The development of instructional materials for teaching three-phase motor control in a electrical machines and controlling class using active learning combined with student-led review sessions.

The objectives of this research were (1) to create a teaching media set for the subject of Electrical Mechanics and Control on the topic of 3-phase electric motor control using the Active Learning learning model combined with the Student-led review session; (2) to compare the learners’ academic achievement before and after using the teaching media set for the subject of Electrical Mechanics and Control on the topic of 3-phase electric motor control using the Active Learning learning model combined with the Student-led review session; and (3) To study learners' satisfaction in organizing the learning process to promote knowledge creation with a set of teaching media for Active learning combined with Student-led review session learning. The sample group used in this research was 14 first-year vocational certificate students in the Electrical Power Department, Phonthong Vocational College, who were selected by cluster random sampling. The researcher’s instruments used in this research were (1) a teaching media set that consisted of a lesson plan and an experiment worksheet in the subject of Electrical Mechanics and Control. The study of 3-phase electric motor control using the Active learning format combined with Student-led review session (2) an achievement test in the form of 4-choice multiple choice with 20 questions (3) a student satisfaction questionnaire. The statistics used for data analysis were percentage, arithmetic mean, and standard deviation. The research results showed that (1) the teaching media set created for teaching about 3-phase electric motor control, consisting of lesson plans and experimental worksheets with content about connecting motor control circuits in direct (Direct On Line) and star-delta modes, had the overall quality at the highest level ( X = 4.78, S.D. = 0.39). The efficiency of the teaching media set (E1/E2) was 83.71/81.43, which met the specified criteria. (2) The learning achievement of the students after studying ( X = 16.29, S.D. = 0.91) was higher than before studying ( X = 8.43, S.D. = 1.60), and (3) the created teaching media set had the highest level of satisfaction ( X = 4.62, S.D. = 0.51)