However, the most effective way to create an instructional approach to media education is through personalization. This research aims to help develop the level of media literacy among Thai youth.
- Problem Statement
- Research Objectives
- Research Questions
- Expected benefits
- Conceptual Framework
- Scope of the Study
- Assumptions
- Operational Research Definitions
What is the effective teaching approach to increase the level of media literacy of Thai undergraduate students. Media Literacy Level means the level indicating the ability to analyze and evaluate various forms of media messages.
Related Concepts and Theories
- Definition of Media Literacy
- Core Principles of Media Literacy
- Five Key Questions of Media Literacy
- Digital Literacy
- Media Literacy Education
- Bloom’s Taxonomy: Cognitive Domains
Therefore, it is important to be aware of its influence and evaluate each media message carefully. Encourage students to produce media messages on a topic to develop their communication skills and creativity.
Related Researches
- Communication Literacy in Digital Age of Citizens in Bangkok
- The Survey of Media Literacy Education in Higher Education in Thailand
- Media Literacy and Facebook Literacy Behavior (Supicha Meenin,2015)
- A comparison of the effects of problem-based learning and lecturing on
In addition, media literacy should be included in Thai school and university curricula to raise the quality of Thai students. In this research, an activity-based approach will take the essence of problem-based learning to educate students about media literacy and encourage them to think critically about all the media messages they receive.
- Research Participants
- Research Locations
- Experimental Research Steps
- Research Tool
- Measurement
- Data Collection and Analysis
In the second half of the session, students were presented with current media messages, after which they were asked five key media literacy questions (CML) to analyze and evaluate the media messages presented to them. Students were presented with current media messages and then asked questions based on the five core media literacy questions (CML) to analyze and evaluate the media messages presented to them throughout the session. Media Literacy Skill: Analyze: consists of questions that test participants' ability to analyze media messages in different forms.
Media Literacy Skill: Evaluate: consists of questions that test participants' ability to evaluate the value of media messages in different forms. The 100% Lecture-based approach: This approach consists of key media literacy concepts, theories and practices. The participants were then asked to analyze and evaluate the media messages with the “5 key questions about media literacy”.
The participants were then asked questions according to the "5 key questions of media literacy" to analyze and evaluate media messages. The level of media literacy was determined by the ability to analyze and evaluate media messages in different forms.
Comparison between 3 teaching approaches
- Participants’ Basic Information
- Media Literacy Level Results
Results Table 4 shows that the majority of participants used social media between 4 and 6 hours daily; 23 participants (37.1 percent), followed by 7-9 hours; 16. Results Table 7 shows that among the participants who received a 100% lesson-based approach, in Pretest there were 21.4 percent of participants with a low level of media literacy, 28.6 percent of participants with an average level of media literacy, and 50 percent of participants with an average level of media literacy. of participants with a high level of media literacy. In the posttest, the number of participants with low levels of media literacy had dropped to 14.3 percent; 7.1 percent lower, and participants with average levels of media literacy were also down to 21.4 percent; 7.2 percent lower, while participants with high levels of media literacy had increased to 64.3 percent; 14.3 percent higher.
Results Table 8 shows that for participants who received 50% lecture-based and 50% activity-based approach, in Pretest, there were 14.3 percent of participants who had a low level of media literacy, 57.1 percent of participants who had a medium level of media literacy had , and 28.6 percent of participants who had a high level of media literacy. In post-test, participants who had a low level of media literacy increased to 28.6 percent; 14.3 percent higher, while participants who had a medium level of media literacy decreased to 28.6 percent; 28.5 percent lower, and participants who had a high level of media literacy increased to 42.8 percent; 14.2 percent higher. Results Table 9 shows that for participants who received 100% Activity-Based Approach, in Pretest, there were 2.9 percent of participants who had a low level of media literacy, 41.2 percent of participants who had a medium level of media literacy, and 55.9 percent of participants who had a high level of media literacy.
In the posttest, the proportion of participants with a low level of media literacy decreased to 0.0 percent; 2.9 percent lower, and participants with a medium level of media literacy also decreased to 17.6 percent; 23.6 percent lower, while it increased to 82.4 percent for participants with a high level of media literacy; 26.5 percent higher. The share of participants with a high level of media literacy for the 100% Activity-based approach increases by 26.5%, followed by the 100% Lecture-based approach, which increases by 14.3%, and finally the 50% Lecture-based approach. and 50% Activity-based approach, which increased by 14.2 percent.
Comparison between 3 teaching approaches and participants backgrounds
Results Table 12 shows that considering the posttest scores of each approach with the participants' GPA, the 100% activity-based approach had the best results on participants with GPA between, where the mean score is 22.00, followed by the 100% lecture-based approach of 20 .43 score and 50%. This table indicates that there is no difference in results between each media literacy instructional approach and participants' GPA. This table indicates that there is some difference in results between each teaching approach to media literacy and participants' daily use of social media.
Result Summary
- Participants’ Basic Information
- Media Literacy Level Results
- Comparison between 3 teaching approaches and participants backgrounds
For the 100% lecture-based approach, in the pretest, there are 21.4 percent of participants with a low level of media literacy, 28.6 percent of participants with an average level of media literacy, and 50.0% of participants with a high level of media literacy. In the posttest of the 100% lecture-based approach, there are 14.3 percent of participants with a low level of media literacy, 21.4 percent of participants with an average level of media literacy, and 64.3 percent of participants with a high level of media literacy. For the 50% lecture-based and 50% activity-based approach, in the pretest there are 14.3 percent of participants with a low level of media literacy, 57.1 percent of participants with an average level of media literacy and 28.6 percent of the participants with a high level of media literacy. media literacy.
In the posttest, there are 28.6 percent of participants with a low level of media literacy, 28.6 percent of participants with a medium level of media literacy and. For the 100% activity-based approach, in the pretest, there are 2.9 percent of participants with a low level of media literacy, 41.2 percent of participants with an average level of media literacy, and 55.9 percent of participants with a high level of media literacy. . For the posttest, there are 0.0 percent of participants with a low level of media literacy, 17.6 percent.
The 100% lecture-based approach has the second highest increase in the percentage of participants with high media literacy. The result indicates that there is no difference in results between each media literacy instructional approach and participants' GPA.
Discussion
- The most effective teaching approach for media literacy education
- Participant’s Background and Teaching Approaches
Understandably, a 100% lecture-based approach is not the most effective teaching approach for media literacy education in this research, as it only touches on the first two steps of Bloom's taxonomy of cognitive domains; Remember and understand. While the 100% activity-based approach is the most effective teaching approach in this research, as it gave participants the opportunity to apply, analyze and evaluate media literacy knowledge in real media content. When participants applied their knowledge to real media content in the classroom, the 100% activity-based approach helped effectively improve their media literacy.
The 50% lecture-based and 50% activity-based approach, which was previously predicted by the researcher as the most effective approach to teaching media literacy in this study, may lead to better results than the 100% activity-based approach if more time is available. However, this activity-based approach may not be the most effective instructional approach to teaching media literacy if the students receiving the lesson have no pre-existing knowledge of media literacy. As this research was conducted with short sessions; 60 minutes for each teaching approach, the 100% activity based approach is the most effective media literacy teaching approach to be used in this case according to the research result.
Activity-based approach may not be the best approach for media literacy education to use. While participants who spend less time on social media per day (1-3 hours) and participants who spend a lot of time on social media per day (10 hours above) showed better results with the 100% lecture-based approach compared to the other two approaches to teaching media literacy.
Recommendation
The next thing to consider is the existing knowledge of students' media literacy. If the students do not have prior knowledge of media literacy, the course planner should consider using the 100% lecture-based approach to build strong knowledge based on the students rather than using the 100% activity-based approach, which is more appropriate to use with students who have a show prior knowledge of media. The 100% activity-based approach will help guide students and create a deeper understanding of how they can use their knowledge to analyze and evaluate media content effectively.
In addition to the students' pre-existing knowledge, the second thing that should be considered is the social media usage rate, which indicates how much exposure the students have to the media content. If the students have a medium usage rate of social media (4-9 hours per day), the 100% activity-based one suited them best. On the other hand, if the students have a rat with low use of social media (1-3 hours per day) or rat with high use of social media (more than 9 hours per day), the 100% lecture-based is more appropriate.
On the other hand, if the available time is long (single session of more than 3 hours or multiple sessions), the 50% lecture-based and 50% activity-based approach could be more effective. This approach would be effective if sufficient time is available, as the approach incorporates both essential media literacy concepts and theories and the activities to guide students on how to use knowledge to analyze and evaluate media content.
Future Study
Media Literacy Test (Pre and Post Test)
Lecture-based Approach Tool
Activity-based Approach Tool
In-class photos
Pretest and Posttest Score Comparison of Each Participant
34;Media Trend in Every Platforms and Medie Consumption Behavior of Thai people in Hentet 13. august, 2017, fra https://www.marketingoops.com/reports/behaviors/kantar -worldpanel-media-research- 2016/.
