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Patchara Vanichvasin

USING AN INTERACTIVE LEARNING BOOK BASED ON

INTERACTIVE AND DISCOVERY LEARNING TO ENHANCE
STUDENT INTERACTION AND ACHIEVEMENT

Patchara Vanichvasin*

Abstract

This research aimed 1) to develop an interactive learning book based on interactive learning
and discovery learning and 2) to examine student interaction and achievement after using an
interactive learning book. The purposive sample group was 20 undergraduate students.
Instruments were an interactive learning book, a content-appropriateness questionnaire, an
observation checklist, pre-test and post-test, and a satisfaction questionnaire. Data were
analyzed by using mean, standard deviation, t-test, and content analysis. The research results
were 1) an interactive learning book was verified by experts as high quality at 4.33 and piloted
with high satisfaction at 4.46. 2) The means of interactive learning observed by a teacher was
high in interaction at 3.80. The mean of discovery learning was high at 4.26. The post-test
scores were higher than before, significantly different at 0.05. The results indicate that an
interactive learning book based on interactive learning and discovery learning can enhance
student interaction and achievement with positive impact.

Keywords: Interactive Learning Book, Interactive Learning, Discovery learning, Student

Interaction, Achievement

*Assistant Professor Dr. Patchara Vanichvasin obtains a Ph.D. in Educational Leadership from
Assumption University, Thailand. Currently she is working as a Lecturer in the Faculty of Education,
Kasetsart University, Thailand.

ABAC Journal Vol.38 No.1(January-June 2018 pp 30-41)

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 Using an Interactive Learning Book Based on Interactive and
Discovery Learning to Enhance Student Interaction and Achievement

INTRODUCTION for the 21st century to succeed in work, life

and citizenship.
Knowledge and skills students learn today Reeve and Hedberg (2003) points out
will probably be out-of-date by the time they that all learning is interactive. Therefore, if an
graduate and there will be more new interactive learning environment is created,
knowledge and skills required in the future after learning will come. With an interactive learning
they graduate. How can students acquire a environment, learners remain active because
learning ability to continue to learn and stay actions are required in order to learn. All
current with the new knowledge and skills knowledge is tied to action through interaction:
required for the 21st century? How can Von Glasersfeld (1995) stated that interaction
teachers teach students to possess that learning provides knowledge, and that this knowledge,
ability? through further interaction, becomes better.
At present, the skills and knowledge Bruner (1966) stated that every individual
students need to succeed in work, life, and has the will to learn and this principle should
citizenship in the 21st century are key subjects, be used to construct such activities that raise
21st century themes, life and career skills, curiosity and direct students to study and
learning and innovation skills, information and discover knowledge. Learning happens by
technology skills. Teaching and learning should discovery, which prioritizes reflection, thinking,
thus be aligned to equip students with effective experimenting, and exploring. Discovery
learning ability to master the knowledge and learning works because it ensures that learners’
skills necessary to succeed in work and life in brains are engaged while discovering
the 21st century (P21, n.d). knowledge.
At present, teaching expects from an Discovery learning in an interactive
individual continuous learning, creativity and learning environment is therefore considered
exploration. Students are expected not only a learning strategy that guides and motivates
to manage their own potentials, knowledge, learners to explore information and concepts
skills, and habits, but also to discover and in order to construct new ideas, identify new
examine their own talents and areas of interest relationships, and create new models of
(Roeders, 2003). Students themselves are also thinking and behavior. It is the new way of
intensely social and interactive learners (Taylor learning, in which learners are provided with
& Parsons, 2011). Today’s learners ask for the potential tools and encouraged to discover
the opportunity to explore and to find solutions knowledge interactively and in doing so, their
and answers for themselves (Windham, 2005). knowledge will be current at all times and the
All this requires an environment that is rich students will become lifelong learners in a
(positive) in stimuli and challenges (Roeders, knowledge-based society (Gilbert, 2007).
2003) to help students learn better. Classrooms where students are taught to
In response to this, there has been an discover knowledge by themselves can yield
emergence of a new way of teaching and positive impacts on motivational values
learning that helps teachers teach students to compared to teacher-centered classrooms
learn best and helps students learn and keep where knowledge is given in the class only
up with the new knowledge and skills required (Rezak, 2009).

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Patchara Vanichvasin

Due to the significance and reasons given including an overview of learning to help
above, this research focused on developing students translate their interactions into
an interactive learning book based on learning.
interactive learning and discovery learning and For interactive learning, student were
then examining how it can be used for effective assigned learning activities where students
teaching and learning to enhance student would reflect, think, experiment, and explore
interaction and achievement. It is anticipated topics in each section.
that the results will be useful for effectively For discovery learning, students were
teaching students to be lifelong learners in a encouraged to integrate and connect their
knowledge-based society. learning, manage their own learning, and solve
problems through given learning activities, such
RESEARCH OBJECTIVES as case studies, simulations, incidents,
explorations, and reflections.
1.1 To develop an interactive learning There were 9 topics, namely, importance
book based on interactive learning and and definition of human resource management,
discovery learning objectives, roles, internal and external factors
1.2 To examine student interaction and influencing human resource management,
achievement after using an interactive learning trends, characteristics of human resource
book management professionals, competencies,
human resource management process and its
METHODOLOGY application. Each topic contained 1 to 3 pages.
Each page contained 1 learning activity. Four
The research was conducted in two stages weeks were given for students to interact with
as follows: all the learning activities in the interactive
Stage 1 - develop an interactive learning book learning book.
based on interactive learning and discovery In this stage, there were three instruments
learning used: the interactive learning book, a content-
Step 1.1 – Study source of data appropriateness questionnaire, and a
This step involved documentary research satisfaction questionnaire. The interactive
by reviewing related theories and principles learning book was assessed by experts through
of interactive learning, discovery learning, and a content-appropriateness questionnaire. The
human resource management from books, book was piloted with a non-targeted group
websites, journals, and related research. of students to test usability and to gauge their
Step 1.2 – Data Collection and satisfaction through a satisfaction question-
Developing an Instrument naire, which consisted of 13 items including
This step involved identifying key points open-ended answers.
from step 1.1 to build a proper developmental Step 1.3 – Analysis of Data
framework. To assess the validity and consistency of
A paper-based interactive learning book the instrument, subject-matter experts (content)
was then developed. It consisted of interactive determined whether the instrument covered the
learning and discovery learning activities, basic requirements of interactive learning and

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 Using an Interactive Learning Book Based on Interactive and
Discovery Learning to Enhance Student Interaction and Achievement

discovery learning that were targeted effective human resource management. Total
requirements for evaluation. A questionnaire scores were 100. The scoring procedure
collecting experts’ opinions on content focused on judging the level of explanation and
appropriateness with five-point Likert scale examples given. Three hours were given to
was used. Results of content appropriateness complete the pre- and post-tests.
were analyzed by mean, standard deviation, The second instrument was the teacher
and content analysis. The interactive learning observation checklist based on discovery
book was then revised according to experts’ learning using a five-point Likert scale to
recommendations. Results of satisfaction and examine the use of the interactive learning book
related comments were analyzed by mean, to promote student interaction. It focused on
standard deviation, and content analysis. All 4 learning activities (reflection, thinking,
results were brought into consideration for experimenting, and exploring) to create an
improvement. interactive learning environment.
The third instrument was the five-point
Stage 2 - examine student interaction and Likert scale questionnaire on interactive
achievement after using an interactive learning learning and discovery learning completed by
book the sample group. There were 2 of the survey:
Step 2.1 – Selecting and identifying Part 1 focused on 8 dimensions under 2
the targeted study group major areas.
The human resource management subject Area 1 consisted of the overview of
was selected as it was a mandatory subject. learning with 3 dimensions as follows:
Furthermore, it is an important subject to help 1. Opinions on integrating and connecting
build necessary knowledge and skills for work what students learned
and life in the future. 2. Opinions on learner management of
Therefore, students who enrolled in this what they learned
subject were selected as the sample group. 3. Opinions on problem solving from
However, the researcher was aware that the what they learned
research findings were specific to this study Area 2 consisted of the learning activities
and the study’s findings may not applicable to with five dimensions as follows:
other groups and subjects due to the limitations 4. Opinions on simulation-based learning
created by this purposive sampling. to learn skills by doing and preparing for real
Step 2.2 – Developing the instruments life
In this stage, three instruments were used 5. Opinions on incidental learning based
to examine student interaction and on the creation of tasks with inherently
achievement. interesting end results that and which can be
The first instrument was a writing test, used used to impart dull information
as both a pre-test and post-test to examine 6. Opinions on reflection to help teachers
student achievement. It was developed by the open the student’s eyes to new ways of thinking
researchers to measure knowledge of the about a given situation and to help the students
subject. It contained 1 complex “what if” articulate their thoughts on given situation
scenario about designing a workplace with

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Patchara Vanichvasin

7. Opinions on case-based teaching, in deviation analysis were used for analyzing

which students know exactly what they need quantitative data. Pre- and post-test scores
to know when they need to know it and learn were analyzed by using content analysis and
by doing, experiencing knowledge failures, compared by using t-test. A five-point Likert
and realizing the need for new information in scale observation checklist assessing
order to progress discovery learning and a questionnaire
8. Opinions on learning by exploring, in assessing interactive learning and discovery
which students can be involved in their own learning indicated the level of student
learning and learn through performing tasks interaction, ranging from 1 (very low) to 5 (very
that they care about high). The scales used in the data interpretation
Part 2 was the open ended answers are shown below.
for further recommendation. Average Score Interval Meaning
All instruments were verified by experts 4.50-5.00 Very high
to obtain their recommendations for necessary 3.50-4.49 High
changes. 2.50-3.49 Average
Step 2.3 – Data Collection 1.50-2.49 Low
The targeted study group attended the pre- 1.00-1.49 Very Low
test. After the pre-test, an interactive learning
book was given to students with instructions RESULTS
on how to use and how to complete related The research results were presented as
questionnaires. follow:
The researcher, as a teacher, used an 1. To develop an interactive learning
observation checklist to observe student book based on interactive learning and
interaction. discovery learning
After students completed the interactive 1.1 The book was developed with a
learning book, they were given the post-test developmental framework of interactive
and the questionnaire of interactive learning learning, discovery learning, and human
and discovery learning. Finally, all instruments resource management.
distributed were checked for completeness The book was analyzed by 3 experts for
and accuracy. content appropriateness. The experts agreed
Step 2.4 – Data Analysis upon changes in page number and instruction
Content analysis was used for analyzing clarity. After revision, the experts stated that
qualitative data and mean and standard the content was appropriate.

Table 1: Means and Standard Deviation of Content Appropriateness

Content Appropriateness  S.D. Interpretation
1. Content is appropriate to the selected subject 4.67 0.58 Very High
2. Content is appropriate in its presentation 4.33 0.58 High
3. Content is appropriate to use with interactive
4.00 0.00 High
learning and discovery learning
Total 4.33 0.00 High

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 Using an Interactive Learning Book Based on Interactive and
Discovery Learning to Enhance Student Interaction and Achievement

Table 1 shows that the mean was 4.33 responded with words and phrases like good,
and standard deviation (S.D.) was 0.00. This interesting, logical, fun-filled with learning
means that the content appropriateness was activities, easy to understand, and a motivating
at a high level. way to search for knowledge and participate
in the learning process.
1.2 The book was piloted with a non- 1.3 The final used a version of test that
targeted group of 17 students with the high was revised according to expert recommend-
satisfactory level of 4.46. ations and the non-targeted group of students:
The data analysis in Table 2 shows a mean The final version contained 34 pages, exclud-
of 4.46 and a standard deviation (S.D.) of ing the cover page, instruction page, and back
0.55. This means that the non-targeted group page. Each page featured 1 learning activity
of 17 students was highly satisfied with the appropriate to the page in order to guide
interactive learning book. students. However, students were allowed to
In the open-ended answer section of the use another learning activity or activities instead
student satisfaction survey, the students of the indicated learning activity, if appropriate.

Table 2: Means and Standard Deviation of Non-Targeted Group of Students’ Satisfaction

Student Satisfaction  S.D. Interpretation

1. It encourages student interaction in
4.41 0.62 High
classroom
2. It is understandable, clear, and easy to learn 4.24 0.66 High
3. It is modern 4.35 0.70 High
4. It provides appropriate content 4.47 0.62 High
5. It has the right balance of content 4.50 0.52 Very High
6. It is in a creative style 4.65 0.49 Very High
7. It communicates clearly and creatively 4.47 0.62 High
8. It stimulates interest in learning 4.47 0.62 High
9.It encourages knowledge discovery 4.65 0.49 Very High
10.It encourages thinking and easiness to
4.35 0.70 High
follow
11.It supports learning by doing 4.41 0.62 High
12.It encourages self- learning 4.53 0.51 Very High
13.It leads to learning 4.53 0.51 Very High
Total 4.46 0.55 High

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Patchara Vanichvasin

Some examples from a revised version

of the interactive learning book used in this
study are given below.

Figure 1: Examples from the Interactive Learning Book

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 Using an Interactive Learning Book Based on Interactive and
Discovery Learning to Enhance Student Interaction and Achievement

Figure 2: Examples from the Interactive Learning Book

2. To examine student interaction and classes was done 4 times by using the
achievement after using the interactive learning observation checklist to monitor student
book interaction levels. The results are shown in
2.1. Student interaction based on Table 3.
discovery learning: Teacher observation of

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Patchara Vanichvasin

Table 3: Means and Standard Deviation of Discovery Learning

Table 4 – Student Achievement Before and After Using the Interactive Learning Book

The data analysis in Table 3 showed that As shown in Table 4, the probability
from 4 class observations the mean was 3.80 significance of 0.0000 is less than 0.05, which
and the standard deviation (S.D.) was 0.15. means that there are significant differences
This means that student interaction based on between pre-test and post-test scores. Student
discovery learning was at a high level. achievement after the use of the interactive
2.2. Measurement of student achievement learning book was higher than before,
after the use of the interactive learning book significantly different at 0.05.
through a pre-test and post-test: The full 2.3 Student interaction based on discovery
scores of both tests were 100. Post-test scores learning: Student opinions on the interactive
were higher than pre-test scores. The gap learning book based on discovery learning
difference of the mean is shown in Table 4. were assessed with five-point Likert scale
questions as follows:
Table 5: Means and Standard Deviations of Students’ Opinions on Interaction in Using the Interactive
Learning Book based on Interactive Learning and Discovery Learning

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 Using an Interactive Learning Book Based on Interactive and
Discovery Learning to Enhance Student Interaction and Achievement

Table 5 shows a total mean of 4.26 and This study also points out that the
the standard deviation (S.D.) was 0.17. This alignment and reinforcement of teaching and
means that students interacted with learning learning may lead to higher interaction. For
activities based on interactive and discovery example, when learners had to reflect, they
learning. Their interaction was at a high level. had to think. The more they thought, the more
Assessment of student interaction from they interacted. It can be said that thinking and
open-ended answers are presented as follows: reflection are interrelated in creating better
1. The interactive learning book was a interaction because a teacher encourages
good instructional media tool for teaching as it learners to think and learning is thus
helped learners keep content for reviewing, reinforced by the use of thinking to help
summarizing, and concluding. reflect. Therefore, if good designs and better
2. The interactive learning book was a selections of learning activities are used,
good instructional media tool for learning as it higher impacts on learner interactions can be
helped learners develop learning skills such as yielded.
thinking, analyzing, and applying. As a result of learning interactively,
3. The interactive learning book was a learners achieved more and were satisfied.
good instructional media tool for teaching and Learners who were taught through interactive
learning as it helped teachers motivate learners learning and learnt through discovery learning
to engage themselves in the learning process had more opportunities to enhance 21st century
and helped learners participate in learning knowledge and skills than those who did not
activities such as searching for knowledge and have such opportunities. As Pack (2016)
sharing answers. stated, the only way to develop 21st century
skills is to exercise them.
DISCUSSION
RECOMMENDATIONS
For this study, an interactive learning
environment was created by a teacher through It is recommended that teachers create
the use of the interactive learning book and interactive learning environments for interactive
discovery learning. Learners learnt successfully learning and discovery learning to take place
in this environment because learning was set as the research results show that interactive
to be interactive with various learning activities, learning and discovery learning had high
and learners learn best when they learn impacts on student interaction and promoted
interactively. As Reeves and Hedberg (2003) successful learning as measured by student
stated, all learning is interactive. Rezak (2009) achievement and satisfaction. However, to be
stated that discovery learning is highly engaging. successfully implemented, the following
The findings here are also in accordance with specific recommendations should be followed:
Balim (2009), who stated that using the 1. Using interactive learning books
discovery learning method results in student requires learner self-discipline as the learners
success more often than the use of traditional must bring the book to class. When learners
teaching methods does. forget their books and do the exercises on
separate sheets of paper, they have to work
on the same task twice. Changing from paper

39
Patchara Vanichvasin

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