The 2018 Technology Innovation Management and Engineering Science International Conference (TIMES-iCON2018)
The development of Instructional Packages
of Op Amps and Linear IC for Curriculum Diploma
of Vocational Education Students
Abhichat Anukulwech
Chonburi Technical College, Chonburi, Thailand,20170
(e-mail : abhichat@chontech.ac.th)
Abstract— This research designed the Instructional Packages
of Op Amps and Linear IC for Curriculum Diploma of
Vocational Education Students. The purposes of this research
were 1) to study develop and test efficiency of the Instructional
Packages of Op Amps and Linear IC and 2) compare the
students’ the instructional Packages of Op Amps and
Linear IC achievement before and after using the
Instructional Packages of Op Amps and Linear IC. The
sample was 29 students of Diploma of Vocational Education
Students in Chonburi Technical College in Thailand. The
experimental instrument consisted of the Instructional Packages
of Op Amps and Linear IC for Curriculum Diploma of
Vocational Education Students. The statistics used for data
analysis were E1 / E2, mean (M), standard deviation (S.D). The
results showed that 1) the Instructional Packages of Op Amps
and Linear IC for Curriculum Diploma of Vocational Education
Students were 88.26/81.00, 86.40/90.00, 80.00/81.50, 85.00/81.00,
90.00/90.00, 90.00/83.50, 84.50/87.67, 84.50/88.00, 86.33/86.00,
92.88/90.00, 89.00/83.67, 85.00/82.0082.98 / 83.57, 84.64 / 85.71,
83.93 / 83.21, 81.43 / 84.29, 81.43 / 84.64 and 83.57 / 84.64,
respectively, according to the 80/80 which was considered to meet
the selected efficient standard criteria of 80/80, and 2) the
students’ scores had average score (E1) was 39.98, score of the
test during the study had average score 216.61 , and the average
score (E2) was 117.16
Keywords— Instructional Packages; Op Amps and Linear IC;
Diploma of Vocational Education Students
I. INTRODUCTION
Office of the Vocational Education Commission in
Thailand was responsible for production and development. The
middle class and technologists are reforming the whole
concept. Structure and methodology for quality production. In
addition to the above, During the 12th National Economic and
Social Development Plan (BE 2560-2564) and the National
Education Plan 2560-2579) to enable the plan to move
effectively. A study of the context that affects the development
of education in the country. The progress of digital leap that
affects the social and economic systems of countries, regions
and the world. ธhe skills of the 21st century population all over
978-1-5386-7573-1/18/$31.00 ©2018 IEEE
the world face the challenge and the development of the
country into the economic and social development of Thailand
4.0 [1 ]
Thailand 4.0 is developed "New Engines of Growth" by
converting the two countries' comparative advantages,
"biodiversity" and "cultural diversity" into "competitive
advantage". There are Innovative Ideas Science, technology
and research and development, focusing on 5 technologies and
industries to be the platform to create "New Startups" as
follows: 1) Food, Agriculture & Bio-Tech 2) Health, Wellness
& Bio-Med 3) Smart Devices, Robotics & Mechatronics 4)
Digital, Iot, Artificial Intelligence, & Embedded Technology,
and 5) Creative, Culture, & High Value Services [2]
From the research Model 9 is aimed at the success of
management by: 1) Managing schools for graduates’ student
supporting the computer skills, computer literacy,
communication skills, professionalism, consistency. The
ASEAN Agreement Adapted to the changes of the world. 2)
The school administration develops the school. The Industrial
Engineering to be a model with modern curriculum and
teaching and equipment consisted of Classroom tools, the
school administration. The objective is the vocational
education of the industrialists successful. The Capacity and
technological capability to support Thailand's national
development. 4.0 [2]
The problems arising from the teaching and learning
process of electronic subjects. Especially in the Optics and
Linear IC reported by teachers. The researcher has been
teaching for more than 25 years, which is enough to gather the
problems that are classified as follows.
A. students’ Problems
Cognitive Domain Problems
1) The learner does not have a comprehensive study
document covering the course description. The Teachers have
divided the units by course description.
2) The lack of instructional media that will enable students
to have the skills, knowledge, and understanding as a result of
not achieving academic achievement.
 Psychomotor Domain
1) The student does not have the instructional manual in the
course of the course description, course standards and learning
objectives.
2) Students does not have the skills, and did not confidence
in their work.
The psychosocial found that.
1) Students does not have a responsibility.
2) Students does not have a teamwork while doing their
workgroup.
B. The teachers’ problems
1) Teachers do not have the details of content to
management in learning.
2) The description of the content has characteristics that do
not cover the description of the course and do not consistent
with the teaching time.
3) The measurement and evaluation is not consistent and
the actual achievement.
From the above reason, the researcher recognizes the
importance of problems. Therefore, developed a higher
potential student need to provide students with the ability to
cultivate, Psychomotor Domain. The ability to develop
themselves. The teacher teaches the process of teaching the
students to achieve the efficiency and effectiveness of learning.
The designed and development of teaching by using the
Instructional Packages of Op Amps and Linear IC was to
provide students with cognitive ability, Psychomotor Domain.
The results of the teaching and learning process are presented
using the instructional package in the course. This is a benefit
for our students and developed education in Chonburi technical
college in Thailand.
II. OBJECTIVE
A. To develop and test efficiency of the Instructional
Packages of Op Amps and Linear IC for Curriculum Diploma
of Vocational Education Students.
B. To compare the students’ achievement before and after
using the Instructional Packages of Op Amps and Linear IC for
Curriculum Diploma of Vocational Education Students.
III. CONCEPTUAL FRAMEWORKS
A. Instructional Packages
Chaiyong Brahmawong [3] stated was the
instructional package is the type of communication. There are
specific aims to teach even the instructional package. Thai
educators have long been teaching the concept of teaching,
even without the word "teaching set". The media has produced
the production system and the teaching materials that
correspond to the subjects, subjects and objectives to change
the behavior of the students.
In this research I divided the development of
Instructional Packages of Op Amps and Linear IC for
Curriculum Diploma of Vocational Education Students into 12
unit as follow ;
Unit 1 History and General features of op amps
Unit 2 Features and functions of op amps
Unit 3 Voltage comparator and phase signal comparator
Unit 4 Level detector and voltage follower
Unit 5 Inverting Amplifier and non-Inverting Amplifier
Unit 6 Summing voltage and Difference voltage
Unit 7 Signal converter circuit
Unit 8 Frequency filters
Unit 9 Signal generator
Unit 10 Gate circuit
Unit 11 Using op amps
Unit 12 Voltage Control and Electrical Measurement
B. Developmental Testing (DT)
The researcher studied the concept of the Developmental
Testing (DT of Chaiyong Brahmawong [3]. The ideal were
follow;
E1 is the efficiency of the process measured by the
instruction. Using the instruction set. Percentage of average
score from the activity during the teaching and learning.
E2 is the performance of the result. Percentage of average
scores from the post-test test.
ΣX is the total score of the learner from the activity during
each unit's instructional activity.
ΣF is the total score of the student. After the test.
A is the full score for each activity of each unit.
B is the full score of the post-test
N is the total number of students
The efficiency of the Instructional Packages of Op Amps
and Linear IC for Curriculum Diploma of Vocational
Education Students, it is based on 80/80 performance.
The first 80 means the average score of the activity during
the instructional period of each teaching unit. Percentage is 80
or above.
And 80 score mean 80% of the average score from the unit
test after each unit of instruction is correct.
C. Analysis of learning achievement
The mean and standard deviation from the pre-test and post-
test learning with the Instructional Packages of Op Amps and
Linear IC for Curriculum Diploma of Vocational Education
Students. [ ]
X1 =
X 1
N
 X2 =
X 2
Unit 9 Signal generator
Unit 10 Gate circuit
N Unit 11 Using op amps
Unit 12 Voltage Control and Electrical Measurement

When X1 is the average of the pre-test

X2 is the average of post -test
ΣX1 is the sum of the pre-test V. DATA ANALYSIS
ΣX2 is the sum of the post-test A. Analysis of the efficiency of the Instructional Packages of
N is the number of students Op Amps and Linear IC for Curriculum Diploma of
Vocational Education Students in accordance with the 80/80
criterion set out in E1 / E2 formula
Standard Deviation (S.D).
B. Analyzing the student achievement by comparing
differences of scores obtained from the pre-test and post-
N  X 1 − ( X 1 )
2 2
learning achievement test with the Instructional Packages of
S.D1 =
N( N − 1) Op Amps and Linear IC for Curriculum Diploma of
Vocational Education Students.

N  X 2 − ( X 2 ) 2
2

S.D2 = VI. RESULTS

N( N − 1)
A. Analysis of the efficiency of the Instructional Packages of
Op Amps and Linear IC for Curriculum Diploma of
IV. METHODOLOGY Vocational Education Students in accordance with the 80/80
A. The sample was 29 students in Curriculum Diploma of criterion set out in E1 / E2 formula
Vocational Education in Chonburi Technical College,
,Thailand. Semester 2, Academic year 2017 by used Simple
Random Sampling technique.
B. The research content used in the development the
Instructional Packages of Op Amps and Linear IC for
Curriculum Diploma of Vocational Education Students. There
are 12 unit as follow ;

Unit 1 History and General features of op amps

Unit 2 Features and functions of op amps
Unit 3 Voltage comparator and phase signal comparator
Unit 4 Level detector and voltage follower
Unit 5 Inverting Amplifier and non Inverting Amplifier
Unit 6 Summing voltage and Difference voltage
Unit 7 Signal converter circuit
Unit 8 Frequency filters
 TABLE 1. SHOW THE EFFICIENCY OF THE INSTRUCTIONAL PACKAGES OF OP AMPS AND LINEAR IC FOR CURRICULUM DIPLOMA OF
VOCATIONAL EDUCATION STUDENTS.

Percentage of average score Percentage of average scores

from the activity during (E1) from the post-test (E2) The result
unit list Score Score of
Full Full efficiency
during Percentage during Percentage
score score
the study the study

Unit 1 History and General pass

23 20.30 88.26 10 8.10 81.00
features of op amps
Unit 2 Features and functions of op pass
25 21.60 86.40 15 13.50 90.00
amps
Unit 3 Voltage comparator and pass
12 9.60 80.00 10 8.15 81.50
phase signal comparator
Unit 4 Level detector and voltage pass
follower 8 6.80 85.00 10 8.10 81.00

Unit 5 Inverting Amplifier and non pass

20 18 90.00 15 13.50 90.00
Inverting Amplifier
Unit 6 Summimg voltage and pass
10 9 90.00 10 8.35 83.50
Difference voltage
Unit 7 Signal converter circuit 20 16.90 84.50 15 13.15 87.67 pass
Unit 8 Frequency filters 20 16.90 84.50 15 13.20 88.00 pass
Unit 9 Signal generator 30 25.90 86.33 15 12.90 86.00 pass
Unit 10 Gate circuit 40 37.15 92.88 15 13.50 90.00 pass
Unit 11 Using op amps 40 35.60 89.00 15 12.55 83.67 pass
Unit 12 Voltage Control and pass
25 21.25 85.00 10 8.20 82.00
Electrical Measurement
total
273 238.75 87.45 155 133.20 85.94 pass

From Table 1, the efficiency of the instruction package of Op Amps and Linear IC for Curriculum Diploma of Vocational Education
Students were 88.26/81.00, 86.40/90.00, 80.00/81.50, 85.00/81.00, 90.00/90.00, 90.00/83.50, 84.50/87.67, 84.50/88.00, 86.33/86.00,
92.88/90.00, 89.00/83.67, 85.00/82.0082.98 / 83.57, 84.64 / 85.71, 83.93 / 83.21, 81.43 / 84.29, 81.43 / 84.64 and 83.57 / 84.64, respectively,
according to the 80/80 which was considered to meet the selected efficient standard criteria of 80/80

B. Analyzing student achievement by comparing differences of scores obtained from the pre-test and post-learning achievement
test with the Instructional Packages of Op Amps and Linear IC for Curriculum Diploma of Vocational Education Students by
using t-test for dependent samples

TABLE 2. SHOW THE PROGRESS OF STUDENTS LEARNING THE INSTRUCTIONAL PACKAGES OF OP AMPS AND LINEAR IC FOR CURRICULUM DIPLOMA OF
VOCATIONAL EDUCATION STUDENTS IN CHONBURI TECHNICAL COLLEGE

Number of students Pre – Test Test during the study Post –test
(29) (155) (273) (155)

average 39.98 216.61 117.16

Table 2. shows the students’ scores on the first exercise. The first lesson had average score (E1) was 39.98, score of the test
during the study had average score 216.61, and the average score (E2) was 117.16

VII. CONCLUSION AND DISCUSSION
A. Analysis of the efficiency of the Instructional Packages
of Op Amps and Linear IC for Curriculum Diploma of
Vocational Education Students in accordance with the 80/80
criterion set out in E1 / E2 formula [3] The results showed
that the Instructional Packages of Op Amps and Linear IC
for Curriculum Diploma of Vocational Education Students
were 88.26/81.00, 86.40/90.00, 80.00/81.50, 85.00/81.00,
90.00/90.00 ,90.00/83.50, 84.50/87.67, 84.50/88.00,
86.33/86.00,92.88/90.00, 89.00/83.67, 85.00/82.0082.98 /
83.57, 84.64 / 85.71, 83.93 / 83.21, 81.43 / 84.29, 81.43 /
84.64 and 83.57 / 84.64, respectively, according to the 80/80
which was considered to meet the selected efficient standard
criteria of 80/80, consistent with S. Sirathanakul [4] found
that "The Construction and Evaluation of Instructional
Package on Vector Quantity" The results of this study
revealed that: 1) the magnitude of vector components
measured by using the experimental set was equal to that
determined by conventional calculation, significantly at the
.05 level, 2) the quality of the instructional package was
rated as excellent, and 3) the learning achievement of the
experimental group was higher than the control group with
statistical significance level of 0.05. Thus, the instructional
package could encourage students’ motivation and promote
successful learning. Also Daoprakai Raso and others [5]
studied for the Computer Multimedia Assisted Presentation
Program Teaching Courseware. The results showed that 1)
students grade 6 had learning achievement significantly
higher than that before using 0.01 level, 2) the efficiency of
the multimedia computer lessons of the Presentations
program were 82.98 / 83.57, 84.64 / 85.71, 83.93 / 83.21,
81.43 / 84.29, 81.43 / 84.64 and 83.57 / 84.64, respectively,
according to the 80/80 which was considered to meet the
selected efficient standard criteria of 80/80 and 3) the
students’ satisfaction toward the computer multimedia
instruction lessons was found at a high level
( M= 4.49, S.D. = 0.79 ).
B. Analyzing the student achievement by comparing
differences of scores obtained from the pre-test and post-
learning achievement test with the Instructional Packages of
Op Amps and Linear IC for Curriculum Diploma of
Vocational Education Students found that the students’
scores had average score (E1) was 39.98, score of the test
during the study had average score 216.61 , and the
average score (E2) was 117.16 consistent with Yaki, Akawo
Angwal and Babagana, Mohammed [6] studied about the
Technology Instructional Package Mediated Instruction and
Senior Secondary School Students’ Academic Performance
in Biology Concepts. The results of data analysis revealed
there was an interaction effect, treatment was effective in
significantly improving students ‘performance in the
experimental group than the control group (F (1.78) =29. 89,
p <. 05) in the main effects. The TIP was found to be gender
friendly (t = 3.93, df = 38, p > 0.05). Based on the finding, it
was recommended that teachers should be trained and
encouraged to employ technological resources in their
classroom practices.
ACKNOWLEDGMENT
I would like to express my special appreciation and thanks
to my director, teachers, and the students of Chonburi
Technical College. I would like to express my sincere
thanks to the special experts and others person for
suggestions and all their help for my research. Especially
Dr.Daoprakai Raso that encouraging my research have been
invaluable.
REFERENCES
[1] Office of the Secretary General of the Council of Education.National
Education Plan, B.E.2560 – 2579.Bangkok: Chulalongkorn
University Press, 2560.
[2] Sarojn Kojuantiaw. The Development of Vocational Education
Administration Model. Industrial category under Thailand
4.0.Consultant for Vocational Education Standard. Office of the
Vocational Education Commission Ministry of Education.
[3] Chaiyong Brahmawong. (2014). Developmental Testing of Media
and Instructional Package. Journal of Arts and Sciences, Vol. 5, Vol.
1 (January - June 2013).
[4] S. Sirathanakul "The Construction and Evaluation of Instructional
Package on Vector Quantity", Applied Mechanics and Materials, Vol.
804, pp. 351-354, 2015
[5] Daoprakai Raso, Kanporn Aiemphaya, Niwat Noymanee, Abhichat
Anukulwech. Computer Multimedia Assisted Presentation Program
Teaching Courseware. SAR Journal. Volume 1, Issue 3, Pages 71-76,
ISSN 2619-9955, DOI: 10.18421/SAR13-01, September 2018.
[6] Yaki,Akawo Angwal and Babagana, Mohammed . Technology
Instructional Package Mediated Instruction and Senior Secondary
School Students’ Academic Performance in Biology Concepts. The
Malaysian Online Journal of Educational Sciences 2016 (Volume4 -
Issue 2 )