DEVELOPMENT OF OUTCOME-BASED EDUCATION AND TASK-BASED LEARNING INSTRUCTIONAL MODEL TO ENHANCE ABILITY OF IMPLEMENTING EDUCATIONAL ACTIVITY FOR UNDERGRADUATE STUDENTS

Abstract

The objectives of this research were to 1) Examine the factors affecting students’ ability of implementing educational activity in Guangxi City., 2) Develop Outcome-Based Education and Task-Based Learning instructional model to enhance ability of implementing educational activity for undergraduate students at Baise university, 3) Examine the effects of implementing Outcome- Based Education and Task-Based Learning instructional model to enhance ability of implementing educational activity for undergraduate students at Baise university. There are 3 phases was conducted to answer research objectives 1, 2, 3. The sample group of Phase 1 were 75 formal students who enrolled Preschool Children Social Education Course semester 2 in academic year 2023 and 3 lecturers who teach Preschool Children Social Education Course from Guangxi Normal University of Science and Technology, Yulin Normal University and Baise University, 3 experts were confirmed the Outcome-based education and task-based learning instructional model in Phase 2, and the sample group of Phase 3 were 47 students who enrolled Preschool Children Social Education Course of Baise University semester 1 in academic year 2024 The research instruments were 1) a set of questionnaires for students, and interview for teachers , 2) Set of questionnaires for conformity instructional model, 3) lesson plans using  Development Of Outcome-Based Education and Task-Based Learning Instructional Model, and 4) Scoring rubric form the statistics were. Data analyzed by percentage, mean, standard deviation, data analytics statistics for confirmation of instructional model and data analytics statistics for scoring rubric. The results found that: 1. There were 2 factors affecting undergraduate students’ ability of implementing educational activity included internal factors and external factors from the students and the lecturers. The internal factors were 1) Psychology or Physical, 2) Knowledge or skills, 3) Attitude, as for external factors were 1) Method of teaching, 2) Materials, 3) Environment. According to the data from undergraduate students, there are two categories of factors that affect ability of implementing educational activity: internal factors at a high level (`x =4.44) and external factors at a high level (`x =4.45). The top three had the highest mean for teaching methods (`x =4.50), followed using materials (`x = 4.93), psychology and knowledge (`x = 4.48), with the lowest mean for attitude (`x =4.38). After interviews with lecturers, internal factors include interest and preferences in learning of implementing educational activity, students' learning methods, and students' learning activities; external factors include teachers' attitudes towards “preschool children social education” courses, teaching methods and teaching materials, environment and management, and evaluation wait. 2.Outcome-based education and task-based learning instructional model to enhance undergraduate students’ ability of implementing educational activity included 5 components: 1) Principle and Rationale, 2) Objectives, 3) Contents ,4) Method of teaching & Materials and 5) Evaluation. The model was 100% confirmed to utility, feasibility, propriety and accuracy standards as assessed by 3 specialists.