Developing the physics teaching competency of Continuous teacher students during the end-of-year semester break at Savannakhet Teacher Training College through Blended Learning

Abstract

This research aimed to study, develop, and evaluate the effectiveness of the Blended Learning instructional model in developing the physics teaching competency of continuous teacher students during the end-of-year semester break at Savannakhet Teacher Training College. This study was a Research and Development project that utilized a mixed-methods approach, with an experimental group sample of 17 continuous teacher students (N=17). The research was conducted in three main phases: preliminary status study, instructional model development, and competency development experimentation along with evaluation. The research objectives were for the teaching competency after the experiment to achieve 70% or above and for the model's effectiveness to meet the 75/75 criteria. The research findings showed that: The overall physics teaching competency score of the continuous teacher students after implementing the Blended Learning model was 78.98%, which met the set criteria. The effectiveness of the Blended Learning instructional model achieved an average E1/E2 value of 76.5/78.98, which met the established effectiveness standard of 75/75. The research concluded that the developed Blended Learning instructional model is highly effective in upgrading physics teaching competency and is suitable for future teacher training implementation.