การพัฒนารูปแบบการเรียนบนเว็บแบบปรับเหมาะตามความแตกต่างระหว่างบุคคล ด้วยหลักจัดการเรียนแบบรู้แจ้งเพื่อเสริมสร้างผลสัมฤทธิ์ทางการเรียน และทักษะการแก้ปัญหาของนิสิตนักศึกษาเภสัชศาสตร์ / สมชาย สุริยะไกร = A development of an adaptive web-based learning model for individual differences based on the mastery learning principle to enhance learning achievement and problem solving skills of pharmacy students / Somchai Suriyakrai
To develop an adaptive web-based learning model for individual differences based on the mastery learning principle to enhance learning achievement and problem-solving skills of pharmacy students. The research and development procedure was divided into four phases. The first phase was to examine the opinions and the status concerning the practical applications of mastery learning and problem-solving learning and teaching in Pharmaceutical Sciences. The samples were 40 pharmacy instructors from 10 universities. The second phase was to create an adaptive web-based learning model for individual differences based on the mastery learning principle to enhance learning achievement and problem-solving skills of pharmacy students. The third phase was to determine if 109 pharmacy students’ learning achievement and problem-solving skills were improved by means of their experience gaining from an adaptive web-based learning model. The fourth phase was to propose the verified model from five experts. Quantitative statistics used in this study were frequency, percentage, standard deviation, Wilcoxon Signed-Rank Test, and Kruskal-Wallis Test. The research findings were as follows: 1. The adaptive web-based learning model for individual differences based on the mastery learning principle to enhance learning achievement and problem-solving skills of pharmacy students consisted of four components 1) model principles based on mastery learning, problem-solving learning and teaching, and adaptive web-based learning system, 2) model objectives were to enhance learning achievement and problem-solving skills, 3) instructional process with two stages: preparation stage which includes orientation, learning style survey, on-line register and pre-test assessment; learning stage which includes learning and teaching activities, lesson diagnostic test, remedial activities, and 4) learning evaluation using multiple choice questions. 2. A Wilcoxon Signed-Rank Test comparison between pre-test and post-test of the learning achievement scores and the problem-solving skills scores indicated that students who participated in an adaptive web-based learning experience using mastery learning principle showed statistically significant differences. 3. Over 80% of students gained at least 80% of learning achievement scores conforms to mastery criteria. 4. Only 72.27% of students gained at least 80% of problem-solving scores does not conform to mastery criteria.
