Development of Ability of Thai Language Teachers in Designing Organizing for Learning by Using the Coaching and Mentoring Process to Elevate the Quality of Reading, Writing and Analytical thinking of Grade 5 Students of Banlaoh School, Phanom Dong Rak District, Surin Province

Abstract

This research was a participatory action research. Its objectives were:  (1) to assess the ability to design organizing for learning; (2) to compare the students’ achievements on the aspects of reading, writing and analytical thinking in the learning units that the teachers had designed their organizing for learning under coaching and mentoring; 3) to study satisfaction with the coaching and mentoring process. The target group consisted of the researcher and two co-researchers who were Thai language teachers. The research instruments were: an evaluation form for designing organizing for learning, a supervision record, a student achievement test and a satisfaction questionnaire. Data were analyzed by using descriptive statistics: the mean and standard deviation; and also inferential statistics: dependent samples t-test. The research results were as follows:

            1) The ability of the Thai language teachers to design organizing for learning was at the good level in all of the 3 plans. ( = 4.20, S.D. = 0.67; = 4.32, S.D. = 0.68; = 4.34, S.D. = 0.63 respectively);

            2) The comparison of the students’ achievements on the aspects of reading, writing and analytical thinking in the learning units that the teachers had designed their organizing for learning revealed that the post-learning achievements of the 3 aspects were higher than the pre-learning achievements, with statistical significance at the level of .05;

            3) The teachers were satisfied with the coaching and mentoring process at a high level ( = 4.31, S.D. = 0.70).