Development of an Experience-Based Teaching Model Together with Teaching with the Use of Community Learning Resources to Develop Group Process Skills in the Social Studies, Religion and Culture Learning Area at Prathom Suksa V Level of Wat Bo (Nantha Wittaya) NakhonPak Kret School

Abstract

The objectives of this research were as follows: (1) to study basic information and investigate the needs for the experience-based teaching model together with teaching with the use of community learning resources to develop group process skills in the Social Studies, Religion and Culture Learning Area at Prathom Suksa V level; (2) to develop the experience-based teaching model together with teaching with the use of community learning resources to develop group process skills; (3) to try out the developed teaching model; and (4) to evaluate and improve the teaching model. This research and development study comprised four phrases. Phrase 1 was an analysis of basic information, investigation of the needs for the teaching model, and development of the conceptual framework. The research sample consisted of school administrators, teachers in the Social Studies, Religion and Culture Learning Area, and 100 Prathom Suksa V students; while the research informants were experts on the conceptual framework of the teaching model. The employed research instruments were (1) a questionnaire on the needs for the teaching model; (2) an interview form for interviewing the experts on the conceptual framework of the teaching model. Phrase 2 was the development of the teaching model and the assessment of the developed teaching model by the experts using a quality assessment form. Phrase 3 was the preliminary try-out of the verified teaching model with 35 students, obtained by cluster sampling in the first semester of the 2016 academic year. The preliminary try-out results were used for the improvement of the teaching model. After that, the improved teaching model was tried out with 30 students, obtained by cluster sampling in the first semester of the 2017 academic year. The research instruments employed for the try-outs were (1) an experience-based teaching model together with teaching with the use of community learning resources; (2) learning management plans based on the teaching model; (3) a scale to assess group process skills; (4) a learning achievement test; and (5) a scale to assess student’s satisfaction with the teaching model. Phrase 4 was the evaluation and improvement of the teaching model by organizing a seminar involving 28 administrators and teachers in the Social Studies, Religion and Culture Learning Area in schools under Pak Kret City Municipality. The research instrument was a questionnaire on opinions toward the teaching model. Research data were analyzed using the frequency, percentage, mean, standard deviation, E1/E2 efficiency index, t-test, and content analysis. Research results were as follows: (1) the administrators, teachers and students rated the needs for the experience-based teaching model together with teaching with the use of community learning resources at the highest level; and the experts agreed with the conceptual framework of the teaching model; (2) the developed teaching model composed of (2.1) components: rationale, objectives, learning activities, media and learning resources, and evaluation; and (2.2) the teaching procedures in the teaching model included: step 1: determination of experience units, step 2: pre-experience assessment, step 3: forming into groups and using the group process to identify community learning resources, step 4: determination of major and minor experiences for each experience unit using the group process, step 5: obtaining experience of data collection using the group process, step 6: obtaining experience on community learning resources using the group process; step 7: analysis of results of obtaining experience using the group process, and step 8: post-experience assessment; (3) results of try-out of the teaching model showed that all of the three experience units were efficient at 81.27/82.71, 82.29/80.00, and 80.86/81.71 that met the pre-determined 80/80 efficiency criterion; every student learning with the teaching model had the group process skills passing the 80 percent criterion; the students’ post-learning achievement was significantly higher than their pre-learning counterpart achievement at the .05 level of statistical significance; and their satisfaction with the teaching model was at the highest level; and (4) the administrators and teachers expressed their opinions that the teaching model was appropriate at the highest level in the aspects of usefulness, completeness, and clarity.