DEVELOPMENT OF INSTRUCTIONAL TOOLS FOR COOPERATIVE LEARNING ACTIVITIES USING THE TEAM-ASSISTED INDIVIDUALIZATION (TAI) METHOD INTEGRATED WITH AN ACTIVE LEARNING APPROACH IN PYTHON PROGRAMMING FOR GRADE 8 (MATTHAYOM 2) STUDENTS AT DONGYEN WITTAYAKOM SCHOOL

Abstract

This study aimed to: (1) examine the quality of lesson plans for implementing cooperative learning using the Team-Assisted Individualization technique combined with an active learning approach in Python programming for Grade 8 (Matthayom 2) students at Dongyen Wittayakom School; (2) assess the quality of an achievement test; and (3) develop a questionnaire for evaluating the quality of online lessons. The participants included five experts and 30 students. Data were analyzed using mean, standard deviation, the Index of Item-Objective Congruence (IOC), difficulty index, discrimination index, and reliability coefficient.

          The results revealed that: (1) the lesson plans were rated at the highest quality level, with a mean score of 4.74 and a standard deviation of 0.31; (2) the achievement test consisted of 60 validated items, with IOC values ranging from 0.60 to 1.00, difficulty index values from 0.50 to 0.80, discrimination index values from 0.37 to 0.75, and a reliability coefficient of 0.96; and (3) the five-dimension questionnaire for evaluating online lesson quality was also rated at the highest quality level, with a mean score of 4.78 and a standard deviation of 0.20.