the principle of temperance, meaning of appropriateness, usefulness and possibility comprises the following steps:

Step 1: Encountering a situation relevant to a routine

Step 2: Making understanding to the situation

Step 3: Learners are asked together to question, plan, integrate, analyze, describe and interpret the situation

  • Stage: Brainstorming by integrating based on the rational principles, meaning of reasonableness and relationship comprises the following steps:

Step 1: Presenting ideas to solve the problem

Step 2: Explaining the reasons of how to solve the problem

Step 3: Exchanging opinions to each other

  • Stage: Solution by integrating the principle of having a good immunity, meaning of planning, analysis of expected outcome, effect, and ways to develop sustainability comprises the following steps:

Step 1: Self presentation

Step 2: Discussion and responding the questions

Step 3: Finding reasonableness

Step 4: Selecting an appropriate solution to the problem and local environment

Step 5: Discussing pros and cons, and limitation of selecting the solution by considering the sustainable use

  • Stage: Enhancing experiences by integrating the principle of having a good immunity comprises the following steps:

Step 1: Study visit

Step 2: Learning sources, community, local wisdom

Step 3: Tradition, custom, culture

  • Conclusion
    • Students are together to summarize the concepts, principles, and create their own knowledge.
    • Teacher concludes and provides more details to give the correct concepts and principles.
  • Evaluation and assessment
    • Knowledge (Cognitive Domain)
    • Skill (Psychomotor Domain)
    • Attitude (Affective Domain)
    • Self-evaluation

 

 

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Discussion

Learning management based on constructivist theory is means for learners to create their own learning process by using their prior experiences that help stimulate learners’ cognitive structure as well as integrating the philosophy of sufficient economy in order for sustainable development which is similar to Paijit Saduakkarn (2000) stating that constructivist theory is the theory that is developed from pragmatism by James and Dewey in the early 20th century and the paradigm change of searching for knowledge in philosophy of science by Popper and Feyerabend in the late 20th century from the pioneer of the key psychologists like Piaget, Ausubel and Kelly. Then there were a group of constructivist students like Driver, Bell, Kamil, Noddings, Von Glasersfeld, Henderson, Underhill, and Sumalee Chaicharoen (2008) said that constructivists believe that learning is a process of knowledge construction rather than receiving information. Therefore, constructivists are focused on constructing new knowledge appropriately to a particular person and environment plays an important role in constructing meaning according to the reality. Constructivist is a method that can be applicable to teaching and learning management which is mainly focused on doing in order to construct knowledge that is different in the aspect of knowledge construction or learning. This is because of the basic principle from the report of Jean Piaget, a Swiss psychologist and educator, and Lev Vygotsky, a Russian psychologist and educator, which can be divided into 2 types: Cognitive Constructivist and Social Constructivist. Cognitive Constructivist is based from the philosophy of perseverance theory that links prior knowledge or experiences to new knowledge with the process that can be proven reasonably. The knowledge that is from thoroughly thought is called pragmatism together with the fundamental theory of psychology. Jean Piaget, a Swiss psychologist divided the theory into 2 parts: Ages and Stages. Both can predict that children are able or unable to understand a thing when they have different ages, and the theory of development that can be explained in the aspect of cognitive ability. Development theory emphasizes the fundamental principle of cognitive constructivist. With regard to teaching and learning, it is believed that humans need to “construct” their own knowledge through their experiences, and those experiences help stimulate learners to construct cognitive structure called schemas and mental model in the brian. These schemas can be changed, enlarged or complicated with the processes of assimilation and accommodation. Social constructivist is found by Vygotsky. It is focused on social context learning. The Piaget’s cognitive theory is the fundamental principle of discovery learning which teacher has limited roles of teaching, whereas the Vygotsky’s theory provides more opportunity for teachers or older leaners to show their potential in learning. There are many aspects that cognitive constructivist and social constructivist are alike, but the Vygotsky’s social constructivist promotes cooperative learning and involves in teachers themselves. The Vygotsky’s theory is believed that culture is a tool of wisdom that is necessary to develop the model and quality of the tool. It is also determined model and rates of development which is more than the Piaget’s theory. The Vygotsky’s theory is also believed that elder people like fathers, mothers, and teachers are cultural and lingual tools. These cultural tools are history, culture, social context, and language including electronic data access and education management that helps develop learners to be holistic learners in terms of physical, mental, emotional, and social strengths on the basis of living with the philosophy of sufficient economy which comprises 1) moderation which mean sufficiency or enough (not too few and too much, and not to exploit yourself and others), for example, producing and consuming in an sufficient level; 2) reasonableness which means making a decision towards the level of sufficiency must be reasonable and think of the relevant cause, factor and possible effect thoroughly; and 3) self-immunity which means to be ready to encounter the effect and changes that happen by thinking of the possibility of situations that will be possible to happen near or far.

 

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Suggestion

From the research findings, it is found that learning management based on constructivist theory integrating with the philosophy of sufficient economy is linked with each other in the aspect of learning processes of each stage and step. Teachers must think of reasons and principle in integration thoroughly, and they must consider the possible impact that might affect the learners by thinking of sustainable development and lifelong learning with constructing cognitive knowledge.

         ABSTRACT

The purpose of this research was to develop an instructional model and technique of learning management based on constructivist theory and integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University. Data were gathered by means of a questionnaire which was administered to 300 students of the Faculty of Education who were selected by multi-stage sampling and were taking the Learning Management and Environment for Learning class (Course code 1001302) during the academic year of 2015. This research was analyzed by LISREL model to estimate the parameter value with Maximum Likelihood using the criteria of sample size determination of Hair, Anderson, Tatham and Black (1998), and analyzed the agreement between the Casual Relationship Model and the empirical data with the technique of linear structural analysis.

The research findings showed that the components of relationship factors of the model and technique of learning management based on constructivist theory and integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University consists of 1.1 Learning Management; 1.2 Constructivist Theory; and 1.3 Philosophy of Sufficiency Economy. The model demonstrated good fit to the empirical data with factor loadings ranged between 1.51 and 2.32.

The results of hypothesis testing shows that the comparative analysis of difference of the model and technique of learning management based on constructivist theory and integrated with the philosophy of sufficient economy in the Learning Management and Environment for Learning of the students in the Faculty of Education at Bansomdejchaopraya Rajabhat University categorized  by the factors of bio-social and environment, such as genders, family statuses, living places, learning achievement from the first semester to the present, and years of studying using t-test and one-way ANOVA showed no difference in the aspect of learners’ opinion towards the model.