Development of learning achievement in career education using demonstration-based instructional packages for upper secondary students

Abstract

This study investigated the effectiveness of demonstration-based instructional packages in enhancing learning achievement in Career Education among upper secondary students. A quasi-experimental design using a one-group pretest–posttest model was employed. The participants consisted of 38 Grade 12 students enrolled in a Career Education course at a public secondary school in Surin Province, Thailand. The intervention was implemented over 15 weeks, with one instructional hour per week, utilizing four instructional packages covering agricultural technology, animal husbandry principles, basic agro-industry, and career experience. Research instruments included lesson plans, demonstration-based instructional packages, a 40-item multiple-choice learning achievement test, and a student satisfaction questionnaire. Instrument quality was validated by subject-matter experts using the Item–Objective Congruence (IOC) index. Data were analyzed using descriptive statistics, instructional efficiency analysis (E1/E2), paired-samples t-tests, Effectiveness Index (EI), and satisfaction analysis. The results indicated that the instructional packages achieved an efficiency level of 81.05/80.20, exceeding the established 80/80 criterion. Students’ posttest achievement scores (¯x = 32.08, SD = 2.53) were significantly higher than pretest scores (¯x = 17.21, SD = 2.57), t(37) = 22.10, p < .001. The Effectiveness Index value of 0.6524 reflected substantial learning improvement. Moreover, students reported a high level of satisfaction with the instructional approach (¯x = 4.32, SD = 0.77). These findings suggest that demonstration-based instructional packages effectively enhance learning achievement, instructional quality, and learner engagement in Career Education. The study provides empirical evidence to support the integration of structured demonstration-based pedagogy in vocational and competency-based education contexts