A Study of Learner-centered Learning Management of Social Studies teachers at Buddhist Scripture School in Amnatcharoen Province

Abstract

The objectives of this research were: 1) to study the Learner-centered Learning Management of Social Studies teachers at General Buddhist Scripture School in Amnatcharoen Province, 2)  to contrastively study The Learner-centered Learning Management of Social Studies teachers at General Buddhist Scripture School in Amnatcharoen Province according to the classification of genders, educational levels and teaching experiences and 3) to study the  problem, obstacle and suggestion about The Learner-centered Learning Management of Social Studies teachers in the  General Buddhist Scripture School in Amnatcharoen Province.  The research methodology was a survey research.

            The population for the research were 120 Social Studies teachers in the General Buddhist Scripture School in Amnatcharoen Province, academic year 2020. The research tools were questionnaire with the Reliability at .95. The research data was analysed by means of Percentage, mean and standard deviation.

            The findings were as follows:

1.      The Learner-centered Learning Management of Social Studies teachers in the General Buddhist Scripture School in Amnatcharoen Province was in overall at a much level (µ = 3.95). Considering each aspect, it was found that all the aspects were at a much lever.


2.      The result of contrastive opinions of Social Studies teachers towards the Learner-centered Learning Management according to the classification of different genders, educational levels and teaching experiences was different both in overall and in each aspect.


3.     The problems, obstacles and suggestions about The Learner-centered Learning Management of Social Studies teachers in the General Buddhist Scripture School in Amnatcharoen Province were as follows:

                        3.1) The problems and obstacles: 1) some of teachers managed the instruction not in accordance with the curriculum of institution and The Basic Education Core Curriculum B.E. 2551 (A.D. 2008), 2) the learning management for some subject was not efficient and effective, 3) the evaluation for some subject was not efficient and effective, 4) some of teachers still lacked the skills for development of educational media, innovations and technologies; moreover, the schools still lacked proper media and the available ones were not enough to be used for learning management.

                        3.2 The suggestions:  1) the schools should promote the teachers to analyze the curriculums in order to set the processes of instruction management to be in accordance with and to respond to the curriculum of institution and The Basic Education Core Curriculum B.E. 2551 (A.D. 2008), 2) the administrators should support the teachers personnel to be trained in the evaluation so that it would be efficient and effective, 3) the teachers personnel should make a plan, supervision and instruction preparing,

trained in the evaluation so that it would be efficient and effective, 3) the teachers personnel should make a plan, supervision and instruction preparing, 4) the educational media, innovations and technologies should be developed.