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The ASEAN Journal of Education ASEAN Journal of Education

The Use of an Instructional Model Using Service Learning for Enhancing the Consciousness and Awareness in the Ethics and Computer Law Course


Phorramatpanyaprat Tongprasong,


Abstract

The objectives of this research were : 1) to enhance the students’ consciousness and awareness by using an instructional model using service learning in the Ethics and Computer Law course; 2) to study the level of learning indicated by students’ behavior and perceived awareness by comparing pre and post study; and 3) investigate the efficiency of the service learning activity plan and behavior setting tools. The population comprised thirty-four business computer students from the Faculty of Management Science, Suan Dusit University who were enrolled in the Ethics and Computer Law course section B1, during the second semester of 2013. The service learning activity plan, observation form, behavior evaluation form, and the frequency record of work compliments and complaints were used as the instruments of this research. The findings revealed that the students developed their behavior and social responsibility. The students’ behavior and social responsibility after using service learning activity was higher than before and during using the activity. With reference to a comparison of students’ behavior scores pre and post study, their behavior was improved in personal and social responsibility; also, all social service activities were successful. The efficiency of the service learning activity plan was found at 82.00/85.91, which is higher than the standard criteria (80/80). The students’ attitude towards instructional media was found to be at a high level (4.88±0.33).

 Introduction

  Education  can  enhance  people’s  knowledge  and  behavior  in  order  that  they  can become good citizens that embody morals and ethics, and develop the quality of their lives with religious instructions. Education can bring about the sustainable development of the country and the improvement of people’s morals and ethics in relation to the B.E.2542 Act of Education which states that education must be used to heighten the Thai people’s physical, mental, intellectual, moral, ethical, and cultural characteristics. Furthermore, educated people can  live  with  each  other  in  society  harmoniously. An  instructional  model  using  service learning, linking education and social awareness, was used in this research. It is believed that learning by doing and linking the targeted experience together with learning theories can lead to the most effective learning and teaching management.

  The Ethics and Computer Law course was designed to enable students to understand the concepts and the importance of law and ethics that business entrepreneurs must know and use  in  the  aspects  of  information  management,  computer  law,  intellectual  property  law, personal rights, constitutional rights, information policy of government and private sectors, knowledge application regarding the principles of profession and integration ability and skill. Besides the computer-related knowledge, the students must appreciate the ethics and the codes of the profession. In relation to the problem investigation in this course, the social service behavior of the students was found at a low level; moreover, the contents of this course focused on students’ thinking practice in order to develop their work, themselves and classmates by the teacher’s critiques and evaluation.

  As a result, the researcher paid attention to the use of an instructional model using service learning for enhancing the consciousness and awareness in order to facilitate learning and promote the students’ development, especially their systematic thinking skill, thinking process, learning activity plan and responsibility.

 

Methodology

  Population

  The sample population consisted of thirty-four business computer students from the Faculty of Management Science who were enrolled in the Ethics and Computer Law course section B1, during the second semester of 2013.

  Research Instrument

  1. The  qualitative  data  collection  instruments  consisted  of  the  service  learning activity  plan,  test,  observation  form,  and  frequency  record  of  work  compliments  and complaints.
  2. The quantitative data collection instrument consisted of the instructional media efficiency evaluation form divided into five parts as the following:

  Part 1: data analysis of learning and teaching

  Part 2: data analysis of attitude towards learning this course

  Part 3: data analysis of instructional media efficiency evaluation - course worksheet or textbook

  Part  4:  data  analysis  of  instructional  media  efficiency  evaluation  –  PowerPoint presentation

  Part 5: data analysis of instructional media efficiency evaluation – service learning activities

  All of qualitative data collection instruments were used pre and post study by the teacher and the participants in this study. 

  Data Collection

  1. The qualitative data were collected as follows:

    1.1  Setting the study and data collection plan

    1.2  Informing the students about service learning activity plan, implementation following  the  plan,  testing  and  behavior  evaluation  and  behavior  evaluation  result announcement

    1.3  Recording the individual and group work behaviors in relation to service learning activity plan along with evaluating the students’ behaviors before, during and after using the activity by examining the individual scores and announcing the group scores to individuals

    1.4  Summarizing the content understanding and the thinking skill for use in the next lesson and the next service learning activity

  1. The  quantitative  data  were  collected  by  the  five-rating-scale  questionnaire  to determine understanding, attitude towards learning, and instructional media, and evaluating the students’ behavior following the service learning activity plan
  2. Summarizing  the  body  of  knowledge  and  recording  in  accordance  with  the constructed service learning activity plan
  3. Making the research report

  Data Analysis

  This research was conducted using a classroom action research design regarding the students’ participation comprising setting activity, presenting activity handouts, practicing thinking  skills,  making  conversation,  observing  behavior,  taking  notes,  handing  in assignments, presenting the works according to the topics and patterns given by the teacher, analyzing  the  contents,  and  evaluating  with  the  questionnaire. The  collected  data  were examined as follows:

  1. Examining the qualitative data directly from the students by checking whether they were complete or not, resulting in data validity and reliability
  2. Analyzing and classifying the data according the data consequences by using the theories to divide the data into the separate concepts of service learning, the importance of instrument, instructional model, factors supporting the success of student learning centered approach, learning psychology, classroom participation and seeking knowledge outside the classroom
  3. The quantitative data were analyzed from the teaching management plan, course specification, textbooks, activity record, learning achievement record, and learning behavior evaluation record as the following:

    3.1  individual average scores

    3.2  total average scores

  The  data  were  analyzed  in  terms  of  frequency,  percentage,  average  score  and standard  deviation. Also,  the  efficiency  of  service  learning  activity  was  determined  in accordance with the criteria of 80/80.

 

Results

  1. The  students’  behavior  development  was  found  in  personal  and  social responsibility  after  using  the  instructional  model  of  service  learning  for  enhancing consciousness and awareness. The students’ learning achievement after using the service learning activity was higher than before using the activity. It can be said that the students’ consciousness and awareness of social responsibility after using this instructional model was better than before and during use of this instructional model.
  2. The  level  of  students’  behavior  and  attitude  before  studying  the  Ethics  and Computer Law course was found at a low level.
  3. The  level  of  students’  behavior  and  attitude  during  and  after  the  Ethics  and Computer Law course was found at a higher level.
  4. With reference to a comparison of students’ behavior scores pre and post study, their behavior was improved in personal and social responsibility; also, all social service activities were successful. 
  5. The efficiency of the service learning activity plan was found at 82.00/85.91, which is higher than the standard criteria (80/80). 
  6. The  students’  attitude  towards  instructional  media  was  found  at  a  high  level   (4.88±0.33). 

 

Discussion

  1. There  can  be  no  doubt  that  the  use  of  an  instructional  model  using  service learning  can  enhance  the  students’  consciousness  and  awareness  in  personal  and  social responsibility. This  instructional  model  using  service  learning  combined  the  concepts  of education management and educational philosophy because it reflected learning by doing and linked  social  awareness  with  the  targeted  experience,  which  is  related  to  the  theory  of progressivism or pragmatism. This instructional model was in accordance with the factor analysis  of  general  instruction  by  many  educationists;  Kemp  (1985);  Joyce, Weil  and   Calhoun  (2004);  Khammanee  (2003);  Cheapanitch  (2006). The  components  of  learning consisted of six interconnected aspects: 1) goals, principles and rationales, 2) contents and activities, 3) learning and teaching methods, 4) students’ and teacher’s roles, 5) instructional media,  and  6)  measurement  and  evaluation. These  were  in  agreement  with  the  study  of Kenma (2009). which proposed the same six aspects were found in service learning.
  2. The  students’  behavior  development  was  found  in  personal  and  social responsibility  after  use  an  instructional  model  of  service  learning  for  enhancing consciousness and awareness. The students’ learning achievement after the service learning activity  was  higher  than  that  before  the  activity.  This  is  consistent  with  the  study  of Maneengam (2004) which indicated that ninety percent of students were aware of energy saving at the third level which represents the level of careful thinking.
  3. The  students’  attitude  towards  instructional  media  was  found  at  a  high  level   (4.88±0.33). These resulted from teacher’s improvement advice and students’ participation such as taking notes of mistakes or inappropriate behavior to improve, positive reinforcement regarding individual differences and interest, questioning the teacher and asking advice when they  had  problems  or  trouble,  strong  determination  to  solve  community  problem,  etc.   These were in relation to the study of Loewen (1999) that indicated that after using service learning, the female students paid more attention to the next service activity than the male students did. These were also related to the study of Terry (2000) that stated that service learning  can  enhance  the  intellectual  characteristics,  creative  thinking,  and  good  citizen awareness. Furthermore, these met the study of learning achievement, social behavior and attitude in the Dare to Dream project at four schools by Tannenbaum (2002), which revealed that  after  using  service  learning  the  students’  learning  achievement,  social  behavior  and attitude in the experimental group were higher than that in the control group. 
  4. The efficiency of the service learning activity plan was found at 82.00/85.91, which  is  higher  than  the  standard  criteria  (80/80).  This  agrees  with  the  study  of   Manusawet  (2000)  that  states  that  using  service  learning  helped  promote  interpersonal relation and communication  skills,  self appreciation, leadership, and opinion expression. Furthermore, these results agree with Wetchayan (2001), which indicated that integration and implementation  of  service  learning  were  divided  into  three  stages:  preparation,  service activity, and summary, presentation and evaluation. This study also revealed that the level of social awareness was significantly higher after using service learning. 

 

References

Chuepanitch,  C.  (2006).  Innovative  Learning  from  the  Education  Reform.  Bangkok: Chulalongkorn University.

Gainma, L. (2009). The development of teaching methods, learning to get used for enhancing social  consciousness  of  participation  in  society  for  undergraduate  students (Doctoral’s  dissertation).  Rajabhat  Bansomdejchaopraya  University,  Bangkok.   (in Thai)

Joyce, B., Weil, M. and Calhoun, E. (2004). Models of Teaching 4 th  ed. London: Pearson. Kemp, J. (1985). Instructional Design Process. NY: Harper and Row.

Khammanee, T.  (2003).  Teaching  Science:  Knowledge  based  for  the  effective  learning process. Bangkok: Chulalongkorn University.

Loewen, D. (1999). Reflection on the Service Experience of First Year College Students: A Content Analysis. Avalble from Proquest Digital Disscrtation (UMJ No.).

Manusawet, C. (2000).  Development of model-based service-oriented teaching in higher education institutions under Ministry of University Affairs (Doctoral’s dissertation) Chulalongkorn University, Bangkok. (in Thai)

Maneengam, N. (2004). The programs development to create awareness about principles learned of energy saving by serving the society for students in grade six. (Master’s Thesis). Chulalongkorn University, Bangkok. (in Thai)

Tannenbaum,  S.  (2002). An Analysis  of  an After-School  Service-Learning  Program  for Elementary  School  Children  (Dissertation  Abstract  International  (63-08A):AAI3062342.

Terry, A. (2000). A Case Study of Community Action Service Learning on Young, Gifted Adolescents and their Community. Dissertation Abstract International (63-08A).

Wetchayan, C. (2001). The development of teaching techniques, learning to serve society for Enhancing  awareness  in  the  use  of  social  problem-solving  skills  and  academic achievement  of  students  in  secondary  school  (Doctoral’s  dissertation) Chulalongkorn University, Bangkok. (in Thai)

 

Author

  Phorramatpanyaprat Tongprasong

    Suan Dusit University

    295 Nakhon Ratchasima Road, Dusit, Dusit, Bangkok, 10300, Thailand

    Email: phorramatpanyaprat@gmail.com

 

 

 


Key words: instructional model using service learning, enhancing consciousness and awareness, ethics and computer law
     
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