A Learning Model to Enhance Constructive Criticism Competence through Phenomenon-Based Learning for Undergraduate Students in Southern Thailand

Abstract

Although criticism is an essential skill in higher education, destructive criticism is difficult to accept. This research aims to develop a learning model to enhance constructive criticism competence through phenomenon-based learning in undergraduate students in southern Thailand.  The research was conducted as a quasi-experimental design consisting of 3 stages: firstly, it investigated the theoretical framework of constructive criticism and conducted an in-depth interview of 12 experts to examine the components and behavioral indicators. Secondly, design the elements of the learning model and evaluate them by 7 experts. Lastly, a pilot testing was conducted with One group pretest-posttest design of 48 undergraduate students. The results showed that constructive criticism competence consists of 3 aspects, namely: Mindful listening (5 behaviors indicators), Intellectual humility (11 behaviors indicators), and Communication flexibility (5 behaviors indicators). The result from expert’s validation found that the developed model is validated in term of the alignment (x̄ = 4.49, S.D.= 0.55) and practicability (x̄ = 4.89, S.D.= 0.30). The learning model named 3H Model consists of 3 steps, namely: 1) Heart, encouraging learners to use their empathy in understanding the situation sincerely 2) Head, analyzing through critical thinking and thoroughly examining the facts; and 3) Hands-on, referred to as communication part, which students should express the opinion professionally. Furthermore, based on the pilot testing result, the students' constructive criticism competence increased significantly (t = -21.73). These show that the 3H learning model is practical to be implemented and appropriate for improving students' constructive criticism competence.