The Development of Teachers’ Competencies in Game-Based Learning to Enhance Mathematical Skills of Students with Learning Disabilities in Small Schools Under the Non-Han Na Nong Thum Network Center

Abstract

This research consists purposes were 1. to develop teachers’ knowledge of game-based learning to enhance the mathematical skills of children with learning disabilities in small schools within the Non-Han Na Nong Thum Network Center 2. to enhance teachers’ teaching capabilities and 3. to examine teachers' satisfaction. Conducting as action research based on Kemmis and McTaggart's framework, the participants included 6 voluntary mathematics teachers and 5 key informants. Instruments comprised a knowledge test, an observation form, and evaluation forms for lesson plans, teaching performance and satisfaction. Data were analyzed using percentage, mean standard deviation and content analysis. The findings revealed that 1) teachers’ post-development knowledge scores increased from 43.00% to 88.00%, with high active workshop participation (x̅= 4.33, S.D. = 0.29) 2) in the first cycle, lesson plan design was highly appropriate (x̅= 3.43, S.D. = 0.46) but classroom instruction was moderate (x̅= 3.43, S.D. = 0.25) in the second cycle, after continuous development, both lesson plan design (x̅= 3.90, S.D. = 0.10) and instruction (x̅= 3.89, S.D. = 0.13) improved to a high level and 3) teachers’ overall satisfaction was at a high level (x̅= 4.46, S.D. = 0.47).