The Competency Development of Learning Management using Game-Based Learning for Chumchonnongsorwittayakarn School Teachers under the Office of Kalasin Primary Education Service Area 1

Abstract

This research aimed to: (1) enhance Chumchonnongsorwittayakarn School teachers’ knowledge and understanding of game-based learning management; (2) develop teachers’ abilities to design lesson plans and implement game-based learning; and (3) examine teachers’ satisfaction with the development of their competencies in game-based learning management. The research employed an action research approach consisting of two cycles, each including four stages: planning, action, observation, and reflection. The development strategies in Cycle 1 involved workshops, and supervision and monitoring, while Cycle 2 focused on continued supervision and monitoring. The participants were six volunteer teachers from the school. Research instruments included tests, interviews, behavioral observation forms, meeting records, lesson plan evaluation forms, learning management evaluation forms, and satisfaction questionnaires. Data were analyzed using descriptive statistics.
The findings revealed that:
1. In terms of knowledge and understanding, during the Cycle 1, all teachers showed improvement.
2. In terms of lesson plan design, during the Cycle 1, all teachers achieved the highest level. While in learning management, four teachers achieved at a high level and two teachers achieved at a moderate level, which were subsequently improved in Cycle 2 until all reached a high level.
3. In terms of satisfaction, teachers’ satisfaction was at a high level.
In conclusion, the development of teachers’ competencies in game-based learning management at Chumchonnongsorwittayakarn School, through workshops, and supervision and monitoring, effectively enhanced teachers’ instructional performance. These strategies should be further promoted for ongoing teacher development.