Development of Pre-service Teachers’ Learning Achievement through the C&C Model
Phranakhon Rajabhat University, Thailand
ABSTRACT
The purpose of this research was to study the learning achievement of pre-service teachers who learned social studies instruction through an instructional model based on cased-based learning and critical thinking (C&C Model). The subjects were 60 pre-service teachers from the College of Teacher Education, Pharanakhon Rajabhat University, Thailand. They were divided into two groups: an experimental group composed of 30 pre-service teachers and a control group composed of 30 pre-service teachers. The experimental instruments consisted of two sets of lesson plans: daily lesson plans based on the C&C model and daily lesson plans based on the regular instructional method. The duration of the experiment was 8 periods which consisted of one period per week and 1 hour per period. The data collecting instrument was a learning achievement test. The data was analysed by arithmetic mean (x̄ ), standard deviation (S.D.) and was compared by a t-test. The results of this research were as follows: 1) The post-test score of the learning achievement of pre-service teachers in the experimental group was significantly higher than that of the pre-test score at a 0.5 level. 2) The pre-service teachers in the experimental group had a higher learning achievement than the pre-service teachers in the control group at a 0.05 level of significance.
KEYWORDS
C&C Model, learning achievement, pre-service teachers