Development of Active Learning Management Skills Using Challenge-Based Learning of Teachers at Saharatchanukul School, Affiliated to Khonkaen Primary Education Area Office District 3

Abstract

This research aimed to: (1) develop teachers at Saharatchanukul School to gain knowledge and understanding of active learning management using challenge-based learning; (2) enhance their instructional competencies; and (3) examine their satisfaction with the development of these skills. This study employed an action research design based on the concepts of Stephen Kemmis and Robin McTaggart. The research consisted of two cycles, each comprising four stages: planning, action, observation, and reflection. The participants were seven volunteer teachers from Saharatchanukul School under Khon Kaen Primary Educational Service Area Office 3. The research instruments included a test, interview form, observation form, meeting record form, skill assessment form, and questionnaire. The development strategies consisted of self-directed study, workshop training, and internal supervision. Data were analyzed using descriptive statistics.
The findings revealed that:
1. In terms of knowledge and understanding, in the first cycle, teachers showed improvement through the implemented strategies; however, some still lacked clarity in defining core concepts. In the second cycle, collaborative internal supervision enabled all teachers to achieve accurate understanding and effectively apply the concepts.
2. In terms of instructional competency, in the first cycle, teachers were able to design and implement learning activities to a certain extent; however, limitations remained in defining core concepts and conducting assessment, resulting in incomplete implementation. In the second cycle, all teachers were able to implement challenge-based active learning correctly, completely, and appropriately across all stages, leading to improved instructional effectiveness.
3. In terms of satisfaction, teachers reported a high level of satisfaction, indicating that the development strategies enhanced their knowledge, understanding, and practical skills, and could be effectively applied in their teaching practices.