Implementing TPACK-based learning activities in the Thai traditional floral arrangement course, Bachelor of Education Program in Home Economics, Chiang Rai Rajabhat University

Abstract

This research aimed to investigate the factors influencing instructional management in the Thai Traditional Floral Arrangement course, to examine the effectiveness of TPACK-based learning activities, to compare students’ learning outcomes before and after instruction, and to assess student satisfaction with the activities. The participants were 34 university students enrolled in the Thai Traditional Floral Arrangement course in the first semester of the 2024 academic year, selected through purposive sampling. The research instruments included (1) a semi-structured interview form to identify influential factors in instructional management (2) TPACK-based learning activity plans (3) a learning achievement test and (4) a student satisfaction questionnaire. The findings revealed that the key factors influencing instructional management included a simple to complex content sequence and the use of both traditional and modern media. The TPACK-based learning activities incorporated three core components: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK), which were integrated across six instructional units based on the course content. The instruction combined demonstration-based teaching with the use of interactive learning platforms. The effectiveness of the learning activities met the standard criteria (80.20/83.77). Students’ post-instruction learning achievement was significantly higher than their pre-instruction scores at the 0.002 level of significance. Additionally, overall student satisfaction with the instructional activities was at the highest level (=4.34) These findings indicate that the TPACK-based approach can effectively enhance students' learning outcomes and engagement in traditional arts education.