Development of Teacher Skills in Learning Management Using Robotic Activities at Schools in the Khok Sa-At Subdistrict, Under the Chaiyaphum Primary Educational Service Area Office 2

Abstract

This research aimed to: (1) develop teachers’ knowledge and understanding of learning management using robotic activities; (2) enhance teachers’ skills in designing lesson plans and implementing such activities; and (3) examine teachers’ satisfaction with the development program. The study employed an action research methodology based on the concept of Stephen Kemmis and Robin McTaggart, consisting of two cycles, each including planning, action, observation, and reflection. The participants were five teachers from schools in the Khok Sa-At subdistrict under the Chaiyaphum Primary Educational Service Area Office 2. Research instruments included a knowledge test, interview forms, observation forms, meeting records, skill assessment forms, and satisfaction questionnaires. Data were analyzed using descriptive statistics, including mean and standard deviation.
The findings revealed that:
1. Teachers’ knowledge and understanding of learning management using robotic activities improved continuously, with all participants demonstrating clear development.
2. Teachers’ skills in designing lesson plans and implementing robotic activities improved, particularly after participating in workshops and receiving instructional supervision.
3. Teachers’ satisfaction with the development program was at a high level. In the first cycle, some teachers did not achieve the expected outcomes, especially in the stages of designing and testing activities. Therefore, these issues were addressed in the second cycle through coaching-based supervision combined with workshops. As a result, all teachers were able to effectively design and implement robotic learning activities, students demonstrated improved learning behaviors, and teachers reported higher satisfaction levels. In conclusion, the development of teacher skills through robotic activities, combined with an action research approach and continuous supervision, effectively enhanced teachers’ competencies and improved the overall quality of learning management in a systematic and sustainable manner.