A Study of the Effectiveness of Thorndike’s Connectionism Theory on English Language Learning for Daily Life
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Abstract
This study addresses the need for effective pedagogical tools in vocational education, specifically for teaching practical English language skills. It investigates the application of Thorndike's connectionism theory in developing instructional materials. The research aimed to: (1) develop and evaluate the efficiency of an instructional document for the course “English for Daily Life” (Code 20000-1201) against the 80/80 standard criterion; (2) compare students’ learning achievement before and after using the materials; and (3) assess student satisfaction with the developed materials.
A one-group pretest-posttest experimental design was employed. The sample consisted of 35 first-year vocational certificate students in electrical power at Pattani Technical College. The intervention involved an 8-unit instructional document and lesson plans designed based on Thorndike’s principles (laws of readiness, exercise, and effect). Data were collected using a learning achievement test (IOC = 0.67-1.00, reliability = 0.913) and a satisfaction questionnaire (IOC = 0.67-1.00, reliability = 0.951). Data were analyzed using mean, standard deviation, percentage, and dependent-samples *t* tests. The efficiency of the instructional materials was 81.11/80.14, exceeding the 80/80 criterion. The posttest scores (M = 64.89, SD = 4.62) were significantly higher than the pretest scores (M = 25.37, SD = 5.00) at the .01 level, *t*(34) = 48.051. Overall student satisfaction was at the highest level (M = 4.51, SD = 0.45). The instructional materials developed under Thorndike’s connectionism theory are effective, significantly improve learning achievement, and are met with high student satisfaction. This approach is recommended for teaching practical English in vocational settings.
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