Learning Outcomes for the Subject of Quality Assurance and Educational Philosophy, by using the Doing Model

Abstract

            This research aims to 1) compare academic achievement in the subject of Quality Assurance and Educational Philosophy using the Doing Model learning management model, and 2) study the satisfaction of second-year English Language Teaching students with the Doing Model learning management model. The research employed an action research design. The experimental group consisted of 46 second-year English Language Teaching students from the Faculty of Education, Mahamakut Buddhist University, Lanna Campus, selected using purposive sampling. The instruments used were: 1) lesson plans, 2) pre-test and post-test scores, and 3) a satisfaction questionnaire. Basic statistical methods used were: 1) mean, 2) standard deviation, and 3) t-test.

            The research findings showed that: 1) post-test academic achievement in the subject of Quality Assurance and Educational Philosophy using the Doing Model learning management model was significantly higher than pre-test scores at the .05 significance level; and 2) second-year English Language Teaching students expressed the highest level of satisfaction with the Doing Model.