Development of the Learning Management Model to Enhance Self-Responsibility Characteristics of Professional Teacher Students in the Department of Teaching Social Studies, Mahamakut Buddhist University

Abstract

The objectives of this research were; 1) to study the basic information for the development of a learning management model to promote self-responsibility characteristics of teaching profession students in social studies teaching. Mahamakut Buddhist University, 2)to develop and find the efficiency of learning management model to promote self-responsibility characteristics of teaching profession students in social studies teaching, 3) to evaluate the effectiveness of learning management model for promoting self-responsibility characteristics of teaching profession students in social studies teaching Mahamakut Buddhist University and 4) to evaluate and improve the learning management model to promote self-responsibility characteristics of teaching profession students in social studies teaching, Mahamakut Buddhist University .The research model was research and development (R&D). The target groups were 25 teachers and students, model development specialists, 9 figures/person, and. The samples used in the research were undergraduate students, Faculty of Education, Social Studies Teaching Program totalling 46 persons, 12 assessment experts. The tools used were a document analysis form, an interview form, a manual for using the model, a teaching management plan, a self-responsibility characteristics assessment form, and the satisfaction questionnaire on the use of the model and model assessment form. Statistics used in data analysis were: Mean, Standard Deviation, t-test dependent, and content analysis.

The research results revealed that :

1) The learning management consisted of five steps: presenting the motivational situation; action goal setting; practice; reflection; and realization of self-responsibility. and be summarized in four issues: current conditions of learning management; self-responsibility attributes; learning content and learning management process.

          2) The learning management model for promoting the self-responsibility characteristics of teaching professional students consisted of five components: principles, objectives, learning management process, learning content measurement and evaluation, and the implementation of the learning management model. The learning management process was an important component of the model. The overall quality inspection results were statistically rated at the highest level (= 4.71, S.D.= 0.35).

          3) The evaluation results of the effectiveness of the use of the learning management model were as follows: (1) the score of learning basic sociology and anthropology after learning was higher than before learning at a statistical significance level of 0.01, (2) The assessment of self-responsibility characteristics according to the learning management model was at the highest level (= 4.70, S.D.= 0.23). (3) The assessment of student satisfaction with the use of the learning management model was at the highest level (= 4.61, S.D.= 0.24).

          4) The evaluation result of the learning management model was at the highest level (= 4.65, S.D.= 0.31).