DEVELOPING A LEARNER-CENTERED LEARNING MODEL USING ACTIVE LEARNING ACTIVITIES AND TECHNOLOGY TO ENHANCE ACADEMIC ACHIEVEMENT AND ANALYTICAL THINKING SKILLS: A CASE STUDY OF SANGKHOMWITTAYA SCHOOL, NONGKHAI PROVINCE

Abstract

          This research aimed to 1) study the current state and problems of student-centered learning management at Sngkhomwitthaya School, Nong Khai Province,  2) develop a student-centered learning model integrating digital technology and Active Learning activities, and 3) evaluate the effects of the developed model on the academic achievement and critical thinking skills of the sample group. The sample consisted of 200 students in Mathematics and Thai Language subjects selected using a cluster sampling method. The research instruments included a questionnaire on the state and problems of learning, an academic achievement test, a critical thinking skills assessment form, and a learning behavior observation form. All instruments were validated for content validity and reliability.      The research was conducted in three phases: studying the current state and problems of learning management, designing and developing the learning model, and implementing and evaluating the model. The developed learning model focuses on participation, critical thinking, problem-solving, and the use of digital technology to support learning.

           The research findings revealed the following 1. Current State and Problems The study provided a clear picture of student-centered learning management at Sngkhomwitthaya School. The in-depth data identified weaknesses, such as a lack of modern teaching materials and difficulties in encouraging greater student engagement. This information serves as a crucial foundation for future curriculum improvements and teacher training.  2. Model Development and Evaluation The developed student-centered learning model, which integrates digital technology and Active Learning activities, was found to be effective. After implementing the model, students' academic achievement increased significantly at the .05 statistical level. The average scores in Mathematics increased from 65.40 to 78.70, and in Thai Language, they increased from 68.20 to 81.50. 3.  An evaluation of the implemented learning management model on students' academic achievement and analytical thinking skills revealed that the developed model enables teachers to effectively engage students and enhances instructional efficiency, particularly in teaching complex content.