Development of Non-Formal Education Activities Based on Neo-Humanist Concept and Collaborative Learning to Develop Adversity Quotient of Students in Private Universities

Abstract

The purposes of this research were: (1) to study the overview of the Adversity Quotient (AQ) of students in private universities; (2) to develop a Non-Formal education activity model based on Neo-humanist concepts and collaborative learning; (3) to experiment and study conditional factors and problems after using the Non- Formal education activity model. This research was made in quasi-experimental research approach consisting of a Non-randomized control group with a pretest/posttest design. The sample group was 40 freshmen from Dhurakij Pundit University. The sample group was divided in half using matched pairs. There were twenty students in each group: one was the experimental group and the other was the control group. The procedures consisted of three phases: 1) studying the overview of AQ of students in private universities, 2) developing the Non-Formal education activity model based on Neo-humanist concepts and collaborative learning to enhance AQ, and 3) testing and studying factors and problems derived from the application of the Non-Formal education activity model. The findings were as follows: (1) as a whole, AQ of students in private universities was at a moderate level. (2) The Non-Formal education activity model based on Neo-humanist concepts and collaborative learning to uplift AQ consisted of five factors: a) the instructional planning, b) the arrangement of learning experiences, c) evaluation, d) learners‘ roles, and e) Teachers‘ roles. (3) The findings were as follows: a) AQ scores and learning achievement scores of the experimental group after the experiment were significantly higher than the scores measured before the experiment at .01. b) After the experiment, AQ scores of the experimental group were significantly higher than those of the control group at .01. c) After the experiment, the collaborative learning behavioral scores were at 87.22 %.In addition, the participants reported that the Non-Formal education activity model was appropriate in its learning objectives, contents and cognizance, training techniques, evaluation, learners‘ roles, and teachers‘ roles. However, what should be considered before the application of this model? Moreover, what follow-up studies should be accomplished after the application of the model? Moreover, there were some obstructive factors that might have affected the training. These included management policy, support from the organizations, the characteristics of the learners, and the arrangement of activities.