Development of a Science Instructional Model Based on Technology-Enhanced Learning (TEL) Integrated with Assessment-Based Instruction to Enhance Problem-Solving Ability of Grade 9 Students

Abstract

This research aimed to: (1) investigate concepts and instructional approaches based on Technology-Enhanced Learning (TEL) integrated with Assessment-Based Instruction to enhance problem-solving ability; (2) develop and examine the quality of the instructional model; (3) investigate the effects of implementing the developed model; and (4) extend the implementation of the model to Grade 9 students. The study employed a research and development (R&D) design consisting of four phases. The model was implemented with 30 Grade 9 students at Wattaitalad Municipal School (Kawithammasan), while the extension group consisted of 32 Grade 9 students at Wat Nong Pha Municipal School. The research instruments included the instructional model and its implementation manual, a problem-solving ability test and assessment form, a learning behavior observation form, and a teacher interview form. Data were analyzed using percentage, mean, standard deviation, t-tests, and content analysis.

            The findings revealed that: (1) an appropriate instructional approach emphasized active student participation, collaborative learning, technology integration, the teacher’s role as a facilitator and coach, and the continuous use of assessment and feedback to improve learning; (2) the developed instructional model, called the 7A Model, consisted of seven stages: Animate the Learners, Activate Prior Knowledge, Assign the Objectives, Acquaint the Situation, Abstract the Notion, Alternate the Experience, and Apply the Finding. The model and its implementation manual were rated at a high level of quality; (3) students who learned through the developed model demonstrated significantly higher problem-solving ability after instruction than before instruction and significantly exceeded the 75 percent criterion at the .01 level. Their learning behaviors also reflected analytical thinking, collaborative learning, effective use of technology, and self-regulated learning; and (4) the extension study yielded consistent results, with students demonstrating significantly higher problem-solving ability after instruction than before instruction and significantly exceeding the 75 percent criterion at the .01 level. These findings indicate that the developed model can effectively enhance students’ problem-solving ability.