The Development of ACCAR–STEM Learning Management Model to Develop Problem Solving Skills for Vocational Certificate students
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Abstract
This study aimed to: 1) investigate fundamental information for developing a learning management model, 2) develop the model, 3) compare academic achievement and problem–solving skills and 4) examine satisfaction. The study employed a Research and Development (R&D) approach using a one–group pretest–posttest design. The sample consisted of 12 second–year vocational certificate students at Chonburi Technical College, selected through cluster random sampling. The research instruments included the model, a learning achievement test, and a problem–solving skill assessment. Data were analyzed using a paired samples t–test, mean and standard deviation. The results revealed that the model comprised four components: principles, objectives, learning management process and measurement and evaluation. The process consisted of five steps: 1) Activate (A), 2) Challenge (C)
by integrating problem–solving knowledge based on the STEM Education concept and Engineering Design Process, 3) Connect Knowledge (C), 4) Application (A), and 5) Reflection and Evaluation (R). The efficiency of the model was 82.21/81.05. Students’ mean scores in academic achievement and problem–solving skills after the implementation were significantly higher than those before the implementation (p < .01). The effect sizes were 3.87 and 6.84, respectively, indicating very large effects. Additionally, both students ( = 4.74, SD = .086), and teachers (
= 4.67, SD = .113) reported the highest level of satisfaction. These findings suggest that the model provides an effective approach for developing problem–solving skills in vocational education.
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