Effects of Integrated Inquiry-based Learning to Improve the E ...

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  • Title: Effects of Integrated Inquiry-based Learning to Improve the Evaluation Ability of Thai Preservice Teachers of English
  • Author(s): Thassanant Unnanantn
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Common Ground Open
  • Journal Title: The International Journal of Assessment and Evaluation
  • Keywords: Integration, 7E Cycle, Miller’s Model, Evaluation Ability
  • Volume: 26
  • Issue: 1
  • Year: 2019
  • ISSN: 2327-7920 (Print)
  • ISSN: 2327-8692 (Online)
  • DOI: https://doi.org/10.18848/2327-7920/CGP/v26i01/21-31
  • Citation: Unnanantn, Thassanant . 2019. "Effects of Integrated Inquiry-based Learning to Improve the Evaluation Ability of Thai Preservice Teachers of English." The International Journal of Assessment and Evaluation 26 (1): 21-31. doi:10.18848/2327-7920/CGP/v26i01/21-31.
  • Extent: 11 pages

Abstract

This research attempted to strengthen the evaluation ability of preservice teachers, who were English majors at the Faculty of Education, Suan Sunandha Rajabhat University, through procedural instruction based on integrated inquiry-based learning, the 7E Cycle, and Miller’s Model and to investigate their attitudes toward the instruction. The sampling group was eighty-one preservice teachers. The instruments were a course syllabus in accord with integrated instruction, paper-based tests, evaluation criteria, and an attitude survey questionnaire. In the cognition and behavior domains of the model, the selected 7E Cycle was combined with the four stages of the model: Knows, Knows How, Shows How, and Does. In the Knows stage, the range of experience sharing and knowledge-updating activities were organized. In the Knows How stage, a knowledge-reviewing activity was assigned. For experiential learning, simulated practices and authentic performance were determined for the Shows How and Does stages, respectively. The results in Knows, Knows How, Shows How, and Does stages were at the percentage of 81.07, 94.81, 77.90, and 84.73, and these ranged in level from good to very good. In addition, the majority of preservice teachers (seventy-five) were satisfied with the applicable principles, complete knowledge, and experiential practices. Meanwhile, a minority of preservice teachers (eleven) believed that writing a subjective test was difficult.