Development and Trial of the HAPPY Model for Learning Management to Improve Academic Achievement on Business and Service Mathematics among Vocational Certificate Students of Lopburi Technical College

Abstract

This research aimed to develop and experimentally implement the HAPPY Model learning management approach for the Business and Service Mathematics Course for vocational certificate students. The objectives were to: (1) develop the HAPPY Model, (2) examine its quality, (3) evaluate its efficiency based on the 80/80 criterion, (4) compare students’ academic achievement before and after implementation, (5) investigate the effectiveness index (EI), (6) examine students’ satisfaction, and (7) explore students’ attitudes toward the subject. The HAPPY Model was developed based on Active Learning and Social Constructivism, integrating learning theories of Maslow, Vygotsky, Thorndike, Dewey, and Zimmerman to enhance learners’ affective and cognitive domains.

The study employed a one-group pretest–posttest design. The sample consisted of 26 second-year vocational certificate students selected through cluster random sampling. Research instruments included the HAPPY Model instructional management format, lesson plans, skill practice exercises, an achievement test, a satisfaction questionnaire, and an attitude scale. Data were analyzed using mean, standard deviation, efficiency, and effectiveness index.

The results revealed that the HAPPY Model demonstrated the highest level of appropriateness (x̅ = 4.72, S.D. = 0.30). The model efficiency was 89.30/84.62, exceeding the 80/80 criterion. The effectiveness index was 0.75, indicating high learning gains (74.50%). Students’ satisfaction and attitudes toward the course were rated at high levels, particularly regarding relevance to future careers. The findings confirm that integrating affective and active learning processes effectively enhances academic achievement in vocational mathematics.