Applying the TPACK Framework to Enhance Instructional Design for High School Students in Surin Province: A Needs Analysis and Improvement Strategy
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Abstract
Developing effective instructional methods is crucial for teachers to enhance students' skills and content understanding. In this study, we surveyed the instructional design needs of high school students in Surin province using the TPACK (Technological Pedagogical Content and Knowledge) framework. The study aimed to achieve two primary objectives: (i) to implement TPACK-based instructional methods and assess their effectiveness in enhancing students' learning skills, and (ii) to identify strategies for adapting the instructional design to the specific educational context of students and schools in Surin province. A 35-item initial questionnaire was distributed to 160 high school students. Following reliability tests, exploratory factor analysis, and confirmatory factor analysis, the questionnaire was refined by reducing the number of items per subscale and improving the model fit. Structural equation modeling was used to examine the internal relationships among the components. The final 28-item TPACK questionnaire was validated as a reliable tool for assessing high school students' TPACK. Additionally, the observed relationships between knowledge components supported a transformative interpretation of the TPACK model, inspiring new perspectives and approaches in instructional design. The survey results also revealed students' preference for technology-integrated teaching methods, providing valuable insights for developing instructional designs emphasizing learner engagement, ultimately leading to more enjoyable and effective educational experiences.
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