GUIDELINES FOR QUALITY CLASSROOM MANAGEMENT TO PROMOTE STUDENTS’ HIGHER-ORDER THINKING COMPETENCIES IN PILOT SCHOOLS OF CHIANG MAI EDUCATION SANDBOX
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Abstract
This research entitled “Guidelines for Quality Classroom Management to Promote Students’ Higher-Order Thinking Competencies in Pilot Schools of Chiang Mai Education Sandbox” aimed to: 1) examine the current and desirable conditions of quality classroom management to promote students’ higher-order thinking competencies in pilot schools of Chiang Mai Education Sandbox; 2) develop guidelines for quality classroom management to promote students’ higher-order thinking competencies; and 3) evaluate the proposed guidelines. The research procedures consisted of three phases. Phase 1 investigated the current and desirable conditions of quality classroom management through a questionnaire. Phase 2 involved developing the guidelines using structured interviews. Phase 3 focused on validating the proposed guidelines by assessing their accuracy, appropriateness, feasibility, and utility. The findings revealed that: 1) the overall current and desirable conditions of quality classroom management to promote higher-order thinking competencies were at a high level ( = 4.32, SD = 0.65 and
= 4.50, SD = 0.49, respectively). The overall Priority Needs Index (PNIModified) was 0.04; 2) the proposed guidelines comprised five key components: (1) organizing a learning-supportive environment, (2) designing developmentally appropriate learning activities, (3) utilizing instructional media and educational innovations, (4) teachers’ roles in promoting Active Learning, and (5) fostering student participation; and 3) the overall evaluation of the proposed guidelines was at the highest level in all aspects, including accuracy (
= 4.92, SD = 0.28), appropriateness (
= 4.82, SD = 0.39), feasibility (
= 4.64, SD = 0.60), and utility (
= 4.95, SD = 0.20).
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