The development of an Instructional Model Based on Rogers' Theory to enhance the Adversity Quotient for Guangxi International Business Vocational College

Sun Qin

Instructional Model

Rogers' Theory

Adversity Quotient

This research aimed to: 1) study the current situation of adversity quotient evelopment, 2) develop an instructional model based on Rogers’ theory, 3) compare students' adversity quotient before and after using the instructional model based on Rogers’ theory. The sample group was 33 freshmen from infant care services and management major of Guangxi International Business Vocational College. The research tools were 1) a questionnaire about the current situation and existing problems of the adversity quotient of college students, 2) an interview form about the current situation and existing problems about the adversity quotient of college students, 3) lesson plans, 4) Adversity Quotient Scale, 5) observation form about student behavior, 6) interview form about opinions on teaching. This study was conducted in three steps: a study of a study about the current situation of adversity quotient development, the development of the instructional model, and an experimental and improvement of the instructional model. Data were statistically analyzed, qualitative data were analyzed through content analysis, and quantitative data were analyzed through descriptive statistics, frequency, percentage, means, and standard deviation, and the different scores of mathematics achievement before and after using the instructional model were analyzed through dependent t-test for paired samples. The results of the study show that 1) the current situation and existing problems of the adversity quotient of college students have four aspects: students, teachers, learning process, and environment. 2) the instructional model consisted of four components: Principle, Objective, Learning Process, and Result. The learning process consisted of 5 steps: (1) emotionally driven problem definition (2) problem discussion (3) planning and decision making (4) action (5) evaluating and feedback. 3) After the implementation of the instructional model based on Rogers’ theory, college students’ adversity quotient was significantly higher than the level before class, and it was statistically significant at the 0.01 level. In conclusion, the findings of this study highlight the effectiveness of the instructional model based on Rogers’ theory in enhancing the adversity quotient of college students. The significant improvement observed in students' AQ scores suggests that the structured approach provided by the instructional model positively impacts students' ability to navigate challenges and adversities. The identified components of the instructional model, including its principles, objectives, and learning processes, offer valuable insights for educators and practitioners seeking to promote resilience and adaptability among students. Overall, the results support the integration of Rogers’ theory into instructional practices aimed at fostering students' adversity quotient and preparing them for the complexities of real-world situations.

Keywords: Instructional Model, Rogers’ Theory, Adversity Quotient

Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology

Bung-on sereerat

Saifon Songsienchai

Phenporn Thonngkamsuk

2023

2024-09-18

2024-09-18

2024-09-18

thesis

application/pdf

TH 378.04 Q1D 2023

eng

Bansomdejchaopraya Rajabhat University

Degree of Doctor of Philosophy

Doctoral Degree

Curriculum and Instruction

Bansomdejchaopraya Rajabhat University