Developing Social Studies Teachers’ Competencies Through an Active Learning System Based on Buddhist Teaching Methods Under the Secondary Educational Service Area Office Uthai Thani Chainat

Abstract

This research aimed to (1) study the body of knowledge on developing social studies teachers’ competencies based on Buddhist teaching methods, (2) assess the needs for developing an instructional system, (3) develop an instructional system based on the concept of active learning in accordance with Buddhist teaching methods, and (4) test and evaluate the quality of the developed instructional system under the Secondary Educational Service Area Office Uthai Thani Chainat. This research and development study employed a mixed-methods approach. The sample consisted of 108 social studies teachers, and the 10 key informants, comprising monks and laypersons, were selected through purposive sampling. The research instruments included a questionnaire, an interview form, an instructional system evaluation form, an achievement test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, t-test, effectiveness index (E.I.), and content analysis. The results revealed the following: (1) The body of knowledge comprised five core competencies, six functional competencies, active learning, and four principles of Buddhist teaching methods, integrated with the CIPOF Model. (2) Teachers needed an instructional system that emphasized learner participation. All teachers (100.00%) reported problems with the suitability of content relative to instructional time and expressed a need for instructional innovation, 80.00% reported problems with learning achievement, and 70.00% considered instructional media insufficient. (3) The developed instructional system consisted of eight components: context analysis, inputs, preparation, learning activities, assessment, conclusion, outputs, and system improvement, with a five-step instructional process. The evaluation of the draft prototype by five experts found that both the main components of the instructional system and the process component were appropriate at a high level. (4) The tryouts of the instructional system yielded effectiveness indices of 0.66, 0.68, and 0.71 in the preliminary tests, respectively, and 0.72 in the field implementation. Students’ posttest achievement was significantly higher than their pretest achievement (t = 34.427, p < .001). Students’ satisfaction was at a high level, and the qualified experts’ certification of the instructional system was also at a high level.