Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students
Abstract
:1. Introduction
2. Literature Review
2.1. Blended Learning Model (BLM)
- Combining F2F instruction with web-based technologies, such as live virtual classrooms, self-paced instruction, and multimedia resources.
- Integrating various pedagogical approaches, including constructivism, behaviorism, and cognitivism, with or without instructional technology.
- Utilizing instructional technologies, such as DVDs, web-based learning platforms, and multimedia materials.
- Incorporating instructional technology into real-world job tasks to achieve learning objectives.
- Self-paced learning facilitated through digital media enables individualized progress [31].
- Opportunities for all learners to reach their maximum potential [32].
- Exposure to both independent and teamwork experiences [33].
- Use of ICT technologies to cultivate learners’ attitudes and skills [34].
- Enhanced communication between teachers and students through qualitative and quantitative evaluation via computers [35].
- Reduction in practice and training costs through online spaces and electronic media [36].
- Increased opportunities for teacher improvement and evaluation of instruction [37].
- Reallocation of resources by faculties to support student achievement [38].
- Provision of additional opportunities for talented learners to pursue further skills or exceed grade restrictions [39].
- Support for individualized learning, moving away from traditional lecture-based instruction [40].
- Facilitation of self-pacing to ensure understanding for each learner [41].
- Creation of a virtual learning environment that connects all stakeholders without physical presence [42].
- Technical difficulties may arise without proper planning and implementation [44].
- Potential barriers posed by students lacking computer and IT literacy [43].
- Challenges in managing teamwork or group work in an online environment.
- Risk of students becoming fatigued with learning through recorded media technology.
- Longer time and higher costs are associated with effective feedback mechanisms.
- Consideration of supportive network infrastructure.
- Risk of wasting resources through ineffective use of expensive tools [45].
- Requirement for students and teachers to possess basic technology knowledge and willingness to learn [44].
- Costs associated with high technology installation and maintenance [43].
2.2. Technological Pedagogical and Content Knowledge (TPACK)
2.3. Statement of the Problem and Research Objectives
2.4. Research Questions
3. Research Design and Procedures
3.1. Phase1
3.1.1. Instructional Design Process
3.1.2. Participants
3.1.3. Instruments
- Instructional Plan: The 16-unit, 8-lesson instructional plan developed during Phase 1 was implemented according to the established schedule. Five experts evaluated the appropriateness of the plan, resulting in a high mean score of 4.68 (S.D. = 0.178), deeming it suitable for implementation.
- Achievement Tests: Participants underwent various achievement tests, including a pretest (T1), post-test (T2), and a 2-week retest (T3) following the one-group repeated measures design (Table 1). The 100-item test was validated by five academic experts (IOC index > 0.8) and tried out with 30 third-year BA students who had previously completed the course. The results indicated that 93 items demonstrated high reliability (KR-20 = 0.9755, Cronbach’s alpha = 0.976) and appropriate difficulty and discrimination levels (P and r between 0.2 and 0.8). These 93 items were approved for use in the pretest, post-test, and 2-week retest examinations.
- CICT Skills Evaluation Form: The instructor used this form to assess participants’ CICT skills through their engagement in various activities. A rubric score form was utilized to evaluate three CICT skills: use and understand, create, and access. The form’s validity was confirmed by five experts, with an average IOC score of 0.911 (S.D. = 0.105). Additionally, 50 items were assessed using the CICT evaluation form by the instructor and an independent certified MS Office specialist (two raters). The inter-rater reliability (IRR) was confirmed through correlation (r) coefficients, indicating high agreement levels for all CICT skills (0.971 overall; use and understand: r = 0.819; create: r = 0.783; access: r = 0.739). Hence, the CICT skills evaluation form was validated.
- Online Satisfaction Questionnaire: Participants completed a 16-item online satisfaction questionnaire upon the course’s conclusion in week 18. The questionnaire was evaluated by five experts and determined to be ready for implementation, with a mean IOC index of 0.96 (S.D. = 0.98).
3.1.4. Data Analysis
- Achievement scores from the pretest, post-test, and 2-week retest were analyzed and compared using one-way repeated measures ANOVA and Tukey’s post hoc tests.
- Participants’ CICT skills scores were compared against a benchmark of 80% using one-sample t-tests.
- Participants’ satisfaction levels were analyzed using descriptive statistics (mean and standard deviation).
- Demographic data were analyzed using frequency and percentage.
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- Participants’ achievement scores would significantly differ between the pretest, post-test, and 2-week retest at the 0.01 level.
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- Participants’ CICT skills after the intervention would be significantly higher than the 80% benchmark at the 0.01 level.
3.2. Phase2
3.2.1. Methods
- -
- Group: Represents the experimental group.
- -
- Pre-measurement: Refers to the initial measurement taken before the intervention.
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- Intervention: Denoted by “X,” represents the implementation of the instructional intervention.
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- Post measurement: Refers to the measurements taken after the intervention. “T1”, “T2”, and “T3” indicate different post-intervention measurement time points.
Group | Pre Measurement | Intervention | Post Measurement |
---|---|---|---|
E | T1 | X | T2, T3 |
3.2.2. Participants
3.2.3. Research Instruments and Validity/Reliability Assessment
- Instruction Plan: The instruction plan developed during Phase 1 was implemented as per the established schedule. The instruction plan comprised 16 units with 8 lessons and underwent evaluation by five experts, receiving a high rating (mean = 4.68, S.D. = 0.178). Consequently, the instruction plan was deemed suitable for implementation.
- Achievement Tests: Participants underwent various achievement tests throughout the intervention, including pretests, mid-term tests, post-tests, and a 2-week retest.
- 3.
- CICT Skills Evaluation Form: This form was employed by the instructor to assess participants’ CICT skills through their engagement in various activities such as practices, solo assignments, group assignments, and learning activities. A rubric score form was utilized to evaluate three CICT skills, ensuring validity and interrater reliability (IRR). The average IOC validity score from five experts was 0.911, with a standard deviation of 0.105. Additionally, 50 items were assessed using the CICT evaluation form by the instructor and an independent certified MS Office specialist (two raters). The IRR was confirmed through correlation (r) coefficients, indicating agreement levels for all CICT skills was 0.971 (use and understand: r = 0.819; create: r = 0.783; access: r = 0.739). Hence, the CICT evaluation form was validated.
- 4.
- Online Satisfaction Questionnaire: Participants were administered an online satisfaction questionnaire upon the conclusion of the course in week 18. A satisfaction questionnaire consisting of 16 items was evaluated by the five experts and determined to be ready for implementation (mean IOC index = 0.96, S.D. = 0.98). Subsequently, the questionnaire was formatted for online use.
3.2.4. Procedures
- Orientation and consent: The researchers introduced the learning objectives and obtained voluntary consent from participants to participate in the study.
- Pretest and baseline data collection: Participants completed the pretest achievement test.
- Implementation of the BA-TPACK model: The instruction followed the processes and steps of the BA-TPACK model for 16 weeks (3 h per week) from January to April 2023. After completing the model, participants took the post-test achievement test, the satisfaction questionnaire, and the CICT skills assessment.
- 2-week retest: Two weeks after the intervention, participants completed the achievement test again.
3.2.5. Data Analysis
- -
- Achievement scores from the pretest, post-test, and 2-week retest were analyzed and compared using one-way repeated measures ANOVA and Tukey’s post hoc tests.
- -
- Participants’ CICT skills were compared against the 80% benchmark using one-sample t-tests.
- -
- Participants’ satisfaction levels were analyzed using descriptive statistics (mean and standard deviation).
- -
- Demographic data were analyzed using frequency and percentage.
- -
- Participants’ achievement scores would significantly differ between the pretest, post-test, and 2-week retest at the 0.01 level.
- -
- Participants’ CICT skills after the intervention would be significantly higher than the 80% benchmark at the 0.01 level.
4. Results
4.1. Learner Characteristics and Needs Assessment
4.1.1. Development of the Blended Learning Model (BLM)
- -
- Technological Knowledge (TK);
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- Pedagogical Knowledge (PK);
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- Content Knowledge (CK);
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- Technological Pedagogical Knowledge (TPK);
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- Pedagogical Content Knowledge (PCK);
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- Technological Content Knowledge (TCK).
4.1.2. Learner Needs Assessment
4.1.3. Learner Needs Assessment Results
4.2. Development and Implementation of the BA-TPACK Blended Learning Model
4.2.1. Development of the BA-TPACK Blended Learning Model (BLM)
- Technological Knowledge (TK): This component emphasizes the understanding and utilization of various technologies relevant to the CIA course.
- Pedagogical Knowledge (PK): Focuses on effective teaching strategies and instructional methods tailored to the needs of BA undergraduate students.
- Content Knowledge (CK): Encompasses the subject matter expertise required for teaching and learning in the CIA course.
- Technological Pedagogical Knowledge (TPK): Integrates technology and pedagogy to facilitate meaningful learning experiences.
- Pedagogical Content Knowledge (PCK): Addresses the intersection of pedagogy and content knowledge to enhance teaching effectiveness.
- Technological Content Knowledge (TCK): Integrates technology and content knowledge to support effective instructional design and delivery.
4.2.2. Implementation of the BA-TPACK Blended Learning Model (BLM)
- Model Familiarization: Educators and instructional designers familiarized themselves with the components and principles of the BA-TPACK BLM, ensuring a comprehensive understanding of its objectives and methodologies.
- Curriculum Integration: The BA-TPACK BLM was seamlessly integrated into the existing curriculum of the CIA course, aligning with the course objectives and learning outcomes.
- Resource Preparation: Adequate resources and materials were prepared to support the implementation of the model, including digital learning materials, technological tools, and instructional aids.
- Training and Support: Faculty members received training and ongoing support to effectively implement the BA-TPACK BLM, including workshops, seminars, and one-on-one consultations with instructional designers.
- Classroom Implementation: The model was implemented in the classroom setting, with educators employing a blend of online and offline instructional strategies to engage students and facilitate learning.
- Monitoring and Evaluation: Continuous monitoring and evaluation were conducted throughout the implementation process to assess student progress, identify challenges, and make necessary adjustments to optimize learning outcomes.
4.3. Impact of the BA-TPACK BLM on Student Outcomes
4.3.1. Achievement Scores Analysis
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- Pretest: The average score is 40.22, with a standard deviation of 15.44.
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- Post-test: The average score significantly increases to 78.19, with an S.D. of 16.71.
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- 2W-Retest: The average score further improves to 81.39, with an S.D. of 11.84.
Achievement Scores | Mean | Std. Deviation |
---|---|---|
Pretest | 40.22 | 15.44 |
Post-test | 78.19 | 16.71 |
2W-Retest | 81.39 | 11.84 |
- -
- Pretest vs. Post-test: The mean difference is −37.972, indicating a significant increase in scores from pretest to post-test (p < 0.001).
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- Pretest vs. 2W-Retest: The mean difference is −41.173, showing a significant improvement in scores from the pretest to the 2-week retest.
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- Post-test vs. 2W-Retest: The mean difference is −3.201, indicating a slight decrease in scores from the post-test to the 2-week retest, although still statistically significant.
4.3.2. CICT Skills Development Analysis
4.3.3. Student Satisfaction with the BA-TPACK BLM
4.4. Analysis of Student Hardware and Software Support
4.4.1. Learner Hardware Support
4.4.2. Learner Software Support
5. Discussion
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Abbreviations
BA | Business Administration |
BA-TPACK | Business Administration- Technological Pedagogical and Content Knowledge |
BL | Blended Learning |
BLM | Blended Learning Model |
CIA | Computer and Information Applications |
CICT | Computer and Information and Communication Technology |
F2F | Face to Face |
KMITL | King Mongkut’s Institute of Technology Ladkrabang |
TPACK | Technological Pedagogical and Content Knowledge |
2w-retest | 2 Weeks Retest |
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Group | Pre Measurement | Intervention | Post Measurement |
---|---|---|---|
179 participants | Pretest (T1) | BA-TPACK Model | Post-test (T2) 2W-Retest (T3) |
CICT Skills | Evaluation Criteria |
---|---|
Use and understand | Students can use and understand MS Team and search engines to make their individual and group assignments (15%). |
Create | Students can create their assignments (25%), including the following: Economic report using MS Word; Business Dashboard using Power BI; Presentation using MS PWP; CV/resume using MS Word/Canva; Mind mapping using mind map software. |
Access | Students can access and share the ICT online information through MS Team, Line group, and social media (10%). |
Learning Activities | Important (I) | Degree to Success (D) | PNImodified | Ranking |
---|---|---|---|---|
1. Ethics and Discipline | ||||
Active and engagement | 4.22 | 3.96 | 0.071 | 3 |
Attendance criteria | 4.11 | 4.03 | 0.023 | 4 |
Online learning | 4.39 | 3.88 | 0.159 | 1 |
Online assignments | 4.48 | 4.00 | 0.147 | 2 |
2. Knowledge | ||||
Online tests | 3.76 | 3.72 | 0.021 | 3 |
Research and presentation | 3.69 | 3.64 | 0.017 | 4 |
E-learning and e-Book | 3.66 | 3.56 | 0.027 | 2 |
Online sharing | 3.83 | 3.72 | 0.029 | 1 |
3. Intellectual practice | ||||
Solo design project | 3.75 | 3.60 | 0.044 | 1 |
Soft skills | 3.73 | 3.66 | 0.016 | 3 |
In-class practices | 3.81 | 3.74 | 0.019 | 2 |
Out-class practices | 3.87 | 3.83 | 0.012 | 4 |
4. Relationships | ||||
Work-based learning | 4.03 | 3.88 | 0.041 | 3 |
Group design project | 4.00 | 3.90 | 0.027 | 4 |
Decision making | 4.17 | 3.80 | 0.095 | 2 |
Online collaboration | 4.23 | 3.79 | 0.117 | 1 |
5. CICT skills | ||||
Web services | 4.33 | 3.93 | 0.100 | 2 |
Business applications | 4.06 | 3.75 | 0.086 | 4 |
Online tools | 4.13 | 3.78 | 0.087 | 3 |
Social networks | 4.25 | 3.74 | 0.137 | 1 |
(I) Test Time | (J) Test Time | Mean Difference (I–J) | Standard Error (SE) | Sig.* |
---|---|---|---|---|
Pretest | Post-test | −37.972 *** | 1.524 | 0.000 |
2W-Retest | −41.173 *** | 1.242 | 0.000 | |
Post-test | Pretest | 37.972 *** | 1.524 | 0.000 |
2W-Retest | −3.201 *** | 0.667 | 0.000 | |
2W-Retest | Pretest | 41.173 *** | 1.242 | 0.000 |
Post-test | 3.201 *** | 0.667 | 0.000 |
Items | Mean | S.D. | Interpret |
---|---|---|---|
TK | 4.54 | 0.69 | Strongly agree |
PK | 4.62 | 0.60 | Strongly agree |
CK | 4.60 | 0.59 | Strongly agree |
TPK | 4.63 | 0.61 | Strongly agree |
PCK | 4.63 | 0.57 | Strongly agree |
TCK | 4.64 | 0.58 | Strongly agree |
TPACK | 4.61 | 0.61 | Strongly agree |
Pre-class | 4.60 | 0.71 | Strongly agree |
During-class | 4.57 | 0.64 | Strongly agree |
After-class | 4.59 | 0.62 | Strongly agree |
Use and Understand | 4.72 | 0.51 | Strongly agree |
Create | 4.69 | 0.52 | Strongly agree |
Access | 4.73 | 0.50 | Strongly agree |
BA-TPACK | 4.65 | 0.58 | Strongly agree |
Items | Available (n) | % Available | Able to Provide (n) | % | Not Available (n) | % |
---|---|---|---|---|---|---|
Own PC | 28 | 25.46 | 54 | 49.09 | 28 | 25.45 |
Laptop | 59 | 53.63 | 36 | 32.72 | 15 | 13.63 |
iPad/Tablet | 95 | 86.36 | 11 | 10.00 | 4 | 3.63 |
iPhone/Smart Phone | 105 | 95.45 | 5 | 4.54 | 0 | 0.00 |
Digital Camera | 25 | 22.72 | 51 | 46.36 | 34 | 30.90 |
Available Internet | 97 | 88.18 | 12 | 10.90 | 1 | 0.00 |
Software | Available (n) | % Available | Able to Provide (n) | % | Not Available (n) | % |
---|---|---|---|---|---|---|
MS Office | 70 | 63.63 | 37 | 33.63 | 3 | 2.72 |
MS Team | 96 | 87.27 | 14 | 12.73 | 0 | 0.00 |
Moodle | 6 | 5.45 | 61 | 55.45 | 43 | 39.09 |
Canva | 90 | 81.81 | 20 | 18.18 | 0 | 0.00 |
MS Word | 95 | 86.36 | 15 | 13.63 | 0 | 0.00 |
MS Excel | 74 | 67.27 | 36 | 32.72 | 0 | 0.00 |
MS PWP | 90 | 81.81 | 20 | 18.18 | 0 | 0.00 |
Power BI | 10 | 9.09 | 62 | 56.36 | 38 | 34.54 |
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Share and Cite
Nantha, C.; Siripongdee, K.; Siripongdee, S.; Pimdee, P.; Kantathanawat, T.; Boonsomchuae, K. Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students. Educ. Sci. 2024, 14, 455. https://doi.org/10.3390/educsci14050455
Nantha C, Siripongdee K, Siripongdee S, Pimdee P, Kantathanawat T, Boonsomchuae K. Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students. Education Sciences. 2024; 14(5):455. https://doi.org/10.3390/educsci14050455
Chicago/Turabian StyleNantha, Cherisa, Kobchai Siripongdee, Surapong Siripongdee, Paitoon Pimdee, Thiyaporn Kantathanawat, and Kanitphan Boonsomchuae. 2024. "Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students" Education Sciences 14, no. 5: 455. https://doi.org/10.3390/educsci14050455