6th
International Science, Social Sciences, Engineering and Energy Conference
17-19 December, 2014, Prajaktra Design Hotel, Udon Thani, Thailand
I-SEEC 2014
http//iseec2014.udru.ac.th
English Teaching and Learning Management towards Community’s Needs; A Case Study of
Phatan Nakrua Municipality School, Mae Tha District, Lampang Province
Foutemwong , Kala , Khuangmai
a
Author1’s affiliation; Principal Researcher, 692 Moo 15 Baan Dong Sangern, Bo Haeo Sub-district,
Muang District, Lampang
b
Author2’s affiliation; Researcher, 222 Moo 8 Sannameang Sub-district, Sansai District, Chiangmai
c
Author1’s affiliation; Researcher, 68 Moo8 Ban Tapmhak, Bo Haeo Sub-district, Muang District,
Lampang
1. e1Author1’s email; thepsuwan@yahoo.com , e2Author2’s email;pheerayaphornk@gmail.com ,
e3
Author3’s email; acharapuky1746109@hotmail.com
Abstract
The purpose of this research was to study the community’s needs of English teaching and learning
management at Phatan NaKrua Municipality School, Mae Tha District, Lampang. The subjects of the
study were 600 people living in nine villages in Phatan sub-district and three villages in Nakrue subdistrict. The instrument used in this study was a five scale questionnaire. The questions were divided into
four categories. They were curriculum and application, learning activities, tools for curriculum and
learning materials, and assessment.
The results of the study revealed that the level of the community’s needs for English language
teaching and learning management were highly positive.
need;community; teaching and learning aspects
2
1.
INTRODUCTION
1.1 Rationale and Significance of the Problem
The Phatan NaKrua Municipality School is located at 111 Baan Hua Fai, Moo 4, Nakrua
Subdistrict, Mae Tha District. It is 21kilometers from Lampang province. It is an elementary school that
provides education in Prathom 1 to 5. It was established August 28th, 2007 by the Phatan Nakrua
Municipality District. The aim of the school is to provide pre-school education for kindergarten level 1 to
level 3. There were 143 students at that time. On May 1 st, 2009, this school expanded by introducing a
new level of Prathomsuksa 1 with nine students and one year after that the school expanded again by
introducing the Prathomsuksa 2 level.
In terms of school administration, the school follows the systems, rules and regulations of the local
municipality. On the other hand, the Basic Education Core Curriculum of 2008 is used to be a framework
or direction to prepare and establish the school curriculum so that school and learners will be able to
receive basic education. The curriculum facilitates decentralization of authority by allowing the local
community to participate in educational provision, which suits prevailing situations and serves local needs.
Nowadays, Phatan Nakrue Municipality School provides educational levels for those who want to study
pre-school education or elementary education. It currently includes 158 students. It has developed the
curriculum, redesigned selected subjects and developed teaching and learning activities in various subjects.
Examples of these include arranging extra training and tutoring hours for computer studies and providing
language camps for students. The school also provided some language camps for the students by hiring
Chinese teacher to teach Chinese for students during weekend, and having a team of English major
students in Humanity and Social Science Department from Lampang Rajhbhat University arrange English
camps under the instructor’s supervision.
Since Thailand has to prepare itself for being a part of the ASEAN Countries (AC), language plays
a crucial role in gearing towards accomplishing this goal. Like other people in many big provinces,
Lampang people are aware of the importance of foreign languages. Parents encourage their children to
learn more languages. Need of studying foreign languages especially English and Chinese are increasing in
this area. Consequently, many parents have been sending their children to do extra tutoring in Muang
district. Subsequently, the number of students studying at Phatan Nakrua Municipality school has been
decreasing since parents want their children to go to school in Muang district which tend to provide better
English Programs and courses. The Director of Phatan Nakrua Municipality School, Mr. Wichet
Lungkakad, realizes the importance of developing a high quality curriculum and wanted to better
understand the community’s thoughts on the topic. Due to the school’s curriculum facilitating
decentralization of authority by allowing local community to participate in educational provision, local
school needs can prevail. The issues of looking for the requirement of the community; students’ parents and
people in the community on curriculum and process of teaching needed to be addressed. Therefore, a study
must be conducted so that the school’s academic director and teachers can make accurate decisions to assist
in developing a new curriculum, thereby facilitating, programme development.
1.2 Purpose of the Study
To look for the requirements of the local community for the educational management of Phatan
Nakrua Municipality School, Mae Tha District, Lampang province.
1.3 Scope of the Study
1.3.1 Subject of the study
This study is confined especially to 600 Students’ parents of Phatan Nakrua Municipality School.
Students at this school are from two sub-districts. The first one is Pha-tan sub district which composes of
nine villages. They are Ban Na kwaw, Ban Phong, Ban Na Kod, Ban Na Kod Pae, Ban Patan Nua, Ban
Patan Tai, Ban Sob-Tha, Ban Dok Saban Nga. The second one is Na-Krua sub district which compose of
three villages. They are Ban Luang, Ban Uan, and Ban Hua Fai.
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1.3.2 Content of the study
The contents are based on the needs of the students’ parents in Phatan Nakrua Municipality.
1.3.3Variables
Independent Variable: Community committee, School Committee and Students’ parents of Phatan
Nakrua Municipality School.
Dependent Variable: Levels of the community needs towards 1) Curriculum and application Learning
2) Activities 3)Tools for curriculum and learning materials and 4)Assessment.
1.4 Definition of Terms
Needs refers to the expectations of the community about English Language Teaching and Learning
Management of Phatan Nakrua Municipality School, Mae Tha District, Lampang.
Learning refers to ways to convey knowledge to the learners in the community.
Community refers to parents of the students who live in nine villages in Phatan sub-district and three
villages in the Nakrua Sub-district.
1.5 Significance of the Study
The researchers expected the following benefits from this research.
1. Researchers expect that the results of the study would help to provide some guidelines for the
director and academic teachers to develop the new curriculum.
2. Researchers anticipate that the results would activate school staff to rethink about teaching their
English subjects for Primary education students.
2.
LITERATURE REVIEW
2.1. Need theories
Maslow’s hierarchy of needs is a very popular framework in the psychological theory of human
needs which was proposed by Abraham Maslow in his paper, “A Theory of Human Motivation” in 1943
with the idea of the stages of growth in humans from the most fundamental level of needs to the higher
levels of needs and human development. Maslow identified the basic types of needs chronologically:
biological, physiological needs and safety needs. Social needs and esteem were higher levels and the top
level is identified as self-actualization needs. To describe Maslow’s Hierarchy of Needs briefly and clearly,
Boeree (2006) explained the five levels of Maslow’s Hierarchy of Needs in his paper: Personality Theories;
1. The physiological needs.
2. The safety and security needs
3. The love and belonging needs.
4. The esteem need.
5. Self-actualization.
Fig.1 Maslow’s Hierarchy of Needs. The pyramid suggests the four basic needs called “deficiency
needs” i.e. if you have a deficit, you feel the need and the top level called “growth needs” which involves
the continuous desire to fulfill potentials. (Boeree,2006) Image source:
http://webspace.ship.edu/cgboer/maslow.html
4
Obviously, Maslow pointed out that once human beings satisfied their basic needs, they strived for
self-actualization, in other words, realization of their full potential
Regarding Maslow’s hierarchy of
needs, it has influenced other psychologists to develop or improve their ideas.
Clayton P. Alderfer (1969) developed Maslow’s hierarchy of needs by condensing Maslow’s five
human basic needs into three categories: 1) Existence, Relatedness and Growth which is abbreviated as
ERG in his psychological review article, “An Empirical Test of a New Theory of Human Need” in 1969.
Tom and Benjamin are coaches from Your Coach, a passionate all-round company in Ghent, the heart of
Flanders who summarized the ERG theory explicitly.2) Existence Needs include Maslow's first two levels
of all material and physiological desires. And 3) Relatedness Needs encompass social and external esteem;
relationships with significant others like family, friends, co-workers and employers. This also means to be
recognized and feel secure as part of a group or family. This echoes Maslow's third and fourth levels.
Growth Needs include Maslow's fourth and fifth levels of Internal esteem and self-actualization;
these impel a person to make creative or productive effects on himself and the environment. This includes
desire to be creative and productive, and to complete meaningful tasks.
From their summary, it is described that the existence needs give us physical well-being: food,
water, air, etc. The relatedness needs are related to the need for social relationships, and the growths needs
refer to the need for personal growth and development.
Moreover, David McClelland (1917-1998) who is another well-known psychologist attempts to
propose the three-need theory or acquired needs theory in his 1961 book. He distinguishes three types of
needs: need for achievement (nAch) refers to accomplishment or attainment of challenging goals yet,
realistic, need for affiliation (nAff) is a need for friendly relationship which means interaction with other
people ,and need for authority and power (nPow) is a need to create an impact or increase personal status
and prestige (Deguara,2001).
This three-need theory has powerfully influenced management in the workplace and advancement
in a job. It is a motivational model which explains how the three needs effect the actions of human beings
in the context of management. He stated that a person is driven by motivators (the needs for achievement,
affiliation, or power) developed by life experiences and their culture. In Swenson’s article (2000),Yukl
(1989) reviewed the results of McClelland's theory in predicting leadership. Power stories reflect
influencing others, defeating an opponent or competitor, winning an argument, or attaining a position of
greater authority. Persons with low need for power may lack the assertiveness and self-confidence
necessary to organize and direct group activities effectively.
Over all, it is apparent that Maslow’s Hierarchy of Needs has inspired many psychologists or other
educators to develop or argue his theory later but his theory of needs is truly fundamental to explain human
motivation and basic needs.
2.2. Community
The general meaning of community in Cambridge Advanced Learner’s dictionary (2013), is
defined as “the people living in one particular area or people who are considered as a unit because of their
common interests, social group, or nationality.” (Cambridge Advanced Learner’s Dictionary, Fourth
Edition Edited by Colin McIntosh: Cambridge University Press, UK 2013)
Before 1910 there was little social science literature concerning ‘community’ and it was really
only in 1915 that the first clear sociological definition emerged. This was coined by C. J. Galpin in relation
to delineating rural communities in terms of the trade and service areas surrounding a central village
(Harper and Dunham 1959: 19 cited in Smith’s article (2001). Additionally he divided community in three
different ways; 1) Territorial or place community can be seen as where people have something in common,
and this shared element is understood geographically, 2) In interest or ‘elective’ communities people share
a common characteristic other than place. They are linked together by factors such as religious belief,
sexual orientation, occupation or ethnic origin, and 3) Communion which is related to a sense of attachment
to a place, group or idea.
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Paul James who is well known as a theorist of globalization, has stated “as a group or network of
persons who are connected to each other by relatively durable social relations that extend beyond
immediate genealogical ties, and who mutually define that relationship as important to their social identity
and social practice." (James, 2006)
Furthermore, there are some educators, e.g. David Kingsly, Robert M. Mac Iver, Robert E. Park
and Ernest W. Burgess who have defined similar concepts of community as a social unit or a group of
people living in a particular local area having common interests, rights, privileges under the same laws and
regulations and interacting with one another.
In short, the definition of community is a social unit of any sizes that lives together under the same
laws or regulations, has common sense, interests and attitudes, and interacts with one another.
2.3 Teaching and Learning Aspect
Teaching is an important part of the process of education which involves imparting knowledge and
developing understanding and skill. Meanwhile, it can be defined as the planning and implementation of
instructional activities and experiences to help learners achieve learning outcomes according to a teaching
plan. Gage (1972) claimed that “Teaching becomes the process of providing for the learner what a given
learning theory regards as essential.”
Learning is referred to as the lifelong process of transforming information and experience into
knowledge, understanding, skills, behaviors, and attitudes. Some educators gave similar definitions of
learning that means the ongoing process of changing behaviors through practice and training. Learning can
also refer to changes or modification of behavior to meet environmental requirements. The relation
between teaching and learning cannot be isolated. Dr Benjamin Bloom, a well-known leader of educational
psychologists, created a framework for categorizing educational goals. Bloom's taxonomy is served as a
foundational and essential element within the education community which is used as a basic theory for
educational philosophy and for educators in order to develop new teaching strategies.
There are three domains of educational activities or learning according to Bloom (Bloom, 1956).
To explain the learning domains clearly, Bloom (1956) describes the 3 ways of learning as; Cognitive
Learning, Affective Learning, and Psychomotor Learning . Learning at the higher levels is dependent on
obtaining perquisite knowledge and skills at the lower levels. Bloom’s taxonomy is a teaching tool that
ensures all orders of thinking are exercised in student’s learning, it can be applied in teaching by helping
balance assessment and evaluative questions in class, and designing assignments and texts for students.
Therefore, learning occurs on very different cognitive, affective, and psychomotor levels that
relate the teaching objectives to these levels.
2.4 The Basic Education Core Curriculum 2008
To accomplish a high quality education management program for Phatan Nakrua Municipality
District School, Mae Tha District, Lampang and to achieve the goals of teaching and learning for basic
education knowledge and skill, the Basic Education Core Curriculum 2008 framework is used to direct,
prepare and establish the school curriculum so that school and learners will be able to receive this basic
education knowledge.
According to the Ministry of Education (2008), notable principles underlying the Basic Education
Core Curriculum are as follow:
The ultimate aim is attainment of national unity; learning standards and goals are therefore set
with a view to enabling the children and youths to acquire knowledge, skills, attitude and morality to serve
as a foundation for Thai-ness and universal values.
The curriculum facilitates education for all, who have equal access to education of high quality.
The curriculum facilitates decentralization of authority by allowing the local community to
participate in educational provision, which suits prevailing situations and serves local needs.
Structure of the curriculum enjoys flexibility regarding learning contents, time allotment and
learning management. The learner-centred approach is strongly advocated. The curriculum is intended for
education of all types.
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The Basic Education Core Curriculum is aimed at the full development of learners in all respects morality, wisdom, happiness, and potentiality for further education and livelihood. The following goals
have consequently been set for achievement upon completing basic education:
1. Morality, ethics, desirable values, self-esteem, self-discipline, observance of Buddhist teachings
or those of one’s faith, and guiding principles of Sufficiency Economy;
2. Knowledge and skills for communication, thinking, problem-solving, technological know-how,
and life skills;
3. Good physical and mental health, hygiene, and preference for physical exercise;
4. Patriotism, awareness of responsibilities and commitment as Thai citizens and members of the
world community, and adherence to a democratic way of life and form of government under constitutional
monarchy; and
5. Awareness of the need to preserve all aspects of Thai culture and Thai wisdom, protection and
conservation of the environment, and public-mindedness with dedication to public service for peaceful and
harmonious co-existence.
Learning foreign languages is one of the learning areas in the Basic Education Core Curriculum
which is essential to Thai learners especially due to the ever growing global society and the English
language becomes a useful tool to communicate with people around the world. Foreign language helps
learners to learn other cultures and visions of the world community. According to the Basic Education
Core Curriculum, the learners are thus able to learn and understand differences of languages and cultures,
customs and traditions, thinking, society, economy, politics and administration.
Education Management of this Municipality School is referred to a management of teaching and
learning in municipality districts to meet the appropriate requirements in order to establish a curriculum for
the municipality school. This research focused particularly on English Language Teaching and Learning
Management in Phatan Nakrua Municipality district, Mae Tha District, Lampang which consists of 12
communities lacking of a standard school.
2.5 Related Research
There were some studies concerned community’s needs in Thailand. For example, Darunee
Kamplog (2007) aimed to study the requirements of the community for education management of
Thungsong municipal schools. The findings revealed that requirements of education management by the
community committee, educational committee of schools and students’ parents as a whole were high. The
learning activity aspect was at the highest level. For curriculum and application, educational evaluation
and educational equipment aspects were also at a high level.
Sakawwan Na Chiangmai (2007) studied the situation of the Ban Kongloy community’s problem
in the aspects of education, economy and careers, politics and government, religions, art, culture and
festivals, environment and natural resources, local wisdom and to study the need of Ban Kongloy
community about creating social studies, religions and cultures learning strands in grade level 1 and 2. The
findings revealed that the problems of Ban Kongloy community in every aspect were the students’ low
achievement level, namely, the teaching - learning provision on elective courses was not relevant to the
need and interest of students. Prayouth Pantana (2006) studied the level of desire of the community to take
part in education management and to use the results for the development of the administration of
Banmaehee school community, Pai district, Maehongson province. The results revealed that the
community wanted to take part in budgets and personal and general administration at a high level. Terdsak
Hombanyen (2005) researched the need of participation to construct the basic education curriculum of the
curriculum design staff under the Office of Nakhon Sawan Educational Service Area Zone 2. The results
showed that the need of participation to construct the basic education curriculum of the curriculum design
staff under the Office of Nakhon Sawan Educational Service Area Zone 2 was different as follows: the
lecturer and the educational administrators wanted to participate at the high level of 4.14 and 3.97, and
institutional committee at the middle level of 3.37.
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Chetsadaporn Robkhob (2004) studied about the state of problems and community needs about
curriculum development and learning activities for educationally deprived children in Rajaprachanukhraw’s
30 Schools, Mea-ai District, Chiang Mai. The findings were problems of the community in the school
service area were related to the economic depression and low income which brought hardship to some
children in severely poor families. Community needs concerning curriculum development and learning
activities: providing them both general and vocational programs and some foreign courses like those
dealing with English and other languages as to help the students be tour guides or even to help them in
furthering their study. Wanida Sinloyma (2004) researched needs of parents in education administration.
She found that parents wanted concentration on reading and writing, preparing the maturity of the physical,
emotional, societal and intellectual aspects of the students.
Apparently, all of the related studies mentioned encouraged us to deliberately investigate the
community’s needs of Phatan Nakrua Municipality regarding teaching and learning management. We are
especially interested in promoting the local community educational systems of teaching and learning
English language because this language plays the crucial role as the world language in the 21st century.
3. METHODOLOGY
3.1 Population and subjects
The population of this study was the students’ parents in PhaTan Na Krua municipality, Mae Tha
district, Lampang province. Subjects were 600 parents of the students living in Pha Tan Na krua
municipality. Data of the study was requested from subjects since they were able to express their idea and
share their attitude towards the desired English course at Phatan Nakrua Municipality School. In the first
part, subjects were asked to indicate factors regarding their needs for English Language Teaching and
Learning Management of the school. They were also asked to indicate factors involved with Curriculum
and application, Learning Activities, Tools for curriculum and learning materials Assessment and in the last
pert. Furthermore, subjects were asked about the level of need concerning community needs for English
Language Teaching and Learning Management. In the second part, the subjects were asked to give other
feedback in regards to learning management. To decrease the problems of vagueness and
misunderstanding, the questionnaire was written in Thai (See Appendix B).In terms of the validity of the
questionnaire, the researchers ensured its validity by studying related literature and researches. Then, the
draft questionnaire was adapted .
3.3 Collection of Data
Researchers collected data at Phatan Nakrue Municipality, Mae Tha District, Lampang in May
to July of 2014.
3.4 Data Analysis
To analyze the data, the Statistical Package for Social Sciences (SPSS) for Windows Version 12.0
was employed. The µ values (µ) and standard deviation values (S.D.) were used to interpret data of the
questionnaire by using the specification as follows:
Scale
Level of opinion
µ value
Degree of Opinion
1
Disagree strongly
1.00-1.80
Highly Negative
2
Disagree somewhat
1.81-2.60
Moderately negative
3
Neutral
2.61-3.40
Neutral
4
Agree somewhat
3.41-4.20
Moderately positive
5
Agree Strongly
4.21-5.00
Highly positive
3.
Data Analysis and results
The analysis of the questionnaire is presented in four categories. The results of the study reveals that
the degree of the community’s needs for English language teaching and learning management is highly
positive (Total µ = 4.49) as described under the following headings.
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4.1 Results of the curriculum and application
Five aspects of the curriculum and application are evaluated. The findings showed in Table 1 reveals
that most of the community’s opinions on the curriculum and application are highly positive (Total µ =
4.47). Two aspects that the community has equally top chosen (µ = 4.52) are 1) curriculum must address
clear purposes, which focus on promoting students to become knowledgeable, skillful, and moral, and 2)
the curriculum must be modern and fulfill the community and students’ needs. Second, the moderate
degree is school and community participate in curriculum planning (µ = 4.51). The lowest degree is
contents in the curriculum must be flexible and adjustable based on students’ characteristics (µ = 4.40).
Table 1: Results of the curriculum and application
Aspects in curriculum and application
The curriculum must address the clear purposes which focus on
promoting students to become knowledgeable, skillful, and moral.
The curriculum must be modern and fulfill the community and
students’ needs.
School and community participate in curriculum planning.
Contents in the curriculum must be flexible and adjustable based on
students’ characteristics.
Total µ
µ
4.52
S.D.
0.61
Degree of need
Highly positive
4.52
0.61
Highly positive
4.51
4.40
0.51
0.65
Highly positive
Highly positive
4.47
Highly positive
4.2 Results of learning activities
There were 10 aspects of learning activities that are evaluated. The degree of needs towards
learning activities is highly positive (µ= 4.47). Among these ten aspects, the highest degree of need that the
community has chosen is promote students’ literacy and calculating skills (µ = 4.54). The moderate is
giving an opportunity for parents and community to participate in teaching and learning management (µ =
4. 45). The lowest is promoting students to be able to take care of their health and family (µ = 4.39).
Table 2 Results of learning activities
Aspects in learning activities
Promote students’ literacy and calculating skills
give an opportunity for parents and community to participate in
teaching and learning management
Promote students to be able to take care of their health and family
Total µ Value
µ
4.54
4.45
S.D.
0.58
0.62
Degree of need
Highly positive
Highly positive
4.39
4.47
0.62
Highly positive
Highly positive
4.3 Results of tools for curriculum and learning materials
Needs of the community towards tools for curriculum and learning materials can be demonstrated by
the results of tools for curriculum and learning materials as summarized in Table 3. The finding reveals
that the highest aspects is all students have textbooks (µ=4.59). There are two aspects that were chosen
equally; Learning materials used are sufficient for students and local wisdom is applied in teaching and
learning (µ=4.54). The lowest is learning materials used are update and diverse (µ=4.53).
Table 3 Results of tools for curriculum and learning materials
Aspects in tools for curriculum and learning materials
µ
All students have textbooks.
4.59
Learning materials used are sufficient for students.
4.54
Local wisdom is applied in teaching and learning.
4.54
Learning materials used are update and diverse.
4.53
Total µ Value
4.55
S.D.
0.56
0.57
0.60
0.60
Degree of need
Highly positive
Highly positive
Highly positive
Highly positive
Highly positive
9
4.4 Results of assessment
The community expressed their need on assessment tools must be valid and reliable (µ= 4.51).
The moderate degree of needs is students who fail their tests are given an opportunity to take the tests
again( µ= 4. 47). The lowest is Students aspects. The degree of community needs towards assessment is
highly positive (µ= 4.47). It can be interpreted that in term of assessment, the community has highly
positive degree of need. Three aspects of results are presented in the table. The highest degree and
community participate in assessment (µ= 4.44).
Table 4 Results of Assessment
Aspects in assessment
Assessment tools must be valid and reliable
Students who fail their tests are given an opportunity to
take the tests again.
Students and community participate in assessment.
Total µ
µ
4.51
4.47
S.D.
0.59
0.63
Degree of need
Highly positive
Highly positive
4.44
4.47
0.61
Highly positive
Highly positive
5.
CONCLUSION AND DISCUSSION
The results of the study revealed that the level of the community’s needs for English language teaching
and learning management were highly positive (µ=4.49). Due to curriculum, the community most needed
areas are the clear purposes curriculum focused on promoting students to become knowledgeable, skilled,
and moral, and the modern fulfill community and students’ needs curriculum. Moreover, the community
want to participate in curriculum planning whereas they did not expected much in flexibility and
adjustability of the curriculum. In terms of activities, the community asks for promoting students’ literacy
and calculating skills as priority and then giving an opportunity for parents and community to participate in
teaching and learning management. Health and family is the lowest degree of needs. Tools for curriculum
and learning materials, school should provide textbooks for students, at the same time school should
provide sufficient learning material for students. Local wisdom also needed to be applied in teaching and
learning. In terms of assessment, community need failed students are given an opportunity to retest.
SUGGESTION
The administrative of Phatan Nakrua Municipal School should pay their attention in the needs of
community. They should take community’s ideas and suggestion into their consideration seriously since
the school is one part of community. Additionally, the school could let community involve with curriculum
by inviting them to the meeting, inviting the local wisdom experts to be guest speakers, implementing
community’s needs into school policy.
DISCUSSION FOR FURTHER STUDY
1. Instead of employing only questionnaire, the researcher should employ more tools in collecting
data so that the researcher can collect more information in detailed.
2. There should be a research on implementing the community’s needs into the curriculum to see
ways of implementing and its result.
10
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Richard, W.P. (1985). Bloom’s Taxonomy and Critical Thinking Instruction.,Educationtal Leader
Ship. Paper presented at the E-Teaching online course: Critical Thinking in Language Learning
and Teaching, Office of English Language Programs, U.S. Department of State and University of
Oregon’s American English Institute.
Sakawwan Na Chiangmai. (2007). Needs of Ban Kongloy Community for Curriculum Provision in
Social Studies, Religions, and Cultures Strand. Independent Study (M.Ed.). Chiang Mai
University.
Terdsak Hombanyen. (2005). The Need of Participation of Construct the Basic Education Curriculum
of the Curriculum Designed Staff under the Office of Nakhon Sawan Educational Service Area
Zone 2. Thesis (M.Ed.). Nakhon Sawan Rajabhat University.
Wanida Sinloyma. (2004). A Study the Needs of Parents’ Toward Education Management in
Sermpunya Pudtan Kindergarten. Thesis (M.Ed.). Bansomdejchaopraya Rajabhat University.
Yukl, G. A. (1989). Leadership in Organizations. Englewood Cliffs, NJ: Prentice Hall.
Zalenski, R. J. and R. Raspa (2006). “Maslow’s Hierarchy of Needs: A Framework for Achieving
Human Potential in Hospice.” Journal of Palliative Medicine 9(5), 1120-1127.
12
APPENDICE A
QUESTIONNAIRE
(ENGLISH VERSION)
Directions: Please check (/) and rate yourself honestly based on your real needs
Part 1 Community needs for English Language Teaching and Learning Management of Phatan NaKrua
Municipality School
Level of Need
Topic
Highest
High Moderate Less
Least
1. Curriculum and application
1.1 School and community participate in curriculum planning.
1.2 The curriculum must be relevant to the social context.
1.3 Contents in the curriculum must be flexible and adjustable
based on students’ characteristics.
1.4 The curriculum must address the clear purposes which
focus to promote students to become knowledgeable, skilled,
and moral.
1.5 The curriculum must be modern and fulfill the community
and students’ needs.
2. Learning Activities
2.1 Promote students’ literacy and calculating skills.
2.2 Promote students to gain more knowledge and
understanding about themselves, nature, environment, and
social changes.
2.3 Promote students to be able to take care of their health and
family.
2.4 Promote students to be able to analyze and solve problems
which happen to themselves and families reasonably with
science process skills.
2.5 Promote students to love reading and to be autonomous
learners.
2.6 Promote students to be proud of themselves as Thai
citizens who are not selfish, do not take advantage of others,
but to be able to exist in society happily.
2.7 Promote students to have knowledge and basic skills in
workplaces and pay attention to work including working
collaboratively with other colleagues.
2.8 Promote students to have knowledge and understanding
about conditions and changes of community.
2.9 Promote students to learn useful resources from inside and
outside school.
2.10 Give an opportunity for parents and community to
participate in teaching and learning management.
13
Topic
Hig
hes
t
High
Level of Need
Moderate
Less
Least
3. Tools for curriculum and learning materials
3.1 All students have textbooks.
3.2 Learning materials used are update and diverse.
3.3 Learning materials used are sufficient for students.
3.4 Local wisdom is applied in teaching and learning.
4. Assessment
4.1 There are various forms and assessment methods.
4.2 Students and community participate in assessment.
4.3 Students who fail their tests are given an opportunity to
take the tests again.
4.4 Assessment tools must be valid and reliable.
4.5 The learning progress and grade report are informed to the
public.
Part 3 Other feedback on learning management:
1. Curriculum
______________________________________________________________________________________
____________________________________________________________________________________
2. Learning activities
______________________________________________________________________________________
___________________________________________________________________________
3. Tools for curriculum and learning materials
______________________________________________________________________________________
____________________________________________________________________________________
4. Assessment
______________________________________________________________________________________
______________________________________________________________________________________
14
APPENDICE B
QUESTIONNAIR
(THAI VERSION)
แบบสอบถาม
เรื่ อง ความต้ องการของชุมชนต่ อการจัดการเรียนรู้ ด้านภาษาอังกฤษของสถานศึกษาในสังกัดเทศบาลป่ าตันนาครัว
คาชี้แจง กรุ ณาทาเครื่ องหมาย (/)ลงหน้าข้อความที่ตรงกับความเป็ นจริ ง
ตอนที่ 1 ความต้องการของชุมชนต่อการจัดการเรี ยนรู ้ของสถานศึกษาในสังกัดเทศบาลป่ าตันนาครัว
ระดับความต้องการ
ข้อความ
มากที่ มา ปานกล น้อ
สุด
ก าง
ย
1.ด้านหลักสู ตร และการนาหลักสู ตรไปใช้
1.1 การจัดทาหลักสูตรต้องมีการประสานความร่ วมมือระหว่างโรงเรี ยนกับชุมชน
1.2 หลักสูตรจะต้องมีความสอดคล้องกับสภาพความเป็ นจริ งของชุมชน
1.3
เนื้อหาที่เรี ยนในหลักสูตรจะต้องมีความยืดหยุน่ และสามารถปรับเปลี่ยนได้ตามคุณลักษณะ
ของผูเ้ รี ยน
1.4 หลักสูตรจะต้องมีวตั ถุประสงค์ที่ชดั เจนคือมุ่งสร้ างคนที่มีความรู ้ ทักษะ และคุณธรรม
1.5หลักสูตรจะต้องทันสมัยและสนองความต้องการของสังคมและผูเ้ รี ยน
2. ด้านกิจกรรมการเรียนรู้
2.1 สอนให้ผเู้ รี ยนมีทกั ษะพื้นฐานเช่นอ่านออก เขียนได้ และคิดคานวณได้
2.2 สอนให้ผเู้ รี ยนมีความรู้ ความเข้าใจเกี่ยวกับตนเอง ธรรมชาติ สิ่ งแวดล้อม
และการเปลี่ยนแปลงของสังคม
2.3 สอนให้ผเู้ รี ยนสามารถปฏิบตั ิตนในการรักษาสุขภาพอนามัยของคนเองและครอบครัว
2.4สอนให้ผเู้ รี ยนสามารถวิเคราะห์สาเหตุและรู ้จกั แก้ปัญหาที่เกิดขึ้นกับตนเองและครอบครั
วได้อย่างมีเหตุผลด้วยทักษะ กระบวนการทางวิทยาศาสตร์
2.5 สอนให้ผเู้ รี ยนรักการอ่าน และใฝ่ หาความรู ้ อยูเ่ สมอ
2.6 สอนให้ผเู้ รี ยนมีความภาคภูมิใจในความเป็ นไทย มีนิสยั ไม่เห็นแก่ตวั ไม่เอาเปรี ยบผูอ้ ื่น
และอยูร่ ่ วมกับผูอ้ ื่นได้อย่างมีความสุข
2.7 สอนให้ผเู้ รี ยนมีความรู้และทักษะพื้นฐานในการทางาน มีนิสยั รัก
การทางาน และสามารถทางานร่ วมกับผูอ้ ื่นได้
ระดับความต้องการ
ข้อความ
มากที่ มา ปานกล น้อ
สุด
ก าง
ย
2.8 สอนให้ผเู้ รี ยนมีความรู้
และเข้าใจเกี่ยวกับสภาพและความเปลี่ยนแปลงของสังคมในบ้านและชุมชน
น้อยที่
สุด
น้อยที่
สุด
15
2.9 สอนให้ผเู้ รี ยนรู้จกั ใช้แหล่งเรี ยนรู ้ท้ งั ภายนอกและภายในสถานศึกษา
2.10 เปิ ดโอกาสให้นกั เรี ยนผูป้ กครอง และชุมชนมีส่วนร่ วมในการจัดการเรี ยนการสอน
3 ด้านวัสดุประกอบหลักสู ตรและสื่ อการเรียนรู้
3.1 มีเอกสารประกอบการเรี ยนให้กบั นักเรี ยนทุกคน
3.2 สื่ อจะต้องทันสมัยและหลากหลาย
3.3 สื่ อจะต้องเพียงพอกับจานวนนักเรี ยน
3.4 นาสื่ อภูมิปัญญาท้องถิ่นมาใช้ประกอบการเรี ยนรู ้
4. ด้านวัดผลประเมินผล
4.1 มีรูปแบบและวิธีการประเมินผลที่หลากหลาย
4.2ให้ผเู้ รี ยนและชุมชนมีส่วนร่ วมในการประเมินผล
4.3 ให้สอบแก้ตวั ถ้าผูเ้ รี ยนไม่ผา่ นจุดประสงค์ของการเรี ยนแต่ละหน่วยการเรี ยน
4.4 เครื่ องมือวัดผลจะต้องมีความเที่ยงตรงเชื่อถือได้
4.5
จะต้องมีการประชาสัมพันธ์ดา้ นผลการเรี ยนและการสาเร็ จการเรี ยนของนักเรี ยนให้บุคคลทั่
วไปทราบ
ตอนที่ 2 ข้ อเสนอแนะแนวทางในการจัดการเรียนรู้
1. ด้านหลักสู ตร
_____________________________________________________________________________________________________________
_______________________________________________________________________________________________________
2. ด้านกิจกรรมการเรียนรู้
_____________________________________________________________________________________________________________
________________________________________________________________________________________________________ _
3. ด้านวัสดุประกอบหลักสู ตรและสื่ อการเรียนรู้
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_______________________________________________________________________________________________________
4. การวัดผลประเมินผล
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
______________________________________________________________________________________________________