Development of a learning ecosystem model to promote learning and improve the academic achievement of students at Banchalung School Satun Primary Educational Service Area Office

Abstract

This research aimed to 1) explore the necessity in developing a learning ecosystem model to promote learning curiosity and improve academic achievement of students at Banchalung School, Satun Primary Educational Service Area Office, 2) develop a learning ecosystem model, and 3) examine the results of using the learning ecosystem model by comparing the following: 3.1 learning curiosity, 3.2 student satisfaction, 3.3 parental satisfaction, 3.4 teacher satisfaction, and 3.5 basic education committee satisfaction. The sample consisted of 255 people. The instruments used were a 5-level rating scale, consisting of 3 survey forms, 1 learning curiosity observation form, 1 learning achievement record form, and 4 satisfaction questionnaires. The data were analyzed using mean, standard deviation, and Pearson’s product moment correlation coefficient. The academic achievement was compared by two-group independent t-test, the observation results and satisfaction were compared by independent t-test, and the satisfaction of the school committee was compared by Wincoxon method.

The research results found that
1. The necessity to develop a learning ecosystem model to promote learning and improve academic achievement. Students, parents, teachers and the Basic Education Commission see that there is a necessity to develop a learning ecosystem model at the highest level.
2. The learning ecosystem model to promote learning and raise academic achievement has 3 components: 1) the learning ecosystem inside and outside the classroom, 2) the learning activity model, and 3) family and society, which are continuously linked in a cycle with a participatory process. The work model is consistent and has a joint effect on the learning of students at Banchalung School. The results of the model's consideration by qualified persons found that it was most appropriate, feasible, and beneficial.
3. The results of the examination of the learning ecosystem model by comparison found that the desire to learn was at a high level, with a mean score significantly higher than before using the model at a statistical level of .01. The results of the National Basic Education Test (O-NET) had a mean score significantly higher than before using the model at a statistical level of .05. The results of the National Basic Student Ability Test (NT) had a mean score significantly higher than before using the model at a statistical level of .01. Students, parents, teachers, and the Basic Education Commission had a significantly higher satisfaction at a statistical level of .01.