A STUDY OF LEARNER-CENTERED LEARNING MANAGEMENT OF SOCIAL STUDIES TEACHERS AT BUDDHIST SCRIPTURE SCHOOL IN UBON RATCHATHANI PROVINCE

Abstract

The objectives of this research were as the followings: 1) To study the learner-centered learning management of Social Studies teachers at the General Buddhist Scripture Schools in Ubon Ratchathani Province; 2) To comparatively study the learner-centered learning management of Social Studies teachers at the General Buddhist Scripture Schools in Ubon Ratchathani Province as classified by genders, educational levels and teaching experiences: and 3) To study the problems, obstacles and suggestions of the learner-centered learning management of Social Studies teachers in the General Buddhist Scripture Schools in Ubon Ratchathani Province.  The research methodology was a survey research. The population for this research included 120 Social Studies teachers in the General Buddhist Scripture Schools in Ubon Ratchathani Province teaching in the academic year 2018. The research tools were questionnaires with the reliability at .95. The data were analyzed by percentage, mean and standard deviation. The findings of this research were as follows. 1. The overall learner-centered learning management of Social Studies teachers in the General Buddhist Scripture Schools in Ubon Ratchathani Province was at a high level (µ = 3.76). When it was considered by aspect, it was found that all the aspects were at a high level. 2. The results of comparative opinions of Social Studies teachers towards the learner-centered learning management according to the classification of different genders, educational levels and teaching experiences were different in both overall and by aspect. 3. The problems, obstacles and suggestions for the learner-centered learning management of Social Studies teachers in the General Buddhist Scripture Schools in Ubon Ratchathani Province were as follows. In problems and obstacles: 1) Some of the teachers still scarcely manage the lesson in accordance with the curriculum of the school and The Basic Education Core Curriculum B.E. 2551 (A.D. 2008); 2) The learning management in some subjects was not efficient and effective; 3) The assessment and evaluation of some subjects were not efficient and effective; 4) Some of the teachers still lacked the skills in developing educational media, innovations and technologies; moreover, the schools still lacked proper media and the available ones were not sufficient for learning management. In suggestions: 1) The schools should enhance the teachers to analyze the curriculums in order to set the processes of instruction management in accordance with the curriculum of the schools; 2) The administrators should support the teachers and school personnel to be trained in the assessment and evaluation to be efficient and effective; 3) The teachers and school personnel should plan, supervise and follow-up the instruction; 4) The educational media, innovations and technologies should be developed.