Vol.9, No.2, May 2020.                                                                                                                                                                                     ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333


TEM Journal



Association for Information Communication Technology Education and Science

Effects of Copper Model in Blended Service Learning for the Enhancement of Undergraduate

Academic Achievements and Critical Thinking


Suphamart Phakakat, Thanongsak Sovajassatakul


© 2020 Suphamart Phakakat, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)


Citation Information: TEM Journal. Volume 9, Issue 2, Pages 814-819, ISSN 2217-8309, DOI: 10.18421/TEM92-52, May 2020.


Received: 19 March 2020.

Revised:   02 May 2020.
Accepted: 09 May 2020.
Published: 27 May 2020.




This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean (𝒙􀴥), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the .05 significance level.


Keywords –Copper Model, service learning, blended learning, academic achievement, critical thinking skills.



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