MANAGEMENT OF ONLINE INSTRUCTION TOWARDS THE PROMOTION OF COGNITIVE LEARNING ACCORDING TO BLOOM’S TAXONOMY IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BANGKOK 2

Abstract

          This research aimed to : investigate the management of online instruction by teachers in schools under the Secondary Educational Service Area Office Bangkok 2 towards the promotion of cognitive learning according to Bloom’s Taxonomy. The sample size was determined using Krejci and Morgan's tables at a confidence level of 95%. The sample was 361 teachers, initially obtained using cluster random sampling and then proportional simple random sampling was conducted according to the population proportion of each school. 370 copies of complete questionnaires were obtained. The research instrument was a check list questionnaire with a consistency value between 0.80 - 1.00 with a reliability of 0.98. Data collected were analyzed using percentages. The findings revealed as follows: Overall opinions of the majority of the sample on the management of online instruction towards the promotion of four aspects of cognitive learning according to Bloom’s Taxonomy were at the application and understanding levels. Opinions of the minority of teachers on the online instruction management towards the promotion of cognitive learning were at a creative thinking level. When individual aspects were considered, the results indicated as follows:  1.) In terms of teaching strategies and activities, it was found that the learning objectives set by teachers in online instruction could promote students' cognitive learning at the highest level of application, accounting for 34.05 %. 2.) In terms of teachers and students, it was found that teachers' online teaching skills resulted in students being able to promote students' cognitive learning at the highest level of understanding, accounting for 31.08 %. 3.) In terms of the online technology network system, it was found that the teacher measurement and evaluation program used in online instruction made it convenient for students to the extent that it was able to promote the cognitive learning of students at the highest level of application, accounting for 30.75 %. 4.) In terms of support from administrators, it was found that providing support from administrators regarding online instruction could promote the cognitive learning of students at the highest level of application, accounting for 30.24 %.