LEARNING OUTCOMES IN ACTIVE TEACHING AND LEARNING MANAGEMENT IN ENVIRONMENTAL HEALTH COURSES AMONG STUDENTS OCCUPATIONAL HEALTH AND SAFETY, YEAR 2 OF THE ACADEMIC 2024, THAKSIN UNIVERSITY
Keywords:
Learning Outcomes , Proactive Teaching , lighting, Thaksin UniversityAbstract
This study is semi-experimental research. It is done according to the one-group pretest-posttest design research. The objectives were 1) to study the behavior, participation, responsibility, and interest in studying environmental health courses, 2) to compare the pretest -and post-test scores based on the learning outcomes, and 3) to compare the learning outcomes between second-year students in the academic year 1/2024 and second-year students in the academic year 1/2023 in the Occupational Health and Safety Program, Thaksin University. The study period was 16 May 2024 – 31 October 2024. The sample used in this research was purposively selected, comprising second-year students from the 2024 academic year of the Occupational Health and Safety Program at Thaksin University. Forty-nine students took the environmental health course, using quality assurance tests from the standing committee of the occupational health and safety course. Thaksin University Thaksin University The statistics used were percentage, average, standard deviation, and t-test statistics. The results of the comparison of the pretest-posttest scores showed that the scores related to learning outcomes CLO1, CLO3, and CLO5 showed an upward trend in the academic year 1/2024 compared to those from the academic year 1/2023. Therefore, promoting active teaching and learning management has increased student learning outcomes.
References
Saavedra A., Opfer V. Teaching and learning 21st century skills: lessons from the learning sciences. A Global Cities Education Network Report. New York: Asia Society; 2012. Available at http://asiasociety.org/files/rand-0512report.pdf
Voogt J, Fisser P, Good J, Mishra P, Yadav A. Computational thinking in compulsory education: towards an agenda for research and practice. Educ Inf Technol 2015;20(4):715–728.
Binkley M, Erstad O, Herman J, Raizen S, Ripley M, Miller-Ricci M, Rumble M. Defining twenty-first-century skills. In: Griffin P, McGaw B, Care E, editors. Assessment and teaching of 21st-century skills. Springer; 2012: 17–66.
Ongon S. The development of Integrated environmental education instruction activities using community area-based learning on active learning. Doctor of Philosophy Thesis, Department of Environmental Studies. Mahasarakham University;2564.
Kaeongam S. Teaching environmental education by using research-based learning for undergraduate students. Doctor of Philosophy Thesis, Department of Environmental Studies. Mahasarakham University; 2565.
Pothinak P, Chanan S, Chaichomphu S. Factors affecting to academic achievement of undergraduate students with low grade point average in Burapha University. Journal of Educational Administration, Burapha University 2014; 8(1), 47-62.
Office of the Secondary Education Service Area. Driving Thai Secondary Education 4.0 for Employment in the 21st Century. Office of the Basic Education Commission, Ministry of Education. Bangkok: The Agricultural Cooperative Association of Thailand Co., Ltd., 2017.
Gupta T, Mishra L. Higher-order thinking skills in shaping the future of students. Psychol Educ2021;58(2):9305–9311.
Kusuma MD, Rosidin U, Suyatna A. The development of higher-order thinking skills (HOTS) instrument assessment in physics study. IOSR J Res Method Educ 2017;7(1):26–32.
Lekakul A. Team-based learning. 2564. Available at: https://tmed.psu.ac.th/files/articles/EBook
Anupahb_04.pdf
Barrows HS. Problem-based learning applied to medical education. Rev Ed. Springfield (IL): Southern Illinois University School of Medicine; 2000.
Schwartz P, Mennin S, Webb G. Problem-based learning: case studies, experience and practice. London: Kogan Page Ltd; 2001.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 SAFETY & ENVIRONMENT REVIEW
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This article is published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0), which allows others to share the article with proper attribution to the authors and prohibits commercial use or modification. For any other reuse or republication, permission from the journal and the authors is required.
