การวิเคราะห์อภิมานงานวิจัยด้านวิธีการจัดการเรียนรู้ของครูที่ส่งผลต่อซอร์ปสกิลล์ของนักเรียน

Abstract

This research aimed 1) to study characteristics and effect size of research studies that develop students’ soft skills. 2) to group the learning management methods of teachers who develop students’ soft skills. 3) To study the size of influence of research classified according to learning management methods in different groups that affect the development of students' soft skills. The study sample included 185 paper from graduate level theses published during 1981-2020. The effect size of research studies was calculated by using meta-analysis proposed by Glass. Data collected were characteristics of research studies and research results in the form of an effect size. Instruments used for data collection were research characteristics recording form and research quality evaluation form. Descriptive statistics were used for data analysis, including One-way ANOVA, One-way ANCOVA, analysis of the differences of the mean pairwise effect size (Post-Hoc Comparison) based on Bonferroni test, and multiple regression analysis The research findings were: 1) Effect size of research studies on student soft skills development. From a total of 185 studies, The major of researchers were female (80.54%). Most publications occurred between 2006-2010 (42.70%). The institutions producing the research were primarily in the central region (51.35%) and were mostly public/state universities (57.84%) with a focus on curriculum and instruction/learning management (53.51%). The studies aimed at education and development (69.73%) with the population/sample being mainly middle school students (37.30%). The type of research hypothesis was directional (56.76%), and data sources were mostly from samples (91.89%). The number of sample groups used in the research was primarily one group (61.62%) with simple random sampling (36.76%). The soft skills studied included thinking and problem-solving skills (38.38%) with a learning method of collaborative learning (31.89%). The duration of learning sessions was between 7-12 hours (34.59%), and the subject taught was social studies, religion, and culture (32.43%). The objectives of the learning plans included cognitive, psychomotor, and affective domains (45.41%). Group division was mostly by convenience (53.85%), with three types of learning management (50.27%), and more than two types of multimedia used (61.62%). Learning resources were within the classroom (46.09%), and there was information learning and management in the classroom (52.43%). Knowledge was applied (65.41%) with learning assessments through post-tests, worksheet checks, and behavior evaluations (57.84%). Post-teaching records were maintained (51.89%), and the tools used for data collection were mostly tests (81.03%). The quality of the tools was assessed through difficulty index, discrimination index, validity, and reliability (58.38%). The experimental design was primarily pre-experimental (66.49%). Basic statistics used in presenting results were mean and standard deviation (78.38%), and hypothesis testing was done using t-tests (92.43%) at a significance level of .05 (45.41%). The quality of most research was moderate (50.81%), and the average effect size (d) of all studies was 3.403, indicating that teachers' learning management methods significantly influenced students' soft skills. The distribution of effect size values was right-skewed (Sk=3.560), suggesting that most effect sizes were higher than the average. 2) The synthesis of methods for teachers' learning management that affect students' soft skills found that there are 12 types of learning activities. When grouped using latent class analysis, statistics and member numbers identified three distinct groups. Each latent group has the following unique characteristics: Latent Group 1: This group includes 63 studies, accounting for 34.054%, and is named "Classroom Interaction Group Focused on Positive Reinforcement." Latent Group 2: This group includes 87 studies, accounting for 47.027%, and is named "Interaction Group Focused on Problem-Solving Processes Linked to Real Life." Latent Group 3: This group includes 35 studies and is named "Collaborative Interaction Group Focused on Integrating Morality and Ethics." 3) The results of calculating the average effect size of research studies and the number of studies for each aspect of soft skills found the following: Communication and Human Relations Skills: Learning management using simulations/role-playing had the highest effect size (d = 9.167). Followed using media, technology, and innovation (d = 4.906) and Integrated approaches (d = 3.991), Teamwork and Leadership: Focus on using media, technology, and innovation (d = 4.958) Collaborative learning (d = 4.192) Knowledge-building/inquiry-based learning (d = 3.780), Thinking and Problem-Solving: Focus on using media, technology, and innovation (d = 4.331) Collaborative learning (d = 4.142) Questioning/coaching (d = 4.065), Work Ethics and Professionalism: Integrated approaches (d = 7.133) Collaborative learning (\bar{\mathrm{d\ }} = 4.302) Using activity sets/exercises (d = 3.655), Lifelong Learning and Information Management: (d = 3.771) Collaborative learning Theoretical/conceptual approaches (\bar{\mathrm{d\ }} = 2.587) Project-based/problem-solving approaches (d = 2.332)