Enhancing ICT Literacy and Achievement
A TPACK-Based Blended Learning Model for Thai Business Administration Students
Bibliographic Data
| ID | 22045796 |
|---|---|
| Authors | Cherisa Nantha (0000-0002-3225-3155, Rajamangala University of Technology), Kobchai Siripongdee (0000-0001-7745-8309, King Mongkut's Institute of Technology Ladkrabang, corresponding author), Surapong Siripongdee (0000-0003-2914-1344, King Mongkut's Institute of Technology Ladkrabang), Paitoon Pimdee (0000-0002-3724-2885, King Mongkut's Institute of Technology Ladkrabang), Thiyaporn Kantathanawat (0000-0002-4436-8806, King Mongkut's Institute of Technology Ladkrabang), Kanitphan Boonsomchuae (0000-0002-9310-3046, Rajamangala University of Technology) |
| Year | 2024 |
| Volume | 14 |
| Issue | 5 |
| Pages | 455 |
| Publication date | 2024-04-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14050455 |
| OpenAlex | W4395464734 |
| Language | EN |
| Citations received | 3 |
| References cited | 49 |
The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model’s impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study’s contribution lies in addressing the pressing need for CICT skills in the ‘new normal’. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students’ CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills
Academic achievement · Blended Learning · Educational technology · Information and Communications Technology · Literacy · Mathematics education · Pedagogy · World Wide Web · Computer Science · Innovative Teaching Methods · Online and Blended Learning · Online Learning and Analytics · Psychology
Reflections On Human Development
Combining the Best of Online and Face-to-Face Learning
Blended learning
What is Technological Pedagogical Content Knowledge (TPACK)?
Online Learning
How Teachers Conduct Online Teaching During the Covid-19 Pandemic
Blended Learning in a Higher Education Context
Assessment of Digital Teaching Competence in Non-University Education
Experts speaking
Covid-19 pandemic and online learning
Challenges in the online component of blended learning
Learning needs assessments in continuing professional development
TPACK in action
Students’ Satisfaction towards E-Assessment for Academic Achievement in ESL at Public Schools and Colleges
Learning Technology Models that Support Personalization within Blended Learning Environments in Higher Education
A time‐based blended learning model
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |