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|Title:||A Development of Learner-Centre Instruction Based on Classroom Action Research Approach|
|Authors:||Sucheera Mahimuang (Ph.D)|
|Keywords:||classroom action research|
quality management process redesign
|Abstract:||The purposes of study were two-fold: to redesign quality learning management process based on classroom action research approaches and to try out the designed process on real time in-service teachers’ role at 4 basic education schools located in Samutrsongkram educational service area, namely: Watchonglom School; Watrongtham School; Watthammawutharam School; and Watbangkhontheenai School. Participants of study were two groups: a group for redesigning quality learning management process consisted of 3 experts on learning management, teaching methods; 4 schools’ administrators; and 5 in-service teachers who used to research at least one in a former year. Another group was for trying out the designed process consisted of 21 in-service teachers who committed themselves to be the quality control team of their schools. The research methodology was applied the process redesign of Lucansky’s means. Two types of research instrument were employed: data collecting instruments and quality instruments used for designing the quality learning management process based on classroom action research approaches which were comprised the quality work assignment table, the quality work performance procedure, and the handbook of quality work procedure of the learning management process. Research findings indicated the redesigned learning process management consisted of four main steps: planning, implementation, reflection, and dissemination. The four main steps comprised 13 performance activities that had 11 key quality indicators to control the quality of activities and the work performance procedure. The 13 activities were (1) identifying learners’ needs, (2) distinct problem cause-effects analyzing and priority setting, (3) defining operational achievement and research objectives, (4) designing learning innovation appropriated for distinct effects of problem (5) planning innovation experiment, (6) developing learning materials, (7) developing measurement instruments, (8) baseline observation and orientation the target students, (9) implementing innovation and monitoring achievement, (10) analyzing the achievement and presenting, (11) reflecting the strength and weakness of the innovation and research conducting concerned, (12) writing research report in formal form, and (13) knowledge sharing with colleague. The mention procedures, related quality control indicators, and the handbook of quality work procedure of the learning management process were verified in the academically appropriate and feasibility for implementing by the experts with had index of their concordance exceeding higher than 0.50. Regarding the results of real time implementing the redesigned quality learning management process and feasibility assessment results implied the 21 in-service teachers were able to complete their redesigned procedure based on classroom action research which the research objectives could be achieved. According to the achievement, their target students were improved through the aimed with the average percentage were 83.87.|
|Appears in Collections:||งานวิจัย (ภาษาอังกฤษ)|
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