The Development of Multigrade Education Teaching Model in Science Learning Strand of Prathom Suksa Level in Nakhon Ratchasima Province

Abstract

To manage learning activity, a teacher should provide learning activity that is
relevant to learning objectives and appropriate for learners based on learner’s ability
and self development. Appropriate teaching model development is crucial since it can
help develop suitable and systematic learning management. The purposes of the
present study were fourfold: 1) to investigate present/current teaching condition and
need of multigrade education teaching in science learning strand of Prathom Suksa
level; 2) to draft and assess the draft of multigrade education teaching model in
science learning strand of Prathom Suksa level; 3) to pilot or try out the multigrade
education teaching model in science learning strand of Prathom Suksa level; and 4) to
assess the use of multigrade education teaching in science learning strand of Prathom
Suksa level. There were four phases of data collection. Phase 1 was the investigation
for current teaching condition, and need of multigrade education teaching in science
learning strand of Prathom Suksa level. The opinions on current teaching were
obtained from 16 teachers who have taught by using multigrade education, and need
of multigrade education teaching model in science learning strand of Prathom Suksa
level were obtained from 94 administrators in small-sized schools. The instrument
used for data collection in phase 1 was questionnaire. Phase 2 was the daft of teaching
model obtained from the draft of multigrade education teaching model based on data
from phase 1, and assessment of the draft multigrade education teaching model in
science learning strand of Prathom Suksa level assessed by 5 experts. The instrument
used for data collection in phase 2 was the draft of the teaching model, and the
assessment form for the teaching model. Phase 3 was the try-out of multigrade
education teaching model in science learning strand of Prathom Suksa level.
Population consisted of 94 small-sized schools under Primary Education Service Area
Office in Nakhon Ratchasima Province. The research sample was 18 Prathom Suksa 4,
and 10 Prathom Suksa 6 students (28 students in total) at Khamtai School under
Primary Education Service Area Office in Nakhon Ratchasima Province, in the first
semester, academic year 2011, selected by the purposive sampling technique. The
instruments used for data collection in phase 3 were an achievement test, lesson
plans, and an assessment form for lesson plans. Phase 4 was the assessment of the
developed multigrade education teaching model in science learning strand of Prathom
Suksa level conducted in 3 aspects: input; process which was obtained from the
educational supervisor, teachers, and administrators at Khamtai School; and output
which was obtained from learning achievement and students’ satisfaction towards the
developed teaching model. The instruments used for data collection in phase 4 were a
questionnaire and interview form.
The results revealed as follows:
1. According to current teaching condition, the teachers’ opinion, as a
whole, on multigrade education teaching model in science learning strand of Prathom
Suksa level was at a high level. Most administrators in small-sized schools want
multigrade education teaching development in science learning strand of Prathom
Suksa level to be used at school.
2. Appropriateness of the developed multigrade education teaching model
in science learning strand of Prathom Suksa level, including principle, objectives,
content, learning management, evaluation and assessment, was at a highest level.
3. Efficiency of multigrade education teaching model in science learning
strand of Prathom Suksa level was 75.20 / 70.10 which was higher than the assigned
criteria, and efficiency index (E.I.) was 0.5797. Students’ learning achievement after
learning average 12.40 points.
4. Assessment of the developed multigrade education teaching model in
science learning strand of Prathom Suksa level showed that input was appropriate at a
highest level; process was also at a highest level; and output showed that students’
learning achievement after learning average 12.40 points. Students were satisfied with
the developed multigrade education teaching model.
In conclusion, the developed multigrade education teaching model in science
learning strand of Prathom Suksa level met the criteria of efficiency and effectiveness
index. The students gained learning achievement after learning using the developed
multigrade education teaching model. They were satisfied with the developed
multigrade education teaching model. Consequently, the multigrade education
teaching model should be promoted for learning management in small-sized schools
for the students’ higher learning achievement.