Research about effectiveness of 3-phase Technology-based teaching method used in 3 classes at RMUTL Phitsanulok in 2015

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Effectiveness of 3-phase
Technology-based Teaching
Methodology
by
Sureeporn Yaisa-nga
Department of Liberal Arts
Faculty of Business Administration and Liberal Arts
RMUTL Phitsanulok Campus

3. Background of the study
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4. Background of the Study
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In general, technology is used in 2 ways:
learning from technology and learning
through technology (Cramer, 2007.) Many
researchers agree that learning through
technology is more powerful.
In general, technology is used in 2 ways:
learning from technology and learning
through technology (Cramer, 2007.) Many
researchers agree that learning through
technology is more powerful.
Teachers are required to apply modern
classroom management skills that use
technology to enhance learning environment.
Teachers are required to apply modern
classroom management skills that use
technology to enhance learning environment.

5. Background of the Study
Valdez et al (2000) suggest a 3-phase approach in
using technology as effective learning tools:
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6. Samples and Tools
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Population and Sample
Population: 267 BALA students at RMUTL
Phitsanulok who enrolled in semester 1/2015
Samples: 72 RMUTL Phitsanulok students enrolled
in 3 subjects – Academic Writing, Project
Management and Knowledge Management
Tools
 A survey questionnaire of ICT use
 A 3-phase technology-based teaching model
(Valdez et al., 2009) integrated in lesson plans

7. Procedure
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8. Example of 3-phase Technology-based Used in Teaching Plans
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(Valdez et al., 2000)
Students do home works with
Word processing, Spreadsheet,
etc.
Students do home works with
Word processing, Spreadsheet,
etc.
Students use IT in researching for
information and others as guided
by teacher
Students use IT in researching for
information and others as guided
by teacher
Students (GW) use IT to do
projects initiated by themselves
and present their work to class
Students (GW) use IT to do
projects initiated by themselves
and present their work to class

9. Results of the Study
• After implementation of the 3-phase technology-based
teaching method, students show significantly higher
level of ICT use in their learning
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Ave. mean Mean S.D. D Sd T Sig
Before 1.929 .428 1.860 .190 60.693 .005
After 3.793 .622
X
N Correlation Sig.
Pair 1 After&Before 72 .943 .001
Effectiveness of the teaching methodEffectiveness of the teaching method

10. Results of the Study
• In addition, analysis of self-evaluate progress
also shows that all 72 students have significant
progress after being taught with the 3-phase
technology-based teaching method.
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N Min. Max. Mean SD
Before-teaching 72 1.20 2.90 1.93 .428
After-teaching 72 2.40 4.95 3.79 .622

11. Conclusion
• The 3-phase technology-based teaching
method (Valdez et al., 2000) is effective in
developing ICT literacy and skills for learners.
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• Moreover, this model
could be applied with
other subjects to
increase learners’ ICT
literacy.

12. Suggestions
• There should be further
study with samples that
include representatives
from every faculty and
every campus of the
university.
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• A guideline could be created for
implementation with other subjects taught in
the university.

13. Thank You for Your Attention