The Effects of the Developed Instructional Model on Research Ability, Satisfaction, and Learning Achievement in the Research for Learning Development Course of Graduate Diploma in Teaching Profession Students

Abstract

This quasi-experimental research aimed to: 1) examine the classroom research ability, 2) study students’ satisfaction with the instructional model, and 3) compare learning achievement in the course “Research for Learning Development” among 27 students enrolled in the Graduate Diploma in Teaching Profession Program. The instructional model was implemented continuously over a 15 week period. The research instruments included a research ability assessment form, a student satisfaction questionnaire, and an evaluation rubric for students’ complete research reports. The findings revealed that students in the 2024 academic year demonstrated a high level of research ability and the highest level of satisfaction with the instructional model (mean, S.D.= 4.25 and 0.78.) Moreover, 96.30% of these students achieved a grade A, significantly higher than the 25.93% of students in the 2023 academic year. The results indicate that the developed instructional model effectively enhanced students’ learning outcomes.