The Effectiveness of Developing an Integrated Life and Family Course for Students Based within the Cultural Context of Thailand's three Southern Border Provinces

Abstract

The objectives of this study were to examine the effectiveness of the integrated Life and Family course in terms of instructional efficiency, learning achievement, and student satisfaction, based on the cultural context of the three southern border provinces of Thailand. The sample consisted of 30 students majoring in Physical Education and Health Education, selected through purposive sampling. The research instruments included: (1) eleven lesson plans; (2) a 30-item multiple-choice test measuring knowledge, attitudes, and skills, administered before and after instruction; and (3) a student satisfaction questionnaire. Data were collected through the implementation of the eleven lesson plans, pre-test and post-test assessments, and student evaluations of the course. Data were analyzed using paired-samples t-test and one-sample t-test. The findings revealed that: (1) the instructional efficiency of the course, measured in terms of process and product (E1/E2), was 82.60/83.25 for knowledge, 82.02/83.07 for attitudes, and 82.56/83.21 for skills, all exceeding the established criterion of 80/80. Furthermore, students' post-test learning achievement was significantly higher than their pre-test scores at the .05 level; and (2) the students' satisfaction with the integrated Life and Family course was at a high level