RESULTS OF EXPERIENTIAL LEARNING MANAGEMENT TO PROMOTE THE LEARNING OF STUDENTS IN THE SUBJECT OF EARLY CHILDHOOD LEARNING MANAGEMENT

Abstract

This research aimed to 1) compare the learning skills of early childhood education students before and after experiential learning management, and 2) study satisfaction with experiential learning management. The sample consisted of 37 third-year students in the Early Childhood Education program, Faculty of Education, Suan Dusit University, in the first semester of the academic year 2022, selected through purposive sampling. This quasi-experimental research employed a one-group pretest-posttest Design. The experiment was conducted for 8 weeks, one day per week, 4 hours per day. The research instruments included: 1) an 8-week experiential learning plan with 5 steps, 2) a learning skills assessment form covering 3 domains: verbal communication, creative collaboration with others, and problem-solving, and 3) a satisfaction assessment form. Data were analyzed using mean, and standard deviation. The research findings revealed that:
1) The overall learning skills score after experiential learning management (M = 2.45, SD = 0.48) was significantly higher than before (M = 1.28, SD = 0.40) at the .05 level, improving from a low level to a good level. When considered by domain, all 3 domains showed significantly higher mean scores after the experiment at the .05 level. Verbal communication improved from a low level (M = 1.37, SD = 0.48) to a very good level (M = 2.53, SD = 0.50), creative collaboration with others improved from a low level (M = 1.32, SD = 0.45) to a good level (M = 2.50, SD = 0.51), and problem-solving improved from a low level (M = 1.11, SD = 0.25) to a good level (M = 2.28, SD = 0.43). 2) Students' overall satisfaction with experiential learning management was at the highest level (M = 4.55, SD = 0.51), with creating a learning atmosphere in the classroom showing the highest mean (M = 4.58, SD = 0.51).