Abstract

The purposes of this research and development were to 1) develop an instructional model integrating constructivist and phenomenon-based learning concepts; 2) compare digital skills and creative problem-solving achievement before and after learning; and 3) study learning achievement motivation. The sample group consisted of 30 High Vocational Certificate students in the Department of Electrical Power at Thatphanom College, selected via cluster random sampling. The research instruments included lesson plans, a digital skills assessment form, a creative problem-solving assessment form, and a learning achievement motivation scale. The statistics used for data analysis were mean (x ), standard deviation (S.D.), t-test for dependent samples, and effect size (Cohen’s d). The research results were as follows: 1) The instructional model focused on knowledge construction through hands-on practice in authentic situations. 2) Students had post-learning digital skill scores (x =21.50, S.D.=3.25) significantly higher than pre-learning scores (x =18.20, S.D.=3.45) at the .01 level (t=5.41) with a large effect size (d=0.98); and post-learning creative problem-solving scores (x =32.50, S.D.=5.10) were significantly higher than pre-learning scores (x =28.10, S.D.=4.80) at the .01 level (t=4.88) with a large effect size (d=0.89). 3) Learning achievement motivation was overall at a high level (x =4.08, S.D.=0.42).

This work is licensed under a Creative Commons Attribution 4.0 License.