CREATIVE LEARNING MODEL FOR GRADUATE STUDENTS BASED ON SOCIAL INTERACTION THEORY

Abstract

This research was to develop learning based on social constructivism in order to promote creativity for 35 first-year and second-year graduate students of a Product Design Technology Program in 2024. The instrument used was a creativity achievement test, with 19 questions and five multiple-choice options for each question (IOC = 0.67-1.00). The difficulty index and discrimination index met the criteria (0.621, 0.335), with a reliability of 0.783 tested by Kr-20. The statistics for data analysis included mean, SD, multiple regression, and t-test. A new instruction model was developed based on three factors, i.e., self-cognition, concern about social impacts, and the driving force for development. This model was applied to lesson planning and tested with the students. The findings revealed their high level of satisfaction with the instruction that generated creativity (mean = 4.457, SD = .505). Student skills can be arranged in order from high to low, i.e., creativity skills (β = .334, t = 3.857), cooperative skills (β = .294, t = 3.457), analytical thinking skills (β = .229, t = 2.465), and communication skills (β = .222, t = 2.559). These all significantly affected the instructional suitability that generated creativity (p < .05), and the four factors generated positive outcomes, with 91.8% of the variance. Creativity skills had the highest influence, followed by cooperative skills, communication skills, and analytical thinking skills, respectively. The multiple regression equation was set as y ̂= .707+ .248 x_1+ .352x_2+ .289x_3+ .328x_4. Regarding the comparison between the pretest and posttest scores, it was found that t-test = 21.868 and df = 34. Thus, new learning management generated significantly higher creativity (p < .01). Creativity emerges from flexible, multidisciplinary thinking, which enables learners to develop enhanced creative capacities.