Development of Group Counseling and the Task Driven Instructional Model to Enhance Autonomous Learning Ability of Undergraduate Students

Luan Chengcheng

Group Counseling

the Task Driven Instructional Model

Autonomous Learning Ability

Undergraduate Students

The objectives of this research were to 1) to examine the factors affecting autonomous learning ability of undergraduate students 2) to develop group counseling and task driven instructional model to enhance autonomous learning ability of undergraduate students and 3) to study the results of implementing group counseling and the task driven instructional model to enhance autonomous learning ability of undergraduate students. Phases were carried out to answer research objectives 1, 2, 3. The population of Phase 1 were 100 the former students of mental health education course in semester I of academic year 2022 from 3 colleges in Guangxi Province.The target group of phase 2 were 5 experts, and the sample group of phase 3 were 50 students who enrolled in Mental Health Education Course from class section A were obtained by cluster random sampling. The research instruments were 1) a set of questionnaires for students and interviews for lecturers. 2) set of questionnaires for conformity instructional model, 3) lesson plans, and 4) scoring rubric. Data analyzed by percentage, mean and standard deviation, analytics statistics for confirmation of instructional model and data analytics statistics for scoring rubric.
The results were found that:
1. The factors which promote autonomous learning ability of undergraduate students include 2 factors: Internal factors and external factors. Internal factors included physics (engagement in classroom activities and practices) and psychology (promoting autonomous learning ability to keep learners’ interest in mental health education course). External factors included social environment (control of classroom atmosphere to support learners’ autonomous learning ability in-class practice), materials (readiness of mental health education course instruments and necessary equipment), teaching methods (integrating various teaching approach) and evaluation (analyzing effectiveness of mental health education course).
2. Group counseling and the task driven instructional model to enhance autonomous learning ability of undergraduate students included 5 components: 1) principle and rationale, 2) objectives, 3) contents, 4) method of teaching & materials and 5) evaluation. The model was 100% conformed to utility, feasibility, propriety, and accuracy standards as assessed by 5 specialists.
3. It was found that the majority of 50 students (94%) demonstrated good autonomous learning ability. Of these, 33 of them are assessed to be at excellent level (66%), 14 of them are assessed to be at good level (28%), and 3 of them are assessed to be at medium level (6%). None of the undergraduate students had a pass or poor level of autonomous learning ability. The result is consistent with the research hypothesis that 80% upwards of the participants will have autonomous learning ability at good level after learning through group counseling and the task driven instructional model.

Keywords: Group Counseling; The Task Driven Instructional Model; Autonomous Learning Ability; Undergraduate Students

Bansomdejchaophaya rajabhat university. Office of Academic Resources and Information Technology

Jittawisut Wimutipanya

Areewan Iamsa-ard

Sarayuth Sethakhajorn

2023

2024-05-29

2024-05-29

thesis

application/pdf

378.1 C514D 2023

eng

Bansomdejchaopraya Rajabhat University

Doctor of Philosophy

Doctoral Degree

Curriculum and Instruction

Bansomdejchaopraya Rajabhat University