Development of Context-based Learning Activities to Promote the Learning Achievement of Vocational Students

Abstract

Background and Aims: In the 21st century, vocational education plays a crucial role in producing skilled manpower to meet the demands of the rapidly changing labor market. The development of learners’ competencies, practical skills, and problem-solving abilities is therefore essential to prepare them for real-world employment situations. The purposes of this study were (1) to develop context-based learning activities to promote learning achievement. (2) To compare the learning achievement using context-based learning activities between the pre-test and the post-test. And (3) To study students' satisfaction with context-based learning activities to promote learning achievement. Methodology: The sample was composed of 30 nursing students of Ganzhou Vocational School of Applied Technique. The whole random sampling was used to select 30 students in the first semester of 2025. Research tools are used in lesson plans, learning achievement tests, and satisfaction questionnaires. In data analysis included mean, standard deviation, and hypothesis testing using the t-test. Results: The research results found that 1) the development of context-based learning activities to promote academic achievement received an average suitability score of 4.29 from the assessment of experts, indicating a high level of suitability; 2) students who studied using context-based learning activities had significantly higher academic achievement after studying than before studying at the .01 level; and 3) students who studied using context-based learning activities had a high level of overall satisfaction Conclusion: The findings of this study indicate that the context-based learning activities developed were highly appropriate and effective in enhancing students’ learning achievement. The post-test scores of the nursing students were significantly higher than their pre-test scores at the .01 level, demonstrating that context-based learning can meaningfully improve students’ understanding and academic performance. Furthermore, the students reported a high level of satisfaction with the learning activities, suggesting that integrating real-life contexts into instruction not only supports academic achievement but also increases learners’ engagement and positive attitudes toward learning. Therefore, context-based learning is a valuable instructional approach for promoting both cognitive and affective learning outcomes in vocational education settings.