GUIDELINES FOR DEVELOPING ACADEMIC ADMINISTRATION TO PROMOTE ACTIVE LEARNING IN SMALL SCHOOLS UNDER THE OFFICE OF SURIN PRIMARY EDUCATIONAL SERVICE AREA 1

Abstract

This research aimed to: (1) examine the current conditions, desirable conditions, and priority needs of academic administration to promote active learning in small-sized schools under the Surin Primary Educational Service Area Office 1; (2) develop guidelines for improving academic administration to enhance active learning in small-sized schools under the same office; and (3) evaluate the proposed development guidelines. This study employed a mixed methods research design. The population consisted of 1,039 participants, and the sample group included 236 participants, determined by using the Krejcie and Morgan sample size table. The research instruments included questionnaires, focus group discussions, and evaluation forms. Quantitative data were analyzed using statistical methods, including frequency, percentage, mean, and standard deviation, as well as the Modified Priority Needs Index (PNI_modified). Qualitative data were analyzed using content analysis and presented in a descriptive analytical format.

The findings revealed that:
1.The overall current condition of academic administration for promoting active learning in small-sized schools was at a high level (𝑥̄ = 3.87, S.D. = 0.55), whereas the desirable condition was at the highest level across all aspects. The priority needs, ranked from highest to lowest, were: (1) authentic assessment for active learning, (2) development and utilization of technology and learning media, (3) development of active school curricula, (4) active learning management, and (5) active supervision.
2.The development guidelines for academic administration were synthesized from in-depth interviews, resulting in a total of 17 practical guidelines.
The evaluation of the proposed guidelines indicated that their overall suitability and feasibility were at the highest level (𝑥̄ = 4.72, S.D. = 0.20).