DEVELOPMENT OF A LEARNING MANAGEMENT MODEL FOR THE SOCIAL STUDIES, RELIGION, AND CULTURE LEARNING AREA USING THE CIPPA MODEL COMBINED WITH PROBLEM-BASED LEARNING TO ENHANCE LEARNING ACHIEVEMENT AND PROBLEM-SOLVING SKILLS FOR PRATHOMSUKSA 3 STUDENTS

Abstract

The purposes of this research were 1) to study and analyze data and relevant documents for the development of a learning management model in the Social Studies, Religion, and Culture Learning Area using the CIPPA Model combined with problem-based learning, 2) to design and determine the effectiveness of the developed learning management model in the Social Studies, Religion, and Culture Learning Area using the CIPPA Model combined with problem-based learning, 3) to implement the developed learning management model in the developed learning management model in the Social Studies, Religion, and Culture Learning Area using the CIPPA Model combined with problem-based learning. And 4) to evaluate the quality of the developed learning management model in the Social Studies, Religion, and Culture Learning Area using the CIPPA Model combined with problem-based learning. The model was tested with Prathomsuksa 3 students from 19 schools in the Nonghan 2 School Group, under the Udonthani Primary Education Service Area Office 3, during the 2023. The sample consisted of 39 students selected through cluster random sampling: 11 students from Ban Sala School and 28 students from Ban Kang Non Sa-At School, for a total of 18 hours of learning. The research instruments included: 1) a learning management model for the Social Studies, Religion, and Culture Learning Area using the CIPPA Model combined with problem-based, 2) a guide for utilizing supplementary instructional materials, including an introduction, learning standards, indicators and core content, course structure, course descriptions, learning management models, roles of teachers and students, curriculum structure with instructional time, class schedules, teaching plans, learning management plans, achievement tests, and problem-solving skill assessment tools, 3) a survey on student satisfaction with the learning management model: Analyze the data by calculating the mean, standard deviation, Pearson's correlation coefficient, and Hotelling's T-squared test.

The findings showed that:

1. The learning management model in the Social Studies, Religion, and Culture Subject Area, implemented using the CIPPA Model combined with problem-based learning to enhance learning achievement and problem-solving skills for Prathomsuksa 3 students: The model comprised 3 components: 1) principles and objectives, 2) processes and 3) conditions for implementing the learning management model. These components were applied through 5 steps learning management process as follows:

Step 1 Reviewing

Step 2 Researching

Step 3 Synthetic

Step 4 Evaluation

Step 5 Applying

The learning management model in the Social Studies, Religion, and Culture Subject Area, implemented using the CIPPA Model combined with problem-based learning to enhance learning achievement and problem-solving skills for Prathomsuksa 3 students, demonstrated an efficiency rate of 81.97/ 80.91.

1. After implementing the learning management model in the Social Studies, Religion, and Culture Subject Area using the CIPPA Model combined with problem-based learning, the overall learning achievement and problem-solving skills of Prathomsuksa 3 students were significantly higher than before learning at the .01 level of statistical significance.


2. Students satisfaction with the learning management model in the Social Studies, Religion, and Culture Subject Area, utilizing the CIPPA Model combined with problem-based learning to promote learning achievement and problem-solving skills for Prathomsuksa 3 students, was rated at the highest level overall.