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 purposes of this research were: 1) examine the context, current situation, and needs for developing a learning management model for Thai language teachers to enhance secondary students' reading literacy according to the PISA framework, utilizing active learning, coaching, and mentoring processes, and 2) design and develop such a learning management model. The research employs a mixed-method approach (Embedded Design), targeting 7 lecturers and 10 teachers. The tools used include document analysis, surveys, interviews, and focus group discussions. Data were analyzed using (μ) and (σ), as well as content analysis.
The results revealed that:
1. The analysis of the context, current situation, and needs-based on document review, surveys, interviews, and focus group discussions-revealed that a learning management model is critically necessary for developing Thai language teachers to enhance students' reading literacy. The proposed model comprises six components: 1) Principles 2) Objectives 3) Learning management Process, consisting of six steps: Step 1: Define Learning Objectives Step 2: Plan the Learning Process Step 3: Implement the Reading Literacy Process (1) Accessing and Retrieving Information (2) Integrating and Interpreting Information (3) Reflecting and Evaluating Information Step 4: Review on Learning Outcomes Step 5: Apply/Synthesize Knowledge for Practical Use Step 6: Evaluate Learning Outcomes4) Media and Learning Resources 5)Assessment and Evaluation 6) Key Conditions for Successful Implementation of the Model.
2. The development of the learning management model for Thai language teach-ers to enhance secondary students' reading literacy according to the PISA framework, using active learning, coaching, and mentoring, found that the draft model was highly consistent and appropriate, with an average score of (μ = 4.08) and (σ) of 0.62.