Enhancing Academic Achievement Through Team-Assisted Individualization: A Mixed-Methods Study of Social Studies Education in Northeastern Thailand
Abstract
Background: Traditional teacher-centered approaches in Thai social studies education have proven inadequate for developing critical thinking and moral reasoning skills required in contemporary society. The integration of Buddhist principles into modern pedagogical frameworks presents unique challenges requiring innovative instructional strategies.
Purpose: This study investigates the effectiveness of Team-Assisted Individualization (TAI) in improving academic achievement and student satisfaction in social studies education, specifically focusing on the Four Iddhipāda Dhammas within the Thai educational context.
Methods: A mixed-methods research and development (R&D) approach was employed with 384 Grade 3 students from public schools in Khon Kaen Province, Thailand, selected using stratified random sampling. Data collection included pre-post achievement tests, satisfaction surveys, and semi-structured interviews with 30 teachers. Statistical analysis utilized paired t-tests, ANOVA, and thematic analysis for qualitative data.
Results: Implementation of TAI resulted in statistically significant improvements in academic achievement (M = 78.45, SD = 8.32 post-test vs. M = 65.23, SD = 9.14 pre-test; t(383) = 18.47, p < .001, Cohen's d = 1.52). Student satisfaction scores averaged 4.32 on a 5-point Likert scale. Teachers reported enhanced classroom engagement and collaborative learning behaviors.
Conclusions: TAI demonstrates significant potential for transforming social studies education in Thailand by integrating cooperative learning with individualized instruction. The approach effectively bridges traditional Buddhist moral education with contemporary pedagogical practices, suggesting broader applicability across Southeast Asian educational contexts.
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