Developing A Learning Management Model for Thai Teachers to Enhance Their Abilities Reading Literacy of Secondary School Students According to The International Student Assessment Program (PISA) Using the Active Learning with The Coaching Process and Mentoring

Abstract

The Development of a Thai Language Teachers' Instructional Model to Enhance Secondary Students' Reading Literacy Based on the Programme for International Student Assessment (PISA) Using Active Learning, Coaching, and Mentoring.

This research aims to: 1) study the context, current situation, and the necessary needs for developing a Thai language teachers' instructional model to enhance secondary students' reading literacy based on the Programme for International Student Assessment (PISA) using active learning, coaching, and mentoring; and 2) design and develop the instructional model for Thai language teachers to improve secondary students' reading literacy in alignment with PISA, incorporating active learning along with coaching and mentoring processes. This is a mixed-method research utilizing an embedded design that integrates both quantitative and qualitative approaches. The target group consists of 7 Thai language lecturers and 10 Thai language teachers. The research instruments include document analysis forms, surveys, interview guides, focus group discussion topics, instructional model designs, and evaluation forms for the instructional model components. Quantitative data were analyzed using mean (𝑥̅) and standard deviation (S.D.), while qualitative data were analyzed using content analysis.

Research Findings

The study on the necessary needs for developing a Thai language teachers' instructional model to enhance secondary students' reading literacy based on the Programme for International Student Assessment (PISA), utilizing active learning, coaching, and mentoring, revealed that education should focus on learner-centered approaches, considering individual differences and instilling positive values. It is essential to develop students' analytical thinking and judgment skills. Enhancing students' reading literacy in line with PISA requires active learning combined with coaching and mentoring processes. Learning management should integrate technology and modern instructional media, creating a supportive learning atmosphere that encourages student participation. Additionally, assessments should be continuous and adapted to students' needs. Teacher development should emphasize training and acquiring new skills, as well as the use of modern teaching materials. All teachers must understand the concept of reading literacy and promote students' reading skills that can be effectively applied in real life.

The development of the instructional model for Thai language teachers to enhance secondary students' reading literacy based on PISA, using active learning, coaching, and mentoring, showed that the instructional model and the teacher training manual were appropriate and consistent. The draft instructional model was found to be highly appropriate and relevant, with an average score of 4.08 and a standard deviation of 0.62.

Keywords: Learning Management Model; Reading Literacy; Active Learning; Coaching Mentoring.