DEVELOPMENT OF TEACHER COMPETENCY IN ACTIVE LEARNING MANAGEMENT THROUGH PROBLEM-BASED LEARNING OF BAN NONG BAK SCHOOL, YASOTHON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This study aimed to: 1) develop teachers’ knowledge, understanding, and ability to write Problem-Based Learning (PBL) lesson plans at Ban Nong Bak School; 2) enhance teachers’ competency in managing Problem-Based Learning; 3) investigate teachers’ satisfaction with the competency development process; and 4) study students’ satisfaction with the Problem-Based Learning management. The study employed an action research approach conducted in two cycles. The participants consisted of six teachers from Ban Nong Bak School during the 2025 academic year. The research instruments included a knowledge test, an interview form, an observation form, a supervision record, a lesson plan evaluation form, a competency assessment form, a teacher satisfaction survey, and a student satisfaction survey. Quantitative data were analyzed using percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis.

  The research findings revealed that:

1. 1. The participants’ knowledge and understanding of Problem-Based Learning increased, with the post-development test score (87.50%) being higher than the pre-development score (54.16%), indicating an increase of 33.33%, and they were able to write accurate lesson plans according to the criteria in the second cycle.
2. 2. The participants’ competency in managing Problem-Based Learning increased and reached the highest level.
3. 3. The participants’ overall satisfaction with the competency development was at the highest level, with a mean score of 4.87.
4. 4. The students’ overall satisfaction with the Problem-Based Learning management was at the highest level, with a mean score of 4.71.