Abstract
The development of student learning outcome should possess effective learning experience in which the directly effective approaches. This study investigates how blended learning approaches and concept-based instruction affect to students’ educational measurement and evaluation capability. The research method is deemed as one-group pretest-posttest experimental design which a treatment is implemented into group of college students for 45 hours and a dependent variable is measured before and after the treatment is implemented. Participants included 56 college students that were drawn by using cluster random sampling technique from student who enrolled the educational measurement and evaluation course at Lampang Rajabhat university, Thailand. Data were collected by using the Educational Measurement and Evaluation Test (EMET). Test was based on the curriculum guideline that measured five knowledge domains consist of setting goal of measurement and evaluation, designing a measurement and evaluation, creating and assessing an instrument quality, administration a testing, and grading score and reporting the result. Total of 30 items for testing included 6 items each domain. Descriptive statistics were used to analyze student learning outcomes in educational measurement and evaluation. Also, a t-test is inferential statistics test that used to determine if there is a significant difference between the means of two groups. Result revealed that the posttest score (M=23.53, SD= 1.02) of students’ educational measurement and evaluation capability was significantly higher than the pretest score (M=16.12, SD= 1.31), t(56) = 9.21, p=.01.
Author Information
Pongwat Fongkanta, Lampang Rajabhat University, Thailand
Fisik Sean Buakanok, Lampang Rajabhat University, Thailand
Kesanee Inai, Lampang Rajabhat University, Thailand
Paper Information
Conference: ECE2023
Stream: Teaching Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Fongkanta P., Buakanok F., & Inai K. (2023) Enhancing Student Learning Outcomes in Educational Measurement and Evaluation: Integrating Blended Learning Approaches and Concept-Based Instruction ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.4
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.4
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