Development of Instructional Plans Based on Experiential Learning Theory Combined with Cognitive Load Theory to Enhance Student Learning Achievement in Engineering Mechanics at Nakhon Pathom Technical College

Abstract

This article presents an instructional model addressing complexity in Engineering Mechanics. The study aimed to develop instructional plans integrating Experiential Learning Theory and Cognitive Load Theory for Higher Vocational Diploma students, evaluate efficiency using the 80/80 criterion, compare pre- and post-test achievements, and examine student satisfaction. The sample comprised 20 first-year Automotive Technology students at Nakhon Pathom Technical College, testing on the Equilibrium unit. Data were analyzed using paired samples t-test, Normalized Gain, and Cohen's d Effect Size.Results showed that the instructional plans achieved excellent quality, with a mean of 4.98 and standard deviation of 0.04, successfully meeting the efficiency criterion. Post-test achievement, with a mean of 17.45 and standard deviation of 1.15, was significantly higher than pre-test scores, with a mean of 10.65 and standard deviation of 1.63, at the .001 level with a t-value of 15.71. Discussion reveals that integrating Cognitive Load Theory minimized extraneous load through segmented content and worked examples, resulting in High Gain development with a gain index of 0.73 and a Huge Effect Size with a Cohen's d of 3.51. Concurrently, Experiential Learning Theory aligned with vocational students' kinesthetic learning styles, yielding high overall satisfaction, particularly in active experimentation with a mean of 4.40 and concrete experiences with a mean of 4.15. This confirms that synergizing both theories effectively enhances complex engineering learning.