A Study of Students’ Behavior and Satisfaction of Learning Activities by Active Learning
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Abstract
The objectives of this research were twofold: 1) to study the behavior and survey students' satisfaction with teaching and learning activities in the form of active learning in the course “Information Technology for Digital Life” at Ubon Ratchathani University; 2) to investigate the learning achievement of students enrolled in this course. This quantitative research employed a questionnaire for data collection, with reliability verified using Cronbach's alpha coefficient analysis, yielding a value of 0.96. The sample comprised 255 students enrolled in the course during semester 2/2023. Statistical analyses included percentage, mean, standard deviation, t-Test, and F-Test. The results showed that many respondents were female, affiliated with the Faculty of Management Science, the Faculty of Arts, the Faculty of Law, and the Faculty of Science. In terms of student achievement, learners had a significantly higher average post-study score compared to the pre-study score, with a significance level of 0.05. The assessment of students in behavioral studies revealed the highest scores, with a mean of 4.30 and a standard deviation of 0.48. Similarly, student satisfaction was rated highly, with a mean of 4.31 and a standard deviation of 0.47. Satisfaction with the physical characteristics of the classroom was also high, with a mean of 4.17 and a standard deviation of 0.53. Furthermore, the study discovered differences based on gender and faculty affiliation. These differences impacted students' perceptions of behavior and their level of satisfaction with active learning activities. However, gender did not significantly influence perceptions of satisfaction with the physical characteristics of the classroom at the 0.05 level. Faculty affiliation had a significant impact on opinions about behavior and satisfaction with active learning activities at the 0.05 level. Based on the results, the university developed a learning process that emphasizes the participation of learners in teaching and learning activities. This approach aligns with the policy on developing teaching and learning processes for the 21st century, promoting more effective learning and self-development among students. Therefore, the findings suggest that active learning methodologies can significantly enhance student engagement and achievement. This research contributes valuable insights into the implementation of active learning strategies in higher education.
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