Development of Teachers’ Skills in Active Learning Management Based on the MIAP Model in the Automotive Department at Khon Kaen Technical College

Abstract

This research aimed to: (1) develop teachers’ knowledge and understanding of active learning management based on the MIAP Model; (2) enhance teachers’ skills in active learning management; (3) examine teachers’ satisfaction with the skill development; and (4) investigate students’ satisfaction with active learning management. The study employed an action research methodology based on the concept of Kemmis and McTaggart, conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The participants were 21 teachers from the Automotive Department at Khon Kaen Technical College. The research instruments included interview forms, tests, supervision records, skill assessment forms, and satisfaction questionnaires. Data were analyzed using descriptive statistics, including mean, standard deviation, and percentage.
The findings revealed that:
1. Teachers’ knowledge and understanding of active learning management based on the MIAP Model significantly improved. In the first cycle, most teachers demonstrated a high level of understanding, while in the second cycle, all teachers were able to accurately explain and implement the learning process.
2. Teachers’ skills in active learning management improved. In the first cycle, teachers were able to design lesson plans and conduct activities at an overall level; however, limitations were found in the Information and Application stages. In the second cycle, all teachers were able to implement all four stages of the MIAP Model effectively and appropriately.
3. Teachers reported a high level of satisfaction with the skill development.
4. Students also reported a high level of satisfaction with the active learning management based on the MIAP Model and demonstrated more appropriate learning behaviors. In conclusion, the integration of workshop-based training and continuous internal supervision effectively enhanced teachers’ knowledge, understanding, and skills in active learning management based on the MIAP Model, and positively contributed to students’ learning outcomes.