Development of Teaching Model Using Phenomenon-Based Learning in Volleyball Skills and Instruction to Enhance Students' Creativity at Faculty of Education, Thailand National Sports University

Abstract

This research aimed to 1) study the problems in learning management, 2) examine the level of creativity, and 3) explore guidelines for developing a teaching model in the course Volleyball Skill and Instruction to enhance students’ creativity using phenomenon-based learning. The mixed methods were employed in this study. The key informants included 18 students and 6 teachers. The population and sample groups consisted of 96 third-year and fourth-year students out of 128 students enrolling in the course offered by the Faculty of Education, which was determined using the sample size formula of Krejcie and Morgan (1970), and 5 experts. The research instruments were 1) an interview form on the problems in learning management, 2) a creativity test and creativity assessment form, and 3) an interview form on guidelines for developing the teaching model in the volleyball course. Data were analyzed using mean, standard deviation, independent t-test, and content analysis with inductive conclusion. The results were showed as follows: 1) The problems in learning management involved repetitive, outdated, and limited approaches in fostering learning atmosphere, objectives, contents, activities, assessment, and media use, which did not meet students’ needs and did not relate to real-life contexts, as well as an unclear, unsystematic approach to fostering creativity. 2) The overall creativity levels of both third-year and fourth-year was at a moderate level, with no significant difference between the two groups. 3) Regarding the guidelines for developing the teaching model, the students should allow to participate in creating learning atmosphere, objectives, contents, activities, and assessment. That is to broaden students’ perspectives, foster knowledge integration, and lead to the creation of practical, innovative works.