THE DEVELOPMENT OF LEARNING PROCESS MANAGEMENT MODEL THAT PROMOTES DESIRABLE CHARACTERISTICS OF STUDENTS AT LUANGSINRATRANGSARIT SCHOOL, UNDER THE SAMUT SAKHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Abstract

This research aimed to 1) study the conditions and needs for learning process management that promote students’ desirable characteristics, 2) develop a learning process management model that promotes students’ desirable characteristics, 3) trial and improve the learning process management model that promotes students’ desirable characteristics, and 4) study the results of implementing the learning management model that promotes students’ desirable characteristics. This research was divided into 4 phases. Phase 1 involved a study of the conditions and needs for learning process management that promote students’ desirable characteristics by interviewing 10 qualified persons and 10 stakeholders and surveying the needs of 271 parents and basic education committee members using a questionnaire. Data were analyzed by frequency, percentage, mean, and standard deviation. The needs of 15 teachers were assessed using a questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and priority needs index. In Phase 2, the model was developed through a focus group discussion of 10 experts and was evaluated through a connoisseur seminar of 10 experts. Phase 3 involved a model trial and improvement. The informants consisted of 15 teachers. Data was collected using a model trial record form and from a reflection meeting. In Phase 4, the results of the model implementation were evaluated through observing the behavior of 228 kindergarten 2 to Grade 9 students by their homeroom teachers and parents; self-evaluation of 142 students from Grade 4 to Grade 9 using a desirable characteristics assessment form; evaluation of teachers’ learning process management by 3 external experts using a learning process management assessment form; and evaluation of teachers’ satisfaction with the model by 15 teachers using a questionnaire. Data was analyzed by frequency, percentage, mean, and standard deviation.

The research results showed that:

1. The results of the study of conditions and needs revealed: 1) causes of problems and obstacles showed that most students have knowledge about desirable characteristics but do not apply them in their daily lives; personnel lack knowledge, understanding, skills in managing learning, innovation, media, technology, and appropriate learning resources; and operational processes are unclear. 2) Parents and basic education committees have the highest level of needs. 3) The current conditions of teachers are at a moderate level, with the highest level of expected conditions, and a high level of need for development in all aspects.


2. The learning process management model consisted of 6 main components: 1) principles, 2) goals, 3) objectives, 4) process—with 6 subcomponents and 26 indicators, i.e., 4.1) planning, with 6 indicators, 4.2) implementation, with 6 indicators, 4.3) supervision, with 4 indicators, 4.4) evaluation, with 4 indicators, 4.5) lessons learned, with 3 indicators, and 4.6) development and improvement, with 3 indicators, 5) implementation, and 6) results. Overall, the model was agreed to be correct, appropriate, feasible, and beneficial at the highest level.


3. The results of the trial and improvement of the model were: the school has systematic operations, resulting in efficient operations. The model was then improved to be complete by specifying the integration with comprehensive details to increase efficiency in operations according to the model.


4. The results of the model implementation included: 1) According to the observation, overall students’ desirable behaviors were at an excellent level. 2) On the whole, the self-evaluation of students’ desirable characteristics was at the highest level. 3) The evaluation of the learning process management that promotes students’ desirable characteristics was generally at the highest level. When comparing the results before and after the implementation, there was an increase of 18.20 percent. 4) Overall, teachers were satisfied with the model at the highest level.