The Effectiveness of Computer-Assisted Instruction for Buddhist Moral Education Among Lower Secondary Students: An Experimental Study in Khon Kaen, Northeast Thailand
Abstract
Background: Traditional Buddhist moral education in Thailand faces significant challenges in engaging digital-native students, creating an urgent need for innovative pedagogical approaches that effectively integrate modern technology while preserving cultural authenticity and religious integrity.
Purpose: This experimental study investigates the effectiveness of Computer-Assisted Instruction (CAI) on Buddhist moral education focusing on the Four Brahmavihāra Dhammas (loving-kindness, compassion, empathetic joy, and equanimity) among lower secondary students in Khon Kaen province, Northeast Thailand.
Methods: A randomized controlled experimental design with pre-test post-test measurements was employed involving 480 Grade 8 students (aged 13-14 years) randomly assigned to experimental (n=240) and control (n=240) groups across 12 purposively selected schools in Khon Kaen province. The experimental group received 8-week CAI-enhanced Buddhist moral education intervention, while the control group received traditional lecture-based instruction. Quantitative data were collected through validated Buddhist Moral Reasoning Assessment (BMRA), and qualitative insights were gathered from 45 purposively selected students through semi-structured interviews. Statistical analysis included paired t-tests, independent t-tests, effect size calculations, and thematic analysis.
Results: The experimental group demonstrated significantly higher post-test moral reasoning scores (M=84.7, SD=8.2) compared to the control group (M=68.3, SD=9.1), t(478)=21.45, p<0.001, Cohen's d=1.89, indicating large practical significance. Within-group analysis revealed significant improvement in the experimental group from pre-test (M=65.4, SD=7.8) to post-test, t(239)=18.92, p<0.001. Qualitative findings revealed enhanced student engagement (89.7%), improved moral reasoning application (85.3%), and overwhelmingly positive attitudes toward technology-mediated Buddhist learning (91.2%).
Conclusions: Computer-Assisted Instruction significantly enhances the effectiveness of Buddhist moral education among lower secondary students in Northeast Thailand. The integration of interactive technology with traditional Buddhist teachings offers a pedagogically sound and culturally appropriate model for moral education in contemporary digitally-evolving educational contexts.
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