Using web-based instruction to enhance fundamental knowledge in education for undergraduate students enrolled in curriculum and instruction courses

Abstract

     This research aimed to develop web-based instruction to enhance the fundamental knowledge of undergraduate students in teacher professional courses and to study the effects of using it. The research cluster sample consisted of students who had enrolled in the 01162211: Curriculum and Instruction course in the first semester of the 2015 academic year. The first group contained 25 students from the Faculty of Education and the second group contained 15 students from other faculties at Kasetsart University. The research tools were: 1) web-based instruction to enhance fundamental knowledge; 2) the developed questionnaire to assess the quality of Web-based instruction; and 3) achievement pretest-posttest. The data were analyzed using the frequency, percentage, dependent t-test and content analysis. The results showed that the efficiency of web-based instruction that the researcher developed was higher than the criterion of 80/80; learning achievement of the students using the web-based instruction had a significantly higher post-test score than the pre-test score at the .01 level and the fundamental knowledge could help students to learn more effectively.