The Development of Learning Model to Enhance Responsibility for Teacher Students in Faculty of Education, Ubon Ratchathani Rajabhat University

Abstract

This research aimed to develop a model and study the results of using learning model to promote student responsibility. The sample group was selected by cluster random sampling, consisting of first-year students, Faculty of Education, Ubon Ratchathani Rajabhat University, who studied the Philosophy of Education and Professionalism course in the first semester of the academic year 2024, consisting of 1 group and 28 students by Cluster random sampling. The research instruments consisted of 1) 6 learning management plans, 4 hours each, totaling 24 hours; 2) a responsibility assessment form for students to self-assess, a 5-level rating scale assessment form with 10 items; 3) a questionnaire on satisfaction with the learning management model, a 5-level rating scale with 15 items; and 4) a reflective record form, which was an open-ended question about the results of the learning management tasks, with 4 items. Data were analyzed using mean and standard deviation, t-test and content analysis.

The research results found that 1) the learning model that promotes student responsibility consisted of 4 components: principles, objectives, activity organization steps, and evaluation. There are 6 steps in learning management, namely “SPIRIT”, which are (1) Set goal (2) Design learning pathway (Plan) (3) Implement (Implement) (4) Review and improve (Review) (5) Evaluate success (Identify) and (6) Accept and change (Transform). 2) The results of using learning activities that promote student responsibility found that 2.1) Students had higher self-responsibility assessment scores after studying than before studying.  Statistically significant at the .05 level.  2.2) Students were highly satisfied with the overall learning management model. 2.3) The results of reflection found that students thought, reflected and communicated about their learning after performing tasks that showed their knowledge of the work, self-awareness, and appropriate learning strategies. They used this to set goals for planning, reviewing, evaluating and accepting the results of the work and then used this to adjust their own learning for further development.