The comparative study of the learning effectiveness active learning and coaching methods in the national security of 4th-year cadets at Chulachomklao Royal Military Academy

Abstract

The objectives of this study were 1) to compare learning achievement between cadets who received instruction through active learning and those who received instruction through coaching; and 2) to examine the level of satisfaction toward learning through active learning and coaching approaches. This study employed an experimental research design. The sample consisted of 60 fourth-year cadets enrolled in the Security Studies course (MS 4008) in the second semester of the 2025 academic year, selected by cluster sampling. The research instruments included the following: 1) lesson plans based on the active learning approach; 2) lesson plans based on the coaching approach; 3) a learning achievement test; and 4) a satisfaction assessment questionnaire regarding the instructional approaches. Data was analyzed using mean, standard deviation, and t-test. The results revealed that (1) cadets who received instruction through active learning achieved significantly higher post-test learning achievement than those who received instruction through coaching at the .05 level of statistical significance; and 2) the level of satisfaction toward learning in the security studies course among fourth-year cadets who received instruction through active learning and through coaching was rated at the highest level.