DEVELOPMENT OF AN ACTIVE LEARNING MANAGEMENT MODEL TO ENHANCE 4Cs SKILLS OF DIGITAL-AGE LEARNERS IN PHRAPARIYATTIDHAMMA SCHOOLS, GENERAL EDUCATION DEPARTMENT, AREA 8

Abstract

          This study aimed to develop and validate an Active Learning management model to enhance 4Cs skills—critical thinking, creativity, collaboration, and communication—among digital-age learners in Phrapariyattidhamma Schools, General Education Department, Area 8. The research employed a three-phase Research and Development (R&D) design: (1) investigation of current instructional conditions and problems, (2) model development and expert validation, and (3) model implementation and effectiveness evaluation. The situational analysis involved 175 administrators and teachers selected through stratified random sampling from a population of 320. The implementation phase included 40 students. Research instruments comprised questionnaires, a model evaluation form, lesson plans, a 4Cs skills assessment form, and a satisfaction survey. Data were analyzed using mean, standard deviation, dependent samples t-test, and effect size (Cohen’s d).
          Findings indicated that overall instructional management was at a high level ( = 4.12, S.D = 0.48), while instructional problems were at a moderate level ( = 3.21, S.D = 0.56). The developed model consisted of four systematic components: clearly defined 4Cs-based learning outcomes, structured Active Learning activities, digital technology integration, and authentic assessment. The model was rated at the highest level of appropriateness by experts (= 4.63, S.D = 0.41). After implementation, students’ 4Cs skills significantly improved (pre-test  = 3.18, S.D = 0.52; post-test M = 4.35, SD = 0.44; t = 12.87, p < .001), with a very large effect size (Cohen’s d = 2.04). The results demonstrate strong empirical evidence that a systematically designed Active Learning model can substantially enhance 21st-century skills in the context of Buddhist general education schools.