Development of a Supplementary Curriculum Based on Metacognition and Context-Based Learning to Enhance 21st-Century Learners’ Competencies in Schools under the Sakon Nakhon Secondary Educational Service Area Office
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This study aimed to 1) investigate baseline information for developing a supplementary curriculum based on metacognition and context-based learning to enhance learners’ competencies in the twenty-first century, 2) develop a supplementary curriculum based on metacognition and context-based learning, and 3) examine the outcomes of implementing the supplementary curriculum. The sample for Phase 1 consisted of 331 school administrators and teachers. The sample size was determined using the Krejcie and Morgan table. In Phase 2, five experts participated in the curriculum evaluation process. The target group for Phase 3 consisted of 40 students. The research instruments included 1) a questionnaire on baseline information for supplementary curriculum development, 2) a supplementary curriculum based on metacognition and context-based learning, 3) a student competency assessment, and 4) a student satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation.
The findings revealed that 1) the overall results of the baseline study for supplementary curriculum development were at the highest level (M = 4.55, S.D. = 0.16). 2) The developed supplementary curriculum consisted of nine components, namely (1) rationale and significance, (2) fundamental concepts, (3) curriculum principles, (4) objectives, (5) integration of learning areas, (6) learning content, (7) learning activities, (8) instructional media and learning resources, and (9) measurement and evaluation of learning outcomes. The curriculum demonstrated a high level of appropriateness and feasibility (M = 4.42, S.D. = 0.64). 3) Students’ competencies after participating in the curriculum were higher than before participation and students’ satisfaction with the curriculum was at a high level (M = 4.45, S.D. = 0.63). The findings indicate that the curriculum enables learners to reflect on and analyze their own thinking processes while connecting knowledge to real-world problem solving. As a result, learners develop sustainable learning habits and acquire competencies that support future career readiness.
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