Learning for transfer is a key target outcome of vocational industrial education. The main objectives of this research were to develop and assess effectiveness of the Skill-Transfer Teaching Model in vocational industrial education. The research procedure consisted of three main steps: 1) conceptualization and design of the teaching model and research instruments, 2) field trial of the teaching model on the first sample of students, followed by model improvement; and 3) actual experiment conducted on the second sample to assess effectiveness of the teaching model. Both samples were students majoring in industrial technology enrolling in the 2001 and 2002 academic years at Nakhon Pathom Rajabhat Institute. Data collection and analysis were approached with quantitative methods, supplemented with qualitative methods. Effectiveness of the teaching model was assessed on three components of learning achievement, namely, knowledge, skill, and skill transfer. The findings can be concluded that: 1) from effect size analysis, the skill-transfer teaching model was effective on skill and skill transfer, but not on knowledge; 2) from problem-solving pathway analysis, different patterns existed between students with different levels of prior knowledge, mechanical aptitude and achievement; and 3) the students expressed their overall satisfaction on learning activities provided through the teaching process. Recommendations were proposed to enhance effective applications of the teaching model for students with deficiency in academic background. Further studies we e also recommended for model refinement to be used with different levels of vocational industrial students.
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