The purposes of this research were: 1) to study the effect of using the research based learning model for forth-year of social studies students in History Practicum In School course, and 2) to study ...the students’ satisfaction on research-based learning (RBL) in History Practicum In School Course. The Action Research activities was employed in the study. The research findings found that: 1) For the effect of using the research-based learning model for forth-year of social studies students in History Practicum in School course had two aspects: achievement and research skills. 2) For the students’ satisfaction in research-based learning (RBL), in overall, it was in “High” level. Considering each aspect, found that the students’ satisfaction in “Highest” level on the following aspects: Students have been clarified about the goals or objectives of the course. Students have many learning activities, from a variety of sources, both inside and outside the classroom. And from the comments found that most of them was satisfied that they had researched history in Laos.
The purposes of this research were: 1) to study the state of the problems of teaching and learning for lecturers; 2) to undertake a needs assessment for training to promote the lesson study process ...for lecturers; and 3) to compare the state of the problems and the needs assessment for training to promote the lesson study process.
The study sample comprised 54 administrators; 167 lecturers and 327 students from six faculties of Souphanouvong University who were selected by stratified random sampling. Mixed methods were used as the research methodology; an Embedded Design was conducted by studying quantitative methods and supplementing with qualitative methods. Research Instruments used to collect the data were a questionnaire and structured interviews. Statistics used included percentage, mean, standard deviation (S.D.) and Priority Needs Index Modified (PNIModified). T-test and One Way MANOVA was applied.
The research results were as follows: 1) The state of the problems of teaching and learning for lecturers, including the overall average, was medium; 2) A needs assessment of training to promote the lesson study process by all groups of the sample was an essential requirement for all items, with the overall average of 0.35; and 3) The state of the problems and needs assessment of training to promote the lesson study process, as classified by samples group, showed no difference in significance except for administrators and lecturers, which was different for the state of the problems at the .05 level of statistical significance.
The aim of the paper was to administer and prepare teachers for management to their students' learning achievements within the curriculum framework of water resource and disaster management. This ...course was compared to manage learning into different school sizes with the sample size in the lower secondary education schools with two groups of 28 controlled teachers, who managed teaching of 68 students in 3 classes, and other group was 28 experimental teachers who managed teaching of 79 students in 3 other classes at grade level 9 too. The procedure of methodology included curriculum framework; unstructured selection interviews and conservational guidebooks were used. Most of teachers were trained with a new curriculum of learning units and training local curriculum. Associations between teachers' satisfaction of pre- and post- test questionnaires were differenced, developing the curriculum was indicated that it has revealed problems and students' needs indicated as high responses on introduction, and purpose of recapitulating development. Teachers were passed the assessment test as high quality ability impacts and satisfactions for making learning units to students' responsibilities. Statistically significance of students' achievements were differences between the controlling and experimental groups at 0.01 confidence level, correlatively, and comparisons between using this local curriculum frame work in school sizes as non significant differently.
This research used to action research that result from the implementation of a
training course to promote the lesson study process for lecturers at the higher
education in the Lao PDR. This study ...aimed to evaluate cognitive effectiveness,
ability in lesson plan design, and skills in lesson study in lecturers’ professional
development at Souphanouvong University, Lao PDR. This paper focuses on the
relevancy assessment, implementation, and evaluation of the lesson study skills
in lecturers’ professional development as the subsequent study. The researchers
employed action research, a three-step process adopted for lesson study,
encompassing planning, four days of training, implementing teaching and
observation in the classroom, and finally evaluating its effectiveness as a
reflection of lesson study skills, which was a portion of lecturers' professional
development. 56 lecturers from six faculties were used as a sample for training,
and 10 lecturers who voluntarily participated were used in the application.
Testing, an assessment form for the ability to design lesson plans, a lesson study
skills assessment form, and the teaching record book were research tools. The
mean, standard deviation, and t-test were applied to statistical analysis. The
findings were: 1) the cognitive effectiveness of the lesson study process was
significantly improved over criteria on a double percentage at a level of .05; 2)
the design ability of the lesson plan was at a high level; and 3) the lesson study
skills for the lecturers’ professional development results were at good levels.
This is the first application of the lesson study process in the context of higher
education in Laos. Lesson study was an approach that assisted lecturers to
increase professional competency to be true "teacher professionals" in the
future.
Research-based learning is the key for the national research universities of Thailand. The indicator reflects the success of the study in assessing the learning outcomes of students. The development ...of the lecturers is the most important mechanism in driving. Nowadays the lecturers lacked the knowledge and skills of assessment for learning. Therefore, this study aims to develop the knowledge and skills lecturer's assessment through research-based learning in higher education. The target group were lecturers who teach in higher education from Khon Kaen University of Thailand. This study was a research and development involved the concept of continuing professional development. Research conducted in 3 phases: 1) to inspire one's thought, to accomplish both of knowledge and skill, 2) to focus on changes, and 3) to reflect the changes as well as suggest the guidelines for development. The results showed that the lecturers enhanced their knowledge and skill in assessment and emphasized on assessment for learning rather than assessment of learning.
Awareness of water resources management is expression behavior as receive, response, valuing, and organization. Water resources is an important for everyone in the world and the recently water ...resources are be risky as lack of water, waste water, and blooding. The development on awareness of water resources management for grade 6 students is very important to solve immediately. The objectives of this research were to 1) compare grade 6 students’ awareness and comprehension of water resources management after developing 2) compare grade 6 student’s awareness and comprehension of water resources management after developing between irrigated area and non- irrigated area. The research was quasi-experimental design. The samples of control group were 31 students and 61 students were experimental group. Research instruments were the curriculum for developing awareness of water resources management, water resources management comprehension test, and assessment form for awareness of water resources management. Data analyzed were used descriptive statics for mean, standard deviation, and independent t-test used for comparing mean scores of pretest and posttest. The research found that the pretest and posttest of students’ awareness of water resources management and comprehension were significantly different at .05 levels. The compare mean between students’ awareness and comprehension in irrigated zone and non-irrigated zone were not significantly different at .05 levels.
To be national research university of Thailand must be changing from only Student Center Learning to Research-Based Learning is the teaching and research nexus of Khon Kaen University so ...Research-Based Assessment reflex the effective of Research-Based Learning, most of Lecturers graduated non-education habituate only test not authentic assessment rarely have opportunities to engage in assessment of Research-Based Learning. The purposes of this study were to develop and to investigate the effectiveness of Research-Based Assessment training curriculum for enhance Lecturer's Assessment Thought Research-Based Learning.This study was a research and development involved four steps. That were step 1 – The gathering of basic data and need assessment, step 2 – the development of Research-Based Assessment training curriculum, step 3 – The implementing of Research-Based Assessment training curriculum and step 4 –The evaluation and revision of the system. The result from this study were most of Lecturers need enhance Assessment Thought Research-Based Learning by training. The Research-Based Assessment training curriculum was 3 leaning center. The effectiveness of all elements was high and the relevant index was higher than the criteria. The implementing of Research-Based Assessment training curriculum are summed up as follows: gained better knowledge, skill, enhance in assessment of Research-Based Learning and a high level in opinions on Research-Based Assessment training curriculum were highly satisfied. The effectiveness of the development was relevant to criteria, some parts of the course contents and training activities were adjusted to promote higher relevancy and effectiveness for further implementing.
To administer and prepare teachers for teaching their learners, a curriculum course framework encompassing water resources and disasters was compared to their different school sizes using a sample ...size of 56 trainee teachers in lower secondary education schools in Thailand. The control teacher group, composed of 28 teachers, was to manage their teaching on 68 learners in 3 classes; 79 learners in 3 classes at grade level 9 were compared as a group taught by-an experimental teacher group composed of 28 teachers. A developed curriculum framework, unstructured selection interviews, and a conservational guidebook were used. For trainee teachers, a new curriculum consisting of learning units and a training curriculum were built; teachers' satisfaction was assessed with pre- and post-test questionnaires. It found the following problems: developing this curriculum was at a medium level, and high responses on the introduction were needed, and a purpose for recapitulating development of learners. Teachers passed the assessment test; their abilities were very high, so the quality and the satisfaction for making learning units were added to their responsibilities. Statistically significant, learners' achievements were different between the controlling and experimental groups at the level .01, correlatively, but the school size was not found to be significantly different.
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