อิทธิพลของรูปแบบการปรับตัวทางการสอนของครูและรูปแบบการปรับตัวทางการเรียนของนักเรียนที่มีต่อการรับรู้ความสามารถของตนเองของนักเรียนในกระบวนการจัดการเรียนรู้วิถีใหม่ ภายใต้สถานการณ์แพร่ระบาดของโรคติดเชื้อไวรัสโคโรนา 2019

Abstract

The objectives of this research were to 1) develop and validate the model for measuring teachers' teaching adaptation, 2) develop and verify the validity of the model for measuring student learning adaptation, and 3) study. 4) study the students' learning adaptation model and 5) compare the student's perceived self-efficacy with the teachers' teaching adaptation model and model. learning adaptation of students in the process of learning a new way Under the epidemic situation of the novel coronavirus disease 2019, the research samples were 1,295 students and 179 teachers at the secondary level. The schools in the Educational Service Area Office were Lampang, Lamphun, Chiang Mai, Mae Hong Son, Chiang Rai and Phayao. The research tools consisted of 1) a questionnaire on teaching adaptation of teachers, comprising 55 items, measuring 4 components with a confidence value of each component equal to 0.673 - 0.903 according to no. and 2) Student's learning adaptation questionnaire, 54 items, with the reliability of each component measurement equal to 0.846 - 0.905, respectively, in the new normal learning management process under the epidemic of viral diseases. Corona 2019 at the secondary level and 3) questionnaires measuring self-efficacy with a measurement reliability of 0.806 for 10 items. Data analysis consisted of 1) Descriptive Statistics and Correlation Analysis 2) Second-order Confirmatory Factor Analysis: (2ndCFA) 3) Latent Profile Analysis: LPA and 4) Two-way ANOVA and Post-Hoc used Dunnett T3. Conclusion 1) The results of the analysis of the new normal teacher learning management measurement model under the situation of the Coronavirus Disease 2019 outbreak were consistent with the empirical data. The first component was in the range of 0.547 - 0.939. The second component was in the range of 0.514-0.914. The component with the highest weight was self-consciousness toward teaching (β=0.914), followed by interaction. during teaching (β=0.904), teaching roles (β=0.877), and physical care during teaching (β=0.514) respectively. 2) The results of the analysis of the new normal student learning measurement model under the situation of the Coronavirus Disease 2019 epidemic. The first weight component was between 0.649 - 0.898 and the second component weight was between 0.752. - 0.888. The element with the highest elemental weight Self-esteem towards learning (β=0.888), followed by roles and responsibilities in learning (β=0.871), interaction during learning (β=0.795), and physical care in learning (β=0.752) respectively. 4) The results of the study of students' learning adaptation patterns in the new learning management process revealed that the classification of students into 3 groups was most consistent with the empirical data, the number of 356 students (27.49%) namely students with low learning adaptation, the number of 684 students (52.82%) with health-focused adaptation, and the number of 255 students (19.69%) are active in learning adaptation (Entropy = 0.935) 5) The comparison of the student's perceived self-efficacy with the teacher's instructional adaptation model and the student's learning adaptive model. The process of learning a new way under the epidemic situation of the coronavirus disease 2019, it was found that 1) Teachers with all 3 different styles and teaching students with 3 different adaptation styles influenced the cognitive abilities. Self-perception of all groups of students were different at statistical significance at the .01 level, and 2) the group of students with low learning adaptation who studied with teachers with interaction-oriented adjustment had different self-perception. different from the group of students studying with teachers who adapt to keep pace with changes statistically significant at the .01 level. Students who were alert to adaptation in learning and studied with teachers who focused on low teaching roles had different self-efficacy perceptions from students who studied with teachers. that adapts to keep pace with changes statistically significant at the .01 level.