The Development of Self-directed Learning through Blended-Learning Approach for Students in English Language Subject Group: The Opportunity Expansion Schools
Bibliographic record
Abstract
Self-directed learning and blended learning are instructional methods to enhance students’ current learning behavior and promote their life-long learning.  This research aims to develop the self-directed learning instructional model by implementing a blended learning method with English subject group teachers in opportunity expansion schools in Lampang province, Thailand and to examine the effects of teaching approach. Thirty English language teachers were selected as the sample group by using the voluntary sampling technique.  The research instruments were an interview form; a lesson plan assessment form; a teacher’s evaluation form in teacher’s self-directed learning management behavior; and a students’ evaluation form for students’ self-directed learning behavior. The data analysis employed percentage, mean, standard deviation, and dependent t-test. This study found two principal outcomes: 1) the teacher’s average mean score on the instructional behavior was higher than before the teaching intervention was implemented, with statistical significance of 0.05; and 2) the students’ average mean score on self-directed learning behavior was higher than before they engaged in the self-directed learning programme, with the statistical significance of 0.05.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".