DEVELOPING A MODEL FOR ENHANCING TEACHERS’ DIGITAL SKILLS FOR THE ACTIVE LEARNING APPROACH IN SECONDARY SCHOOLS IN THE EASTERN REGION

Abstract

This research aimed to 1) study the current, desired, and needs for digital skills enhancement for teachers in active learning; 2) develop a model for enhancing digital skills for teachers in active learning in secondary schools in the Eastern region; 3) pilot the model; and 4) evaluate and improve the model after pilot testing. The study group consisted of 12 teachers from Phaikaew Wittaya School, selected using purposive sampling and simple random sampling by lottery. The instruments used included questionnaires on the current and desired states, semi-structured interviews, assessments of accuracy, appropriateness, feasibility, and usefulness, knowledge assessments, assessments of active learning plans, assessments of active learning behaviors, and attitude questionnaires using a 5-level Likert scale. The statistics used were mean, standard deviation, PNI modified, and relative development assessment. The research results showed that 1) the overall current and desired states were at a high level, with applied skills for work needing development; 2) the five components of the model—theory and concepts, principles, objectives, activity processes, and measurement and evaluation—were at the highest level of accuracy, appropriateness, and feasibility; and 3) The overall assessment of relative development of applied skills for work, particularly in the use of digital programs for active learning, was at a high level. Active learning plans, active learning behaviors, and teachers' attitudes towards the model were at the highest level. 4) The model is appropriate, accurate, feasible, and useful at the highest level.