The Strategy of Teaching Buddhism by Using Activity-Based Learning for Elementary School in Chiang Mai Province

Abstract

          The lack of interest and importance placed by youth on studying Buddhist teachings or their minimal engagement in related subjects, due to societal contexts, economic competition, and future career considerations, underscores the need for modernized approaches in teaching religion, morality, and ethics. A promising method for exploration and research is learning management of Buddhist principles by using activity-based learning.
          This research aimed to: 1) Investigate activity-based learning processes in primary schools in Chiang Mai Province; 2) Develop a strategy of teaching Buddhism by using activity-based learning for Elementary School in Chiang Mai Province; 3) Experiment the strategy in primary schools in Chiang Mai Province; and 4) Present the strategy of teaching Buddhism by using activity-based learning for Elementary School in Chiang Mai Province. The sample included 100 students from Grades 4 to 6, 294 participants in activity trials, and 20 key informants from schools in San Kamphaeng District, Chiang Mai Province. Data collection employed questionnaires, interviews, and tests, with analysis conducted using percentages, means, and standard deviations (S.D.).
          The research results revealed that 1) Activity-based learning in primary schools was rated highly across all aspects. Learning activities were the most effective, followed by teaching materials, content, students, and the learning environment. 2) Developing a strategy of teaching Buddhism by using activity-based learning for Elementary School by incorporating the Timeline technique and the Four Noble Truths increased students' interest and enhanced critical thinking skills. 3) Test results showed significantly higher post-test scores than pre-test scores at the .05 statistical level (Post-test: mean = 7.23, S.D. = 1.923; Pre-test: mean = 5.02, S.D. = 2.445). 4) The use of the Timeline strategy with the Four Noble Truths helped students effectively understand and analyze suffering (Dukkha), its causes (Samudaya), desired outcomes (Nirodha), and solutions (Magga). However, accessing the root cause of suffering (Tanha) at the subconscious level remains a challenge for primary school students.
          In conclusion, activity-based learning in Chiang Mai primary schools is highly effective across all dimensions. Students demonstrated greater interest, satisfaction, and improved critical thinking skills when Buddhist teachings were integrated into activity-based learning.