Development of Learning Management Model to Promote Vocational Skills for Students with Hearing Impairments of School for the Deaf Group 1, under the Office of the Special Education Administration
Keywords:
Learning Management;, Vocational Skills;, Students with Hearing Impairments;, Learning Management Model;, Special EducationAbstract
This research aimed to: (1) investigate the problems of learning management in promoting vocational skills for students with hearing impairments, (2) develop and construct a learning management model, (3) evaluate the suitability of the model, (4) compare the results before and after the implementation, and (5) assess the efficiency, effectiveness, and value of the model. This study employed a mixed methods approach. The sample in the first phase consisted of 54 administrators and teachers from six schools for the deaf under Group 1, selected through purposive sampling, with nine participants from each school. The implementation phase involved 12 personnel from Nakhon Pathom School for the Deaf. The research instruments included questionnaires, evaluation forms, the CPOTCM Model, an implementation plan, and pre–post assessments. Data were analyzed using percentage, mean, standard deviation, dependent t-test, and content analysis.
The findings revealed that:
1. The overall problems of learning management were at the highest level, with major issues including insufficient promotion of analytical thinking and hands-on learning activities, limited stakeholder participation in curriculum planning, and a lack of alignment with the specific needs of students with hearing impairments.
2. The CPOTCM Model consisted of six components: creating knowledge and understanding, curriculum planning, organizing learning activities, teaching supervision, creating cooperation networks, and monitoring and evaluation.
3. The model demonstrated a high level of suitability, with an Index of Item Objective Congruence (IOC) of 1.00 for all items.
4. The post-test scores were significantly higher than the pre-test scores at the .01 level.
5. The efficiency, effectiveness, and value of the model were rated at the highest level.
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