Effects of The Buddhist Instructional Model Learning Management on Preschool Children’s Environmental Problem- Solving, Watmuangcharoenphon School, Suphanburi Province.

Abstract

The purposes of this research were to 1) study the relationship of preschool children’s environmental problem-solving before and after implementing the Buddhist instructional model learning management; and 2) compare preschool children’s environmental problem-solving before and after implementing the Buddhist instructional model learning management. The population consisted of 22 preschool children, boys and girls, aged 5 and 6 years, who studied in Kindergarten Year ๓ in the first semester of the academic year 2024 at Watmuangcharoenphon School, Sri Prachan District, in Suphanburi Province. This was a quasi-experimental research, with a one–group pretest–posttest design.  The research tools used in this study included 32 lesson plans on the Buddhist instructional model learning management with an IOC of 1.00 and a preschool children’s environmental problem-solving test with 20 items with an IOC of 1.00 and a reliability value of .74  The statistics used to analyze data were population mean, population standard deviation, and the Chi-square test.

               The research results revealed that 1) there was a relationship in preschool children’s environmental problem-solving before and after implementing the Buddhist instructional model learning management with statistical significance at the .05 level; and 2) after implementing the Buddhist instructional model learning management, preschool children had higher environmental problem-solving than before the experiment in both overall and each aspect.