Abstract—The purpose of this research is to 1) develop an
engineering design process on web application learning model to
enhance web programming skills for Computer Education
students; 2) develop a web application for use in the engineering
design process-based learning model; 3) evaluate the students’
web programming skills; 4) compare students’ learning
achievement before and after learning with the developed
learning model; and 5) study the students’ satisfaction with the
developed learning model. The research sample was 30
undergraduate students majoring in Computer Education at
Nakhon Pathom Rajabhat University, obtained by cluster
sampling. The research instruments consisted of 1) an
engineering design process on web application learning model; 2)
a web application; 3) a web programming skills assessment test;
4) a learning achievement test; and 5) a satisfaction assessment.
The statistics used were mean, standard deviation, and t-test.
The results showed that 1) the engineering design process on
web application learning model has the highest level of
appropriateness. 2) The quality of the web application used in
the engineering design process-based learning model is at a very
good level in content and technical aspects. 3) Students’ web
programming skills are higher than the set criteria of 80%. 4)
Students’ learning achievement after learning is higher than
before with a statistical significance level of 0.05. 5) Students are
satisfied with the learning model at the highest level.
Index Terms—Engineering design process, web application, web programming skills
Noppadon Phumeechanya and Sumalee Soonthara are with the Department of Computer Education, Nakhon Pathom Rajabhat University, Nakhon Pathom, Thailand.
*Correspondence: email@example.com (N.P.)
Cite: Noppadon Phumeechanya* and Sumalee Soonthara, "The Development of Engineering Design Process on Web Application Learning Model to Enhance Web Programming Skills for Computer Education Students," International Journal of Information and Education Technology vol. 13, no. 10, pp. 1573-1581, 2023.Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).