Guidelines for Developing Active Learning Management for Teachers in Schools under Sakon Nakhon Primary Educational Service Area Office 1

Abstract

This research was significant for improving the quality of active learning management, emphasizing genuine student engagement through critical thinking, problem-solving, and self-directed learning. The objectives of the study were to (1) study the current and desired states of active learning management for teachers in schools under Sakon Nakhon Primary Educational Service Area Office 1, (2) assess the needs for developing active learning management, (3) develop guidelines for active learning management for teachers, and (4) evaluate the appropriateness and feasibility of the proposed guidelines. The research was conducted in two phases: 1) involved studying the current and desired states and identifying the needs. The sample consisted of 329 teachers. Data were collected using a five-point Likert scale questionnaire with content validity indices (IOC) and reliability scores ranging from 0.98 to 0.99. 2) focused on developing and evaluating the guidelines. Semi-structured interviews were conducted with five key informants, and data were collected using a five-point Likert scale questionnaire. Data analysis included basic statistics such as mean, standard deviation, and the Priority Needs Index (PNI _Modified). 1) The current state of active learning management for teachers in schools under Sakon Nakhon Primary Educational Service Area Office 1 was rated at a high level overall. Similarly, the desired state was also rated at a high level. 2) The key areas with higher needs include setting clear learning objectives, teamwork, and learning assessment and evaluation. 3) The proposed guidelines for active learning management include five main components. 4) The evaluation of the appropriateness and feasibility of these guidelines indicated that they were highly suitable and feasible overall.