A DEVELOPMENT OF LEARNING MANAGEMENT MODEL BASED ON AUTHENTIC LEARNING WITH SCAFFOLDING TO ENHANCE CREATIVE THAI LANGUAGE WRITING ABILITY FOR UPPER SECONDARY STUDENTS การพัฒนารูปแบบการจัดการเรียนรู้ตามสภาพจริงร่วมกับการเสริมศักยภาพเพื่อเสริมสร้างความสามารถด้านการเขียนภาษาไทยเชิงสร้างสรรค์ สำหรับนักเรียนชั้นมัธยมศึกษาตอนปลาย

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Punyapha Sriwichai
Wareerat Kaewurai

Abstract

The purpose of this research was to develop the learning management model based on authentic learning with scaffolding to enhance creative Thai language writing ability for upper secondary students. The specific purpose of this research were 1) to examine the way to manage of learning management model, 2) to develop and assess quality of the learning management model, and 3) to study the results of using the learning management model by using the process of research and development. The selected samples was a class of Mathayomsuksa 6 students at Satit Banchetawan Municipal School by using cluster random sampling method. The research instruments were interviewing, the learning management model and the creative Thai writing examination. The data analysis was mean, standard deviation, independent t-test and content analysis. The results of the research were as follows:
1. The principle of authentic learning to enhance creative writing are 1) Context-based learning. 2) Learning by doing and problem solving. 3) Co-operative learning. The principle of scaffolding to enhance creative writing consists of 1) learning interaction, 2) interactive learning, and 3) challenge task assignment for appropriate student development. 4) The ability supporting by giving various help. The ways to manage learning activities based on authentic learning and scaffolding for promoting the imagination are 1) using of meaningful context for stimulating learner thinking, 2) studying from good examples, 3) writing content and writing outline teaching, 4) writing real life story affected the learner feelings, 5) challenged thinking activities and free writing instruction, 6) classroom management, 7) specifying obvious learning style, 8) starts from the easy to the difficult situation, 9) using the divergent questions, and 10) stop helping when the learner can do by themselves.
2. The result of developing and accessing quality the model indicated as follows: 1) The learning management model developed by the researcher consisted of 5 components: principles, objectives, contents, teaching and learning process, assessment and evaluation. It was called SSR-CEE model: Survey the conceptual idea: S, Solve the real life problem: S, Research into Clarity: R, Creative writing: C, Examine the product: E, Evaluation and reflection to apply to the real world: E. It had high levels of appropriateness. 2) The effectiveness index of learning management model is equal to 0.6051.
3. The result of the experiment of the learning management model indicated as follows: 1) The students improved their ability of creative Thai language writing after they learned by using the model in every indications. 2) The ability of creative Thai language writing of students after learning with the model were higher than before learning at .05 level. 3) The students had the ability of creative Thai language writing higher than 70 percent criterion at the .05 level.

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Sriwichai, P., & Kaewurai, W. (2020). A DEVELOPMENT OF LEARNING MANAGEMENT MODEL BASED ON AUTHENTIC LEARNING WITH SCAFFOLDING TO ENHANCE CREATIVE THAI LANGUAGE WRITING ABILITY FOR UPPER SECONDARY STUDENTS: การพัฒนารูปแบบการจัดการเรียนรู้ตามสภาพจริงร่วมกับการเสริมศักยภาพเพื่อเสริมสร้างความสามารถด้านการเขียนภาษาไทยเชิงสร้างสรรค์ สำหรับนักเรียนชั้นมัธยมศึกษาตอนปลาย. JOURNAL OF EDUCATION NARESUAN UNIVERSITY, 22(3), 135-149. Retrieved from https://so06.tci-thaijo.org/index.php/edujournal_nu/article/view/125612
Section
Research Articles

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