The Development of a Diversified Teaching Model to Enhance Content Accuracy and the Ability to Design and Write Learning Management Plans for Third - Year Students Majoring in Social Studies

Abstract

   This research aimed to 1. develop a diversified teaching model for enhancing content accuracy and the ability to design and write learning management plans for third-year students majoring in social studies; 2. compare the content accuracy of third-year social studies students before and after learning through the diversified teaching model, and examine their ability to design and write learning management plans after learning through the model; and 3. examine the opinions of third-year social studies students toward the use of the diversified teaching model. The study was conducted in accordance with the research and development process. The population consisted of 54 third-year social studies students enrolled in the Social Studies Teaching Methodology course in the second semester of the 2024 academic year. The research instruments were the diversified teaching model (VEE Model), a content accuracy assessment form, a learning management plan design and writing assessment form, and an opinion questionnaire. The data were analyzed by calculating the mean and standard deviation.

   The findings revealed that: 1. the diversified teaching model (VEE Model), integrating 12 teaching techniques (X1 – X12), comprised three interrelated components: V – Vivid Content Accuracy (establishing content accuracy as the foundation), E – Engage with Diversified Teaching (developing learners through diversified techniques as the core process), and   E – Empower Learning Plan Design (empowering the ability to design and write learning management plans), and was of very good quality ( = 4.70, S.D. = 0.50); 2) students' content accuracy increased from a low level before the experiment ( = 2.48) to a good level after the experiment ( = 4.24), and their ability to design and write learning management plans was at a good level ( = 4.26); and 3) students' opinions toward the use of the diversified teaching model were at the highest level ( = 4.73, S.D. = 0.34).