DEVELOPMENT OF A SUPERVISION Model TO ENHANCE CAPACITY IN ACTIVE LEARNING MANAGEMENT FOR PROMOTING MEDIA LITERACY UNDER THE SUPHAN BURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Abstract

This research aimed to 1) Examine baseline data for developing active learning management abilities to promote media literacy, and 2) Develop a supervision model to enhance active learning management abilities that foster media literacy. A mixed-methods research design was employed. The research instruments consisted of a document analysis form, a questionnaire, and semi-structured interviews. The sample, selected through purposive sampling, comprised 128 participants: 75 lower secondary school students (Grades 7–9), 25 lower secondary school teachers, 25 school administrators, and 3 educational supervisors. Data were analyzed using descriptive statistics, specifically mean and standard deviation. The results regarding student opinions revealed that the overall learning conditions and problems were at the highest level. Itemized analysis indicated that students most critically required learning management that promotes media literacy skills. Key informant data further substantiated that students should receive learning management promoting media literacy through problem-based learning, enabling them to investigate solutions and gain hands-on experience. Furthermore, teachers should receive supervision to enhance their active learning management abilities in media literacy, supported by administrators and professional development peers through a clear, systematic plan. The supervision model developed to enhance active learning management abilities promoting media literacy comprises 4 components: 1) Principles, 2) Objectives, 3) Supervision Process, and 4) Measurement and Evaluation. The supervision process consists of 4 steps: 1) Planning, 2) Executing Supervision, 3) Evaluating Supervision, and 4) Reflecting on Results.