The Development of a Learning Management Model Based on Constructivism Theory Combined with Thinking Instruction Approaches to Enhance Thai Written Communication Skills Using Local Data for Mathayom 6

Abstract

       The objectives of this research were: 1) to study and analyze the basic information data for the development of a learning management model based on constructivist theory combined with thinking instruction approaches to enhance Thai communication writing skills using local data for Mathayom 6. 2) to design and validate a learning management model based on constructivist theory combined with thinking instruction approaches to enhance Thai communication writing skills using local data for Mathayom 6. 3) to evaluate the learning management model based on constructivist theory combined with thinking instruction approaches to enhance Thai communication writing skills using local data for for Mathayom 6. The 3 steps of the study were 1) study and analyze the basic information data for the development of a learning management model based on constructivist theory and thinking instruction approaches to enhance Thai communication writing skills using local data. 2)Created and verified model to examine the coverage and suitability from focus group discussion. 3) Evaluated feasibility and usefulness of the model from Thai language teachers in schools in Chiang Rai Province.

       The research findings revealed that: 1.The curriculum established learning standards as goals for improving student quality, and the defined indicators played a crucial role in shaping student learning behaviors. Interviews with Thai language teachers confirmed that learning standards and indicators provided clear guidance on instructional management, emphasizing effective language use for communication and real-life application. The development and validation of the learning management model based on constructivist theory and a thinking-based teaching approach to enhance Thai communication writing skills using local information for Grade 12 students consisted of six key components: (1) principles, (2) objectives, (3) supporting factors, (4) learning activity processes, (5) outcomes, and (6) success factors. The overall evaluation of the model was rated at the highest level, with Thai language teachers in secondary schools in Chiang Rai Province indicating that its implementation was highly beneficial and feasible. Therefore, it can be concluded that the model met the evaluation criteria for feasibility and usefulness.

            2.The creation and validation of the learning management model based on constructivist theory and a thinking-based teaching approach to enhance Thai communication writing skills using local information for Grade 12 students yielded the following results:
            2.1 The learning achievement of students taught using this model was significantly higher after learning than before, with a statistical significance level of .01.
            2.2 The ability of Grade 12 students to write in Thai for communication improved significantly after learning through this model, with a statistical significance level of .01.

            3.Grade 12 students from Chiang Rai Provincial Administrative Organization School demonstrated the highest level of pride in their local community and expressed the highest level of satisfaction with the learning management model based on constructivist theory and a thinking-based teaching approach.