Results of Using a Supplementary Curriculum to Enhance English Language Instructional Management Competency Based on the TPACK Model for Upper Primary School Teachers

Abstract

This research aimed to study the effectiveness of implementing a competency enhancement curriculum for English learning management based on the TPACK Model for upper primary school teachers. The research was conducted following a Research and Development (R&D) methodology. The target group consisted of upper primary school teachers who did not major in English but were assigned to teach the subject during the academic year of the research, under the Nakhon Pathom Primary Educational Service Area Office 1. The target group was divided into 100 teachers for the theoretical phase and 13 teachers for the practical phase, which was conducted through a Lesson Study process. The research instruments included the competency enhancement curriculum, a knowledge test, an instructional design and learning management evaluation form, a self-efficacy in learning management questionnaire, and a satisfaction questionnaire. The statistics used for data analysis were Mean (M), Standard Deviation (SD), and content analysis.

The research findings were as follows 1) The teachers' post-training knowledge of English learning management based on the TPACK Model had a mean (M) of 17.16 and a standard deviation (SD) of 1.98, accounting for 85.80%, which successfully passed the 70% criterion. 2) The overall evaluation of the learning management design was at a good level, with a mean (M) of 2.71 and a standard deviation (SD) of 0.82. 3) The overall evaluation of the practical learning management was at a good level, with a mean (M) of 2.77 and a standard deviation (SD) of 0.89. 4) The teachers' self-confidence in English learning management increased after implementing the curriculum. 5) The overall satisfaction with the competency enhancement curriculum was at the highest level, with a mean (M) of 4.87 and a standard deviation (SD) of 0.36.