The Development of Information Technology Competency with An Adaptive-action Learning System Based on the Constructivist Approach for Government Officials under the Ministry of Energy

Abstract

The purpose of the study was to develop the information technology competency with adaptive-action learning system based on constructivist approach for ministry of energy officers. The research and development procedure was divided into four phases: (1) Reviewing the literature on information technology competency development, adaptive learning, action learning and constructivist learning theory, (2) Developing the information technology competency with adaptive-action learning system based on a constructivist approach for ministry of energy officers, (3) Studying the effect of information technology competency with adaptive-action learning systems based on constructivist approach program with 30 ministry of energy officers, and (4) Presenting the system verified by five experts. Frequency, percentage, mean and standard deviation were used for statistical analysis. The results revealed that: The developed system for development of information technology competency with adaptive-action learning system based on constructivist approach for ministry of energy officers consisted of (1) the system principles comprising the competency evaluation, adaptive learning, action learning and constructivist learning, (2) the objectives of the system, (3) the competency development process comprising: pre-learning phase, competency valuation phase, and adaptive-learning phase, and (4) evaluation using questionnaire, working observation form and working report. After using the information technology competency with adaptive-action learning system based on constructivist approach system, the participants had higher learning achievement scores in every competency and passed the 80% rating 3. The participants observed working performance was in good level 4. The working report of the participants did not pass the 80% criteria, which did not agree with the hypothesis.