Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes
Issued Date
2023-01-01
Resource Type
eISSN
20772327
Scopus ID
2-s2.0-85182445339
Journal Title
Science Education International
Volume
34
Issue
4
Start Page
347
End Page
355
Rights Holder(s)
SCOPUS
Bibliographic Citation
Science Education International Vol.34 No.4 (2023) , 347-355
Suggested Citation
Fayanto S., Kuswandi D., Precharattana M., Tahang L., Erniwati, Hunaidah Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes. Science Education International Vol.34 No.4 (2023) , 347-355. 355. doi:10.33828/sei.v34.i4.10 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/95577
Title
Introduction and Testing about Development the Technology-Based EIGEC Models to Enhance Student Learning Outcomes
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Corresponding Author(s)
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Abstract
The purpose of this study was to introduce technology-based EIGEC models and implement these models into the learning process in the classroom. This research was quasi-experimental, using a pre-test-post-test control group design. The research sample consisted of two classes with different treatments. Each course was selected randomly, with the number of students who were the object of the trial being as many as 36 in each class. The data collection technique used an instrument test and was analyzed descriptively and inferentially. The T-test was used in inferential analysis to determine how the model’s implementation and impact on learning outcomes were affected. The analysis found that the technology-based EIGEC model contributed 0.59 to improving learning outcomes compared to conventional models (0.39), based on the results of the N-gain value. The five stages of the technology-based EIGEC were (1) engagement, (2) introduction, (3) guidance, (4) execution, and (5) conclusion. From the analysis results, the technology-based EIGEC model can be an example of a model used to support learning in the classroom.