Abstract

Designing the instructional model with the innovative the Research-Based Learning Strategy Lesson Plans of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students’ perceptions were assessed with the 30-item Research-Based Learning Strategies (RBLS) in six scales. Students’ creative thinking abilities adapted version into the 10-item Creative Thinking Ability Questionnaire (CTAQ) was used. Associations between students’ perceptions of their cultivating learning strategies and their creative thinking abilities were analyzed. A sample size consisted of 626 senior teacher students from 21 Foundational Education classes in Kamphaeng Phet Rajabhat University in two semesters of the academic year 2015. Statistically significant was found that; the lessening effectiveness (E1/E2) evidenced of 80.73/80.98 over the threshold setting was 80/80. The 5-professional expert educators’ responses of the IOC revealed of 0.76. The RBLS and CTAQ were validated and reliable with the internal consistency was analyzed. Students’ perceptions of their RBLS and their CTAQ toward Foundational Education Subject were positive relatively. The multiple correlations R was 0.79 and the predictive efficiency value (R2) indicated that 62% of the variances in students’ creative thinking abilities to their classes were attributable for their perceptions of their individualized classroom environments. Suggestions that of these research findings, the designing instructional model for fostering students’ creative thinking abilities with the research methodology, research procedure, sample design of research instruments and other components of this research, it would be valuable and had the highest benefit for further research study.

Key words: Designing instructional model, cultivation indoctrination, research-based learning strategy, teacher students,creative thinking ability.