The Outcomes Of Learning Management Using Contemplemplative Education Approach in The Philosophy Of Education Course In Order to Promote The Responsibility For Learning of Students at School of Education, University of Phayao

Abstract

This research employed pre - experimental designs using one-group pretest - posttest design and static - group comparison design. The main purpose of this research was to investigate the outcomes of learning management using contemplative education approach in the philosophy of education course in order to promote the responsibility for learning of students at School of Education, University of Phayao. It aimed to 1) compare the responsibility for learning before and after receiving the learning management using contemplative education approach of the students at School of Education, University of Phayao, 2) compare the responsibility for learning betweenฃ the group that received the learning management using contemplative education approach and the group that received a traditional approach of the students at School of Education, University of Phayao, and 3) elicit opinions about the learning management using contemplative education approach of the students at School of Education, University of Phayao. The sample was a group of first year students at School of Education, University of Phayao who enrolled in the philosophy of education course. The research instruments were 1) the learning management using contemplative education approach and the learning management using a traditional approach, 2) the self - evaluation form for the responsibility for learning, and 3) the questionnaire used to elicit opinions about the learning management using contemplative education approach, including open-ended questions regarding the outcomes of learning management using contemplative education approach. The data were analyzed by using frequency, mean, standard deviation, dependent t - test, and independent t-test.
The findings showed that 1) the students at School of Education, University of Phayao had the scores of the responsibility for learning after receiving the learning management using contemplative education approach higher than the scores of the responsibility for learning before receiving the learning management using contemplative education approach, and it was statistically significant at .01, 2) the students at School of Education, University of Phayao who received the learning management using contemplative education approach had more responsibility for learning than those who received the learning management using a traditional approach, and it was statistically significant at .01, and 3) the students at School of Education, University of Phayao had positive opinions towards the learning management using contemplative education approach at a high level.