x TABLE OF CONTENTS PAGE ACKNOWLEDGEMENT iii ENGLISH ...

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TABLE OF CONTENTS
PAGE
ACKNOWLEDGEMENT
ENGLISH ABSTRACT
THAI ABSTRACT
LIST OF TABLES
LIST OF FIGURES
iii
iv
vii
x
xiii
CHAPTER 1 INTRODUCTION 1
Rationale of Significance of the Problem 1
Purpose of the Study 6
Scope of the Study 7
Definitions of Important Terms 7
Expected Application 9
Framework of the Study 10
CHAPTER 2 LITERATURE REVIEW 11
Instructional Design 12
Instructional Strategies 14
Self-Directed Learning 28
Learning Styles 36
The Study of Epistemological Belief 55
Student-Centered Approach 56
Individual Differences 59
Research on Self-directed Learning and Learning Style 60
Self-Directed Learning Research 60
Learning Style Research 66

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CHAPTER 3 RESEARCH METHODOLOGY 82
Population and Sample 82
Research Instruments 82
Stage of Instrumental Construction 82
Methodology and Data Collection 91
Data Analysis 96
CHAPTER 4 RESULTS OF DATA ANALYSIS 97
The Specific Pattern of Instructional Strategy
for Higher Education Learners with Different
Learning Styles 97
Effects of Using Instructional Strategies on
Self-Directed Learning Ability 105
Effects of Using Instructional Strategies on
Learners’ Learning Achievement 111
Learners’ Opinions toward Instructional Strategies 116
CHAPTER 5 CONCLUSION DISCUSSION AND SUGGESTIONS 120
Conclusion 123
Discussion 125
Suggestions 131
BIBLIOGRAPHY 133
APPENDICES 160
APPENDIX A List of Experts’ Names 161
APPENDIX B Learning Style Inventory 166
Self-Directed Learning Readiness Scale 172
Learners’ Opinions Questionnaire 179
VITA 182

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LIST OF TABLE
TABLE
PAGE
1 Dichotomies in Leaning Style 67
2 Researchers and their findings on learning styles 72
3 Mean, SD and t-test to compare SDLRS scores
before and after study of ST Learner (N=23) 106
4 Mean, SD and t-test to compare SDLRS scores
before and after study of SF Learner (N=22) 107
5 Mean, SD and t-test to compare SDLRS scores
before and after study of NT Learner (N=13) 108
6 Mean, SD and t-test to compare SDLRS scores
before and after study of NF Learner (N=13) 109
7 Mean, SD and t-test to compare SDLRS scores
before and after study of the whole class 110
8 Percentage range of learning achievement scores,
Percent and Cumulative percent of ST Learner (N=23) 111
9 Percentage range of learning achievement scores,
Percent and Cumulative percent of SF Learner (N=22) 112
10 Percentage range of learning achievement scores,
Percent and Cumulative percent of NT Learner (N=13) 113
11 Percentage range of learning achievement scores,
Percent and Cumulative percent of NF Learner (N=13) 114
12 Percentage range of learning achievement scores,
Percent and Cumulative percent of the whole class 115
13 Mean, Standard deviation, and Opinions’ level of each
group learning style and the whole class 116

xiii
LIST OF FIGURES
FIGURE
PAGE
1 Conceptual framework of the study flowchart 10
2 System approach model 12
3 Dick and Carey systems approach model for
designing instruction flowchart 14
4 A Portion of a Media Selection Flowchart 19
5 The Gerlach/Ely Model for Systematic Planning
of Instruction 25
6 The Personal Responsibility Orientation (PRO) Model 32
7 Relationship of personality, learning style,
learning strategies and technique/tactics 37
8 Dimensions of learning style 53
9 Framework of the research for development of
instructional strategies 95