การวิเคราะห์กระบวนการพัฒนาการจัดการเรียนรู้วิชาวิทยาการคำนวณของครูและผลที่เกิดขึ้นกับนักเรียน: การวิจัยเชิงผสมวิธี

Abstract

The objective of this research was to analyze 1) the process of developing learning management in computational science of teachers, 2) the teacher's method of calculating learning management, and 3) the results that occur to students from the teacher's learning management. The qualitative samples collected from the interviews were 3 supervisors, 4 teachers as lecturers, 6 teachers of computational science, and 10 Grade 6 students. The quantitative sample collected from the questionnaire was 414 Grade 6 students. The instruments used to collect the qualitative data were the interview form, the development process participation observation form, and the teaching observation form. The instrument used to collect the quantitative data was a questionnaire about the measurement of student outcomes from computational science teachers' learning management. Qualitative data were analyzed with content analysis. Quantitative data were analyzed with basic statistical values. The results of the research can be summarized as follows. 1. The process of developing computational learning management of teachers was found to be a workshop and an online training which had the same content in organizing the process. The workshop process would show demonstrations of activities. Therefore, limited online training allowed students to only listen to lectures and take quizzes that must pass 80% or more. 2. The teacher's learning management in computational science was different according to the specific characteristics of the teachers. Activities were designed in line with the indicators and were prepared by studying the indicators and designing activities that made the students understand as much as possible. Instructors would plan, prepare materials, equipment, and worksheets that would be needed, and conduct experiments to check their understanding before letting students do it. Teaching techniques were used in conjunction with similar learning arrangements such as competitions, group work, and hands-on exercises both in unplugged and online. Finally, students were assessed based on their thought processes and activities. 3. The outcomes for students from the teacher's learning management in computational science were divided into three domains: cognitive domain, psychomotor domain, and affective domain. Overall, it was found that the students had the highest self-perception and had a good attitude towards studying computational science. It was followed by cognitive domain, psychomotor domain. Students enjoy learning through online channels using unplugged materials and a variety of activities, and teachers were fun to teach, thus maximizing their affective score.