AN ACADEMIC MANAGEMENT TO PROMOTE SERVICE-LEARNING IN CHAHOM WITTAYA SCHOOL, CHAHOM SUB-DISTRICT, CHAHOM DISTRICT, LAMPANG PROVINCE
การบริหารวิชาการเพื่อส่งเสริมการเรียนรู้ด้วยการบริการสังคม ของโรงเรียนแจ้ห่มวิทยา อำเภอแจ้ห่ม จังหวัดลำปาง
Keywords:
Academic Management, Service-Learning, Instruction, measurement and evaluationAbstract
The aim of this research was to analyze the conditions of academic management to promote service-learning in Chahom Wittaya School, Lumpang province. This research employed participatory methods. The samples purposive sampling to obtain 24 persons were divided into 4 groups; (1) administrators, supervisors and teachers, (2) upper secondary students, (3) parents, head or representative of a community and religious leader, (4) head or representative of a government agency and entrepreneur or representative of the establishment. Data collection was a semi-structured interview form. Data analysis was composed of containing analysis, inductive summary, descriptive statistics, mean, S.D., frequency and percent.
The research findings indicated that the condition of academic management to promote service-learning in Chahom Wittaya School consists of 3 means as follows: (1) Curriculum development planning, (2) management and operation of instruction, and (3) measurement and evaluation. Means of promoting service-learning consist of 6 means: (1) Discipline-Based, (2) Problem/Project-Based (3) Capstone, (4) Community Based Action Research, (5) Pure Service Learning, and (6) Service Internship. According to 3 means of academic management, it was found that; 1) the school needs to develop a flexible curriculum and there are defined methods of social service learning as appropriate for each subject, 2) administration and operation of instruction. Students actually need to take field trips or internships more than ever, and 3) schools need service-learning outcomes to be measured using a variety of methods such as observation, interviews, assessments, questionnaires, and need assessments from a variety of assessors including oneself, parents, friends, teachers, government or private agencies.
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