Developing of Learning Management Process based on Problem-Based Learning with Professional Learning Community to promote the Ability and Attitude of Classroom Action research of Students in Early Childhood Education

Abstract

          The purposes of this research were to (1) develop a learning management process based on problem-based learning with a professional learning community and (2) study the results of the use of the learning management process based on problem-based learning with a professional learning community. The sample was consisted of 3rd-year Early Childhood Education students enrolled in the course Research and Development of Innovations for Learning, with one study group totaling 21 students. The research instruments included a knowledge test on conducting classroom action research, an evaluation form for classroom action research ability, and evaluation form for classroom action research attitude. Statistics used for the data analysis included Mean, Standard Deviation, and Dependent t-test.
          The results of the research showed that:
          1. The process contains four steps: (1) Understand the problem, (2) Plan a solution, (3) Implement the solution, and (4) Review the solution. The process takes 52 hours to complete.
          2. The results of using the process found that: (1) the ability to conduct action research in the classroom was significantly higher after participating in the process compared before, with statistical significance at the .05 level. When considering each aspect, it was found that students had improved knowledge about action research in the classroom and had a greater ability to plan, design, and solve student learning problems using the research process after participating in the process, with statistical significance at the .05 level. (2) Students’ attitudes towards conducting research and ability to perform operational research in the classroom were at the highest level.