Development of a Phenomenon-Based Learning Management Instructional Model for Creative Essential Critical Thinking Skills in Physical Education Students, Thailand National Sports University, Lampang Campus
Bibliographic record
Abstract
Creative’s Phenomenon-based Learning Management (PhenBL) instructional model has been selected to support 45 physical education students in the Management Learning Science Course. Students’ responses to their classroom with the 48-item PBLMM, their problems, and needs were assessed with the 42-item QPNS, instructor-student interpersonal behaviors were interacted with the 48-item ISIBQ, using the 35-item QSS on five scales to their satisfaction, and developing creativity critical thinking skills were measured with the 50-item pre-and-post-test CCTST. These research instruments are valid and reliable. Comparisons between students’ perceptions of the actual-2 classroom environment are better on the PBLMM, QPNS, and ISIBQ scales a more positive learning environment than they perceive to be actual-1 form. Scoring post-achievement is higher than their pre-learning achievement. The R2 values indicate that 50%, 45%, and 43% for the actual-1 Form; 68%, 65%, and 67% for the actual-2 Form for the PBLMM, QPNS, and ISIBQ, respectively; and 73% for the QSS with the students-CCTST skills of the variances to their PhenBL class was attributable to their perceptions. Students’ problems and needs with their instructor behaviors and their satisfaction with the PhenBL model towards their creativity and critical thinking skills become lifelong learners are developed and correlated significantly.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".