Effects of Copper Model in Blended Service Learning for the Enhancement of Undergraduate Academic Achievements and Critical Thinking

• Main Authors: Suphamart Phakakat, Thanongsak Sovajassatakul
• Format: Article
• Language: English
• Published: UIKTEN 2020-05-01
• Series: TEM Journal
• Subjects: copper model; service learning; blended learning; academic achievement; critical thinking skills
• Online Access: http://www.temjournal.com/content/92/TEMJournalMay2020_814_819.pdf
• ISSN: 2217-8309; 2217-8333

This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean (𝒙􀴥), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the .05 significance level.