DEVELOPMENT OF A BLENDED LEARNING MANAGEMENT MODEL TO ENHANCE ABILITIES IN LEARNING MANAGEMENT AND CLASSROOM MANAGEMENT CATERING TO SPECIAL NEEDS STUDENTS FOR PRE-SERVICE TEACHERS AT SAKON NAKHON RAJABHAT UNIVERSITY

Abstract

The objectives of this research were to 1) develop the blended learning management model to enhance abilities in learning management and classroom management catering to special needs students for pre-service teachers at Sakon Nakhon Rajabhat University, 2) develop the quality of the developed learning management model, and 3) examine the effects after the implementation of the developed learning management model. The research procedures were divided into three phases; Phase 1 was related to synthesizing learning management and classroom management catering to special needs students, Phase 2 involved the quality development of the developed learning management model; and Phase 3 focused on the effects after the developed learning management model. The target group, obtained through purposive sampling, included 44 pre-service teachers majoring in the special education curriculum (Double Major) identified with cohort student code 65. The statistics for data analysis were percentage, mean, and standard deviation.

The results revealed that: 1) The developed learning management model consisted of five components, including 1) principles of learning management, 2) objectives, 3) learning and teaching processes, 4) knowledge contents, and 5) supporting systems. 2) The quality of the developed learning management model was evaluated by five experts in terms of internal validity, achieved at a high level ( = 3.88, S.D.= 0.67). Furthermore, external validity indicated that pre-service teachers’ abilities in learning management and classroom management for special needs students during the intervention were 77.35 percent, whereas after the intervention, their abilities remained high at 76.97 percent, meeting the criteria of 70 percent, and 3) The assessment results showed that the pre-service teachers’ abilities in learning management and classroom management for special needs students during the intervention were higher than the defined criteria of 70 percent.