การพัฒนาความสามารถในการจัดการเรียนรู้เชิงรุกผ่านกระบวนการโค้ช สำหรับนักศึกษาที่ปฏิบัติการสอนในสถานศึกษา สาขาวิชาคณิตศาสตร์ มหาวิทยาลัยราชภัฏสุรินทร์

Abstract

            This study aims to 1) compare the active learning management ability of pre-service teachers before and after receiving coaching, 2) compare the post-instruction academic achievement of students taught through active learning by coached pre-service teachers with a criterion of 70%, and 3) examine the students' satisfaction with the learning management provided by coached pre-service teachers during their teaching practicum. The target group consisted of 10 pre-service teachers majoring in Mathematics, who were under the supervision of the researcher during their practicum. Research instruments included an active learning management ability assessment, an academic achievement test, and a student satisfaction questionnaire. Data analysis employed statistical methods such as mean, percentage, standard deviation, and hypothesis testing.

            The research findings revealed that: 1) pre-service teachers showed a statistically significant improvement in their ability to manage active learning after receiving coaching compared to before, at the 0.05 significance level; 2) students who received active learning instruction from the coached pre-service teachers achieved a statistically significant post-instruction academic performance above 70%, at the 0.05 significance level; and 3) students expressed a high level of satisfaction with the learning management provided by the coached pre-service teachers during their teaching practicum.