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https://rsuir-library.rsu.ac.th/handle/123456789/3452Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Supinda Lertlit | - |
| dc.contributor.author | Xingran Zhao | - |
| dc.date.accessioned | 2026-08-10T07:46:32Z | - |
| dc.date.available | 2026-08-10T07:46:32Z | - |
| dc.date.issued | 2025 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/3452 | - |
| dc.description | Dissertation (Ed.D. (Educational Studies) -- Rangsit University, 2024 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University. Library | en_US |
| dc.subject | Instructional design | en_US |
| dc.subject | Discovery learning | en_US |
| dc.subject | Online teaching | en_US |
| dc.subject | Educational innovations | en_US |
| dc.subject | Education -- Study and teaching | en_US |
| dc.subject | Teaching -- Methodology | en_US |
| dc.title | The development of an instructional model for self-discovery learning for online teaching : foundation of education course | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | This study aimed to 1) develop an online Self-Discovery Learning (SDL) model, 2) evaluate its impact on student academic performance, and 3) assess student satisfaction. A sample of 30 students was selected through stratified random sampling. Paired t-tests were conducted to compare pre-test and post-test scores. Additionally, descriptive statistics were used to analyze levels of student satisfaction. The results indicated the following key findings: 1) the development of an online instructional model grounded in constructivist principles, which emphasizes learning through creation, collaboration, and the construction of knowledge., emphasizing learning through creation, collaboration, and the construction of knowledge; 2) Significant improvements in academic achievement were observed, with students demonstrating a notable increase in post-test scores across multiple lessons, indicating that the SDL model effectively enhanced both knowledge acquisition and comprehension. Paired t-test analysis revealed statistically significant differences confirming the model’s positive impact on academic performance; and 3) the learners expressed a high level of satisfaction with the SDL model. These included the diversity of learning processes, the effective integration of digital tools, and the clarity of learning objectives. The overall satisfaction rating was exceptionally high, indicating that the SDL model not only enhanced academic outcomes but also fostered an enjoyable and motivating educational environment | en_US |
| dc.description.degree-name | Doctor of Education | en_US |
| dc.description.degree-level | Doctoral Degree | en_US |
| dc.contributor.degree-discipline | Educational Studies | en_US |
| Appears in Collections: | EDU-ES-D-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| XINGRAN ZHAO.pdf | 1.07 MB | Adobe PDF | View/Open |
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