DEVELOPMENT OF TASK-DRIVEN TEACHING MODEL TO IMPROVE THE SCIENTIFIC LITERACY OF UNDERGRADUATE STUDENTS
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The objectives of this research were 1) to examine the factors affecting the scientific literacy of undergraduate students. 2) to develop task-driven teaching model to improve the scientific literacy of undergraduate students. 3) to study the results of task-driven teaching model to improve the scientific literacy of undergraduate students. 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 Biochemistry course in the 1st semester of the 2022 and 3 lecturers who teach Biochemistry course from Guangxi vocation University of Agriculture l, Guangxi University and Guangxi Minzu University. 5 experts were confirmed the Task-driven teaching model in Phase 2, and the sample group of Phase 3 were 33 students who enrolled Biochemistry course of Guangxi vocation University of Agriculture semester 1 in academic year 2023 The research instruments were 1) a set of questionnaires for students and interview for lecturers, 2) a set of questionnaires for confirming instructional model, 3) Lesson plan and 4) Pretest and Posttest. Data were statistically analyzed by percentage, mean, and standard deviation. The results revealed the following. There were 2 factors affecting scientific literacy of undergraduate students included internal factors and external factors from the students and the lecturers. The internal factors include psychology or physical, knowledge or skills, and Attitude. As for external factors include Method of Teaching, Materials, Evaluation and Environment, and Task-driven teaching model to improve scientific literacy of undergraduate students 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 5 specialists, and the study involves interviews with three lecturers to analyze factors influencing undergraduate students' learning achievement in biochemistry. Internal factors encompass the lecturers' physical and psychological well-being, emphasizing the importance of a balanced work-life, profound knowledge, and engaging teaching attitudes. External factors include the significance of appropriate teaching methods, rich learning materials, conducive learning environments, and comprehensive evaluation strategies. The lecturers stress the role of task-driven teaching models and cooperative learning in enhancing scientific literacy. Overall, the study
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