TRAINING CURRICULUM DEVELOPMENT ON FUTURE PROBLEM SOLVING FOR STUDENTS OF INSTITUTE OF PHYSICAL EDUCATION, CHAIYAPHUM CAMPUS

Abstract

The objective of this research was to develop training curriculum in future problem solving for students of Institute of Physical Education, Chaiyaphum Campus. Based on Torrance's concept, the problem solving process comprised with six activities, namely finding problem, determining cause of problem, brain storming for problem solving, criteria development for assessing the problem solving, evaluation for best solution, and development of action plan for problem solving. Being first-year students of Faculty of Education of Institute of Physical Education, Chaiyaphum Campus, the thirty samples were divided into experimental group. The research methodology on curriculum development was as follows:

Step 1: Studying and analyzing the background information to develop training curriculum in future problem solving

Step 2: Developing training curriculum in accordance with future problem solving development by 1) setting up learning framework for future problem solving skill development 2) identifying the content and learning units 3) Determining the learning assessment on future problem solving, and 4) preparing training manuals on future problem solving for further assessment on curriculum appropriateness and consistency done by five experts specialized on curriculum development, measure and evaluation, and researching, respectively. The first revision of training curriculum had been done upon their assessment.

Step 3: Implementing the pilot study to investigate the initial quality of the training

curriculum and assess the curriculum implementation

Step 4: Reviewing the first training curriculum by using the quantitative and qualitative data analyzed from the future problem solving ability scores and the recommendations of the samples

Step 5: Examining the efficiency of training curriculum in future problem solving, comparing the pre-post training future problem solving ability scores, and then doing statistical analysis of such data

Step 6: Reconsidering the revised training curriculum based on the future problem solving ability Scores and the recommendations of the samples for finalized training curriculum

The research findings revealed that

1. The future problem solving ability of both experimental had increased in every learning unit at .05 level of statistical significance.


2. The post-training future problem solving ability of experimental group was higher than of the control group at the .05 level of statistical significance.


3. The overall attitudes of experimental group toward future problem solving training curriculum was high.


4. The experimental group had high satisfaction with future problem solving training curriculum in overall.