The Development of An English Curriculum Integrated The Royal Initiative Project for Border Patrol Police

Abstract

The objectives of this research were to: 1) study the current situation and the English learning management problems of border patrol police schools in Chiang Mai; 2) develop an English curriculum integrated with the Royal Initiative Project; 3) examine the outcomes of implementing the English curriculum; and 4) evaluate the curriculum. The research duration was divided into four phases. In the first phase, the target groups consisted of 3 Border Patrol Police Region 33 personnel responsible for education, 5 principals from Border Patrol Police Schools, and 18 English teachers. In the second phase, the informers included experts in English curriculums and English teaching methodologies, experts in learning measurement and evaluation, English teachers, principals of Border Patrol Police Schools, and 9 educational supervisors. In the third phase, the target groups were thirteen Grade 6 students during the academic year 2020-2021 at Ban Nong Kham border patrol police schools. Finally, the fourth phase involved 4 English teachers and fifty-five Grade 6 students from four border patrol police schools in Chiang Mai during the academic year 2020–2021. The research tools consisted of an interview form, an English communication skill assessment form, a result of the Ordinary National Educational Test (O-NET) taken by Grade 6 students during the academic year 2020-2021, and a curriculum quality assessment form. The collected data were analyzed using mean, standard deviation, and percentage as well as qualitative content analysis. The research yielded the following results: 1) Most of the students were from ethnic backgrounds and underprivileged families. Although the school had implemented the national basic education core curriculum, it lacked the integration of the Royal Initiative Projects into the learning management process to create a connection with real life. Additionally, teachers in the school were lack of bachelor's degrees in education, which limited their ability to deliver instruction to the students effectively. Furthermore, the school encountered challenges in designing a curriculum and implementing suitable learning management methods that aligned with the students' context and needs. Teachers primarily relied on the central authorities’ curriculum books for teaching or used distance learning management (DLTV) instead of using various materials. Consequently, these made the school's O-NET scores below national and affiliated averages. 2) The English curriculum was developed based on the design principles of the ADDIE model and integrated with the Royal Initiative Project. The components of the curriculum comprised: (1) curriculum principles; (2) the curriculum objectives; (3) course structure and learning units; (4) learning activities; and (5) assessment and evaluation. 3) The results of the curriculum implementation showed that students had higher O-NET test scores for the year 2021 and their English communication skills were improved. 4) The results of the curriculum quality assessment from the expansion were at a very good level and the students' O-NET test scores were higher.