การเปรียบเทียบผลสัมฤทธิ์ทางการเรียนที่เรียนด้วยการจัดการเรียนรู้เชิงรุกบูรณาการศาสตร์ พระราชากับการจัดการเรียนรู้แบบปกติเพื่อเสริมสร้างทักษะการแก้ปัญหาและทักษะการเรียนรู้เป็นทีม สำหรับนักศึกษาวิชาชีพครูสาขาการศึกษาปฐมวัย

Abstract

This research aims to 1) compare students’ learning achievement in classrooms influenced by active learning arrangement with an integration of the King’s Philosophy; 2) compare students’ problem-solving skills and teamwork learning skills in classrooms influenced by active learning arrangement with an integration of the King’s Philosophy; 3) compare students’ learning achievement in normal classrooms; 4) compare students’ problem-solving skills and teamwork learning skills in normal classrooms; 5) investigate the differences between students’ learning achievement in active learning classrooms with King’s Philosophy integration and normal classrooms; and 6) investigate the differences of the problem-solving skills and the teamwork learning skills in active learning classrooms with King's Philosophy integration and normal classrooms. Each of the two study groups consists of 30 student-teachers (60 in total) in early childhood education at the Faculty of Education, Phetchabun Rajabhat Universityin the second semester of the 2017 academic year. The sample was chosen by random cluster sampling. A random sampling was then done to divide these students into anexperimental classroom group managed by active learning arrangements with an integration of the King’s Philosophy or the controlled classroom group, which is run like a normal classroom.The research instruments employed in this study were 1) four Active Learning with King’s Philosophy integration plans; 2) four normal learning management plans; 3) 30 items of multiple choice achievement tests; 4) 10 items of essay-writing problem solving tests; and 5) 10 items of essay-writing team learning tests. The data was analyzed using a T-test of independent samples and T-test for dependent samples.

          The results showed that 1) students’ learning achievement in integrated King's Philosophy with active learning classrooms was higher with a statistical significance of 0.1, compared to pre-arranged classrooms; 2) similarly, students’ problem-solving and teamwork learning skills in active learning classrooms with King's Philosophy integration was higher with a statistical significance of 0.1, compared to pre-arranged classrooms; 3) students’ learning achievement in normal classrooms was higher with a statistical significance of 0.1; 4) similarly, students’ problem-solving and teamwork learning skills in the normal classroom was higher with a statistical significance of 0.1; 5) students’ learning achievement inactive learning classrooms with King's Philosophy integration out performed those in normal classrooms with a statistical significance of 0.1;and 6) students’ problem-solving and teamwork learning skills in active learning classrooms with King's Philosophy integration out performed those in normal classroom at a statistically significant level of 0.1.