The Effectiveness of the 5Ps Model as an Active Learning Approach for Enhancing Learning Outcomes and Knowledge Construction among Thai Secondary Students

Abstract

To move beyond passive knowledge transfer, instructional design must enable learners to construct knowledge autonomously while addressing individual differences. This study aimed to: 1) develop an instructional model integrating Social Constructivism with Learning Styles to enhance learning outcomes and students' knowledge construction abilities, and 2) evaluate its systemic effectiveness. Using a research and development (R&D) framework, the investigation involved 102 Grade 8 students from four regions of Thailand, selected via multi-stage random sampling. Research instruments comprised the 5Ps Model, lesson plans, an achievement test, and a knowledge construction assessment. Data analyses utilized means, standard deviations, paired-samples t-tests, one-sample t-tests, one-way ANOVA, Wilcoxon signed-rank tests, Cohen’s d, and Cohen’s dz. Results indicated that the developed model was structurally valid and content-consistent. Students' post-test scores surpassed their pre-test scores significantly (p < .05), demonstrating a large effect size. Additionally, students' knowledge construction scores significantly exceeded the 70% proficiency threshold, with no significant regional variations observed in post-test outcomes. Qualitative interview data indicated that the model promoted active learning, knowledge co-construction, and the translation of concepts into real-world situations. The findings demonstrate that integrating Social Constructivism with flexible learning activity design systematically supports deep learning in diverse classroom contexts.