Constructing Learning Activities to Develop Southern University Students’ Morals and Ethics Using Constructionism-Based Instruction

Abstract

            The aims of this study were to (1) investigate the effectiveness of learning activities for developing southern university students’ morals and ethics in terms of integrity based on the 80/80 criteria (2) compare southern university students’ pre-and post-teaching morals and ethics in terms of integrity, and (3) explore southern university students’ attitudes towards constructionism-based learning activities for developing their morals and ethics in aspect of integrity. One hundred undergraduate freshmen from Chalerm Kanchana College, Nakhon Si Thammarat (Academic year 1/2016), were selected using multi-stage sampling from 22 institutions classified by province, and using simple random sampling. The statistical analysis consisted of frequency, percentage, mean, standard deviation, and dependent sample t-test. The results showed that the effectiveness of learning activities for morals and ethics development in aspect of integrity was 80.20/88.30 meaning that the learning activities met the 80/80 criteria. When comparing the students’ achievements of pre-and post-teaching morals and ethics in terms of integrity, it was found that their post-teaching achievement was higher than the pre-teaching one with a statistical significance at the .05 level. In addition, the students’ overall attitudes towards the learning activities for morals and ethics development in aspect of integrity were at a high level (=4.17).