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A Comparison of Satisfaction with Teaching Materials between Podcasts and Videos and Teaching Documents in Engineering Mechanics |
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| รหัสดีโอไอ | |
| Creator | Jetsada Kumphong |
| Title | A Comparison of Satisfaction with Teaching Materials between Podcasts and Videos and Teaching Documents in Engineering Mechanics |
| Contributor | Sakchai Srichandum, Prach Amornpinyo, Yongyuth Sirisripetch, Tawatchai Thoin, Pakaphorn Yodsiri, Nathayu Chawapattanayotha |
| Publisher | Faculty of Technical Education, Rajamangala University of Technology Isan Khonkaen Campus |
| Publication Year | 2568 |
| Journal Title | Journal of Research and Innovation in Industrial Education |
| Journal Vol. | 1 |
| Journal No. | 3 |
| Page no. | 27-39 |
| Keyword | Teaching Materials, Podcast, Video, Teaching Documents, Satisfaction |
| URL Website | https://so14.tci-thaijo.org/index.php/jriie |
| Website title | Journal of Research and Innovation in Industrial Education |
| ISSN | ISSN 3088-1455 (Online) |
| Abstract | The selection of appropriate instructional media significantly influences learning experiences and student satisfaction in higher education. This study aimed to compare satisfaction with instructional media—podcasts, videos, and lecture notes—in the subject of Engineering Mechanics among first-year undergraduate students (N = 29). Basic data were analyzed using descriptive statistics, while one-way analysis of variance (One-way ANOVA) was employed for the topic of equilibrium of forces. The findings revealed that, in terms of content and presentation, lecture notes were perceived as clear and easy to understand (Mean = 4.55, SD = 0.63), resulting in the highest level of satisfaction. Regarding technical aspects and design, lecture notes were also found to be easily accessible and convenient (Mean = 4.52, SD = 0.69), while their development demonstrated creativity and innovation through new approaches (Mean = 4.58, SD = 0.69), both yielding the highest satisfaction levels. Additionally, podcasts and videos received high satisfaction ratings across both dimensions. Results from the One-way ANOVA indicated statistically significant differences among the three types of instructional media in the following factors: clarity and comprehensibility of content (F = 7.234, p < 0.05), appropriateness for learners’ age (F = 3.246, p < 0.05), suitability of format (F = 3.552, p < 0.05), appropriateness of media design (F = 3.860, p < 0.05), and accessibility and convenience (F = 3.766, p < 0.05). The social and educational implications of this study highlight that empirical evidence from such research can serve as a foundation for designing effective instructional media in academic courses. This, in turn, may assist higher education institutions in setting standards for instructional media that are accessible, clear, and systematic, thereby enhancing the quality of student learning experiences in foundational courses. |
