A Development of 21st Century Learning Skills of Students in Wat Mahabuddhavongsa Palouang Sangha upper Secondary School, Vientiane Capital

Abstract

The objective of this research was to improve student quality through the development of learning skills in the 21st century: the case of Wat Sokpaluang Sangha Upper Secondary School, VIENTIANE CAPITAL. It was qualitative research based on the philosophy of defining ideology, and phenomenology, by emphasizing descriptive studies to understand what it was and the reality of those things. The co-authors were 35 teachers, and 150-grade 7th students conducted 2 semesters in the academic year 2019. The instruments used in this research were: 1) the observation record progress, 2) the record form meeting, 3) an interview, 4) an assessment of students' skill, 5) an assessment of the satisfaction, and 6) the project assessment form. The data were analyzed by using the data obtained from the instruments selected in the research obtained from the 10 steps of the activities, and then were analyzed together periodically by expecting three development outcomes as follows: 1) it was a better change based on the given indicators regarding teacher’s practice, teaching activities of teachers and characteristics that occurred with students, 2) learning from the practice in the researcher and co-researcher, 3) learning from the knowledge gained from practice as a foundation theory in the specific context of this Sangha Upper Secondary School.    
The results were found that: 1) The mean showed the level of teachers' performance in developing the 21st century learning skills, the level of results of teaching activities of teachers in developing the 21st-century learning skills, and the level of attributes occurring with students who received results from implementing the 21^st century learning skills development project after the first cycle and after the second cycle was higher than before. 2) The researcher and co-researcher learned from many issues of the practice, namely; the awareness of the importance of participation in the work, reflection from practice, and working as a comprehensive team. 3) The knowledge gained from the practice of this research was an indicator of the expected outcome. The concepts and strategies that were used as the driving forces for a change, anti-change, and overcoming anti-change, could be used as a model for developing the students' learning skills in the 21st century.