THE DEVELOPMENT OF LEARNING MANAGEMENT ON BUDDHIST IMPORTANT DAYS FOR GRADE 9 STUDENTS AT YOONGTHONG PHITTAYAKOM SCHOOL USING COOPERATIVE LEARNING

Abstract

The purposes of this research article were (1) to develop learning management; (2) to compare learning achievements before and after the implementation of learning activities; and (3) to study student satisfaction towards the learning activities on Buddhist Important Days for Grade 9 students at Yoongthong Phittayakom School using cooperative learning. The sample used in this study consisted of 18 Grade 9/4 students, who were selected through purposive sampling. The research instruments included: 1. learning management plans, 2. an achievement test, and 3. a satisfaction assessment form. Data were analyzed using percentage (P), mean (X ̅), and standard deviation (S.D.), while the hypothesis was tested using the t-test Dependent. The research findings revealed that:Regarding the development of learning management, a mean score (X ̅) of 39.44 was obtained from the students' learning achievement before the activities were organized. After the implementation of the learning activities, a mean score of 79.72 was achieved, which was clearly higher than the pre-activity score. From the comparison of learning achievements before and after the activities, the students' post-learning achievement was found to be statistically higher than their pre-learning achievement at the .05 significance level. Regarding student satisfaction towards the learning management, the overall satisfaction was rated at the highest level (X ̅ = 4.63, S.D. = 0.71). When analyzed item by item, the highest mean score was found in the item regarding active student participation in teaching and learning activities, which was rated at the highest level (X ̅ = 4.78, S.D. = 0.42). This was followed by the utilization of instructional media aligned with the content and objectives, also rated at the highest level (X ̅ = 4.72, S.D. = 0.56). The lowest mean score was found in the item regarding the use of diverse instructional media, which was still rated at the highest level (X ̅ = 4.39, S.D. = 1.01).