DESIGN OF CLASSROOM PRODUCTS TO PROMOTE LEARNING FOR STUDENTS AT WAT THAIYAWAS SCHOOL

Abstract

This research article aimed to: 1) Examine instructors’ teaching and learning activity formats, student behaviors, and anthropometric characteristics and to analyze design guidelines for classroom products that promote learning; 2) Design classroom products that enhance learning; and 3) Evaluate satisfaction with classroom products designed to promote learning. The research sample consisted of 30 participants from the study area, including instructors, designers, and students, selected through purposive sampling with an emphasis on functional relevance and the ability to provide in-depth information. The research instruments included a product evaluation form and a satisfaction assessment questionnaire regarding classroom products that promote learning. The statistical methods used for data analysis were mean and standard deviation. The findings revealed that 1) instructors primarily employed lecture-based teaching methods, with some use of instructional materials in the form of handouts. Students in the classroom varied widely in age. The existing products had been in continuous use for an extended period, showing damage in several parts and having dimensions inappropriate for the anthropometric characteristics of students aged 5 - 9 years, who exhibit clear differences in growth and body proportions. Using the same product design for students across different age groups affected usage behavior and safety; 2) the target group expressed strong interest in classroom products that promote learning and are suitable for students’ physical use, learning activities, and system-level classroom integration, with particular emphasis on safety and appropriateness for students aged 5-9 years; and 3) the overall satisfaction level of the sample group toward the newly designed classroom products was rated at a good level, with a mean score of 3.73 and a standard deviation of 0.71.