Using 5K and PPP+P of Chaiyaphruek Model for Furniture Design Course
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Abstract
Rajabhat Rambhai Barni University has implemented a learner-centered instructional development policy aimed at improving the competencies of students and graduates in alignment with the institution’s identity as a knowledge center in the Eastern region and with national higher education standards. In response to university educational strategies promoting quality enhancement and practical learning outcomes, the Chaiyaphruek Model was developed as a best practice derived from authentic teaching contexts. The model categorizes courses into lecture-based and practice-based instruction. Lecture courses employ four instructional approaches: Kaeh Khon Khid Khai Khrob (5K), the Infinity Knowledge Model (IK), the 5B Model, and the Sui Model, while practice-based courses apply four additional approaches, including the PPP+P two-way communication model, KDA, PC, and Share Identity, totaling eight learner-centered instructional innovations. The need for this research arose from an evaluation of student competencies in the Furniture Design course, which revealed that some students struggled to connect theoretical concepts with practical design execution, including challenges in ergonomics, drafting standards, production documentation, cost estimation, and the systematic presentation of design concepts. These issues indicated a disconnect between acquired knowledge and its practical application. Therefore, a new instructional paradigm based on the 5K model combined with the PPP+P two-way communication approach was adopted. The study focused on a 3-credit Furniture Design course (2-2-5), where the researcher served as the course instructor. A preliminary experimental research design was employed, utilizing a foundational knowledge test, a pre-test, and a post-test to assess learning outcomes.
Results showed that before the intervention, students’ fundamental knowledge was moderate, with an average score of 3.42, indicating limitations in technical terminology, ergonomic application, and structured project presentation. After 16 weeks of instruction using the combined model, the average post-test score increased from 3.14 to 4.93, representing a gain of 1.79 points. When compared with traditional instructional approaches, the new model showed an improvement of 0.29 points. A dependent-sample t-test confirmed a statistically significant increase at the 0.05 level. The findings demonstrate that integration of the 5K paradigm and PPP+P communication model effectively enhanced theoretical understanding, practical design application, analytical reasoning, and systematic presentation skills. The Chaiyaphruek Model is therefore validated as a successful learner-centered instructional framework suitable for professional and design-based higher education contexts.
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