TEM Journal. Volume 9, Issue 2, Pages 814‐819, ISSN 2217‐8309, DOI: 10.18421/TEM92-52, May 2020. 814 TEM Journal – Volume 9 / Number 2 / 2020. Effects of Copper Model in Blended Service Learning for the Enhancement of Undergraduate Academic Achievements and Critical Thinking Suphamart Phakakat, Thanongsak Sovajassatakul Faculty of Industrial Education and Technology, King Mongkut’s Institute of Technology Ladkrabang (KMITL), Chalongkrung Rd., Ladkrabang, Bangkok, 10520, Thailand Abstract - This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean ( ഥ), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the .05 significance level. Keywords - Copper Model, service learning, blended learning, academic achievement, critical thinking skills 1. Introduction The educational management of Thailand seeks to equip all learners with fundamental knowledge for DOI: 10.18421/TEM92-52 https://doi.org/10.18421/TEM92-52 Corresponding author: Suphamart Phakakat, Faculty of Industrial Education and Technology, Bangkok, Thailand. Email: aj.suphamart@gmail.com Received: 19 March 2020. Revised: 02 May 2020. Accepted: 09 May 2020. Published: 27 May 2020. © 2020 Suphamart Phakakat & Thanongsak Sovajassatakul; published by UIKTEN. This work is licensed under the Creative Commons Attribution‐ NonCommercial‐NoDerivs 4.0 License. The article is published with Open Access at www.temjournal.com future autonomous learning and self-development. In managing such a learning process, learners need to train their thinking skills, face authentic situations, and learn to take practical actions [1]. At the tertiary level, higher education institutions’ primary missions are to provide up-to-date academic services in response to social needs based on institutional expertise. These institutions coordinate with one another in networks [2] to offer pedagogies that match regarding the requirements of Thailand Qualifications Framework (TQF) in an effort to push learners towards five domains of the learning outcomes: ethics and morals, knowledge, cognitive skills, interpersonal skills and responsibility, and numerical, communication and information technology skills [3]. The Rajabhat University is higher education institutions for local development, intellectual empowerment, restoration of learning inspiration, and commendation of local wisdom. These institutions are with crucial educational objectives which provide academic services to the society, establish a sense of love and belonging with local communities, and promote in-community lifelong learning. The efforts are consistent with the principles of service learning, which are a type of education that involves community services for academic purposes [4]. Although the advancement of information technology now plays a vital role in instructions through online or blended approaches addressing individual learning differences in terms of thinking, interests, and learning capacities [5]. Critical thinking skills remain equally fundamental to the development of learners in the 21 st century [6],[7]. Critical thinking is a process that incorporates consideration, problem-solving, and decision making through analysis, synthesis, and evaluation using reasons from credible information sources [8],[9],[10]. Existing instructional problems indicate that teaching has been too focused on contents rather than allocating learners the opportunities to practice think,