Development of Transformative Learning Model to Enhance Creative Thinking Ability and Emotional Intelligence of Student Leaders

Abstract

The purposes of the research and development were to (1) develop a transformative learning model to enhance creative thinking ability and emotional intelligence of students leader, and (2) examine the effectiveness of the model. The study was composed of five phases. Phase 1: Situation analysis via document review, in depth interviews of students leader and assessment of creativity and emotional Intelligence ability of students leader; 2: Design and development of a transformative learning model by synthesizing the data from phase 1 and literature review to identify the model framework. The transformative learning model was implemented, evaluated and improved until the appropriate model was identified; 3: Establishing a pilot study to evaluate the feasibility of the model; 4: Develop a transformative learning model by synthesizing the data from phase 3 and literature review to identify the model framework; 5: Evaluate the effectiveness of the transformative learning model from interview form regarding (1) Creative thinking ability and emotional intelligence of student leaders, (2) Students’ satisfaction with the model, (3) instructors’ opinions towards the model, and (4) Approval of the model by experts. The samples included students leader at Praboromarajchanok Institute Central Region 1 and experts. Instruments consisted of questionnaires and focus group discussion. Data analysis was implemented by using on Mean and Standard Deviation (SD.). Content analysis was performed on qualitative data. The findings revealed that there were 5 components composed of (1) teachers, (2) authentic experience, (3) learning tools, 4) learning process, and 5) learning supportive technology. There were 9 steps comprised 1) providing learners facing with the critical issues, (2) self-examination, (3) serious and early evaluation on their own assumptions (4 )open mind on changing, 5) exploration of new options, (6) planning new action, 7) initial trying on new roles, (8) creating ability and confidence on new roles, and (9) integration and blending. An evaluation of model effectiveness revealed that creative thinking ability and emotional intelligence of students leader were statistically higher than before learning (p<.05) (increase from 3.64 to 4.42 and 3.68 to 4.51 respectively) For satisfied evaluation, student leaders almost satisfied on the model in the high level (Mean=4.31, SD.=.56). All invited experts also approved the model and agree that the developed model can be used as a model for student development which enhance creative thinking and emotional intelligence.