Insights into Modern Education (i-ME)

Administrative Challenges in Thai Schools: Perspectives on Policy Implementation and Teacher Support

Nirandorn Kakkaew — 2024-12-31

This paper examines the administrative challenges faced by Thai schools, focusing on policy implementation and teacher support. As Thailand's education system navigates evolving educational policies, significant obstacles in policy execution, resource allocation, and teacher preparedness emerge. The disparity between policy intentions and classroom realities hinders educational outcomes and frustrates teachers, who often lack adequate administrative backing to implement policies effectively. Drawing on examples from Thai educational institutions, the paper highlights critical issues, such as inequitable resource distribution, insufficient training for administrators, and limited professional development for teachers. These challenges impede schools’ ability to provide consistent quality education, particularly in under-resourced rural areas. Additionally, cultural and systemic factors exacerbate the complexity of policy implementation, underscoring the need for a more cohesive administrative framework. The paper argues that enhancing teacher support through targeted training, mentorship, and accessible resources is essential for bridging the gap between policy and practice. By fostering collaborative partnerships among stakeholders, Thai educational leaders can address these administrative challenges and build a supportive environment that empowers teachers and elevates student outcomes. This analysis calls for a structured approach to policy implementation that aligns with local educational needs and fosters sustainable improvement in Thai schools.

Assessing Learning Outcomes in Thai Secondary Schools: A Comparative Study of Traditional and Alternative Evaluation Methods

Panjitr Sukumal — 2024-12-31

This comparative study investigates traditional and alternative evaluation methods used to assess learning outcomes in Thai secondary schools. Traditional methods, including standardized testing and memorization-based assessments, are widely implemented but often criticized for their narrow focus on rote learning. These methods may limit students' critical thinking and problem-solving skills, which are essential in Thailand's evolving socio-economic landscape. In contrast, alternative evaluation methods—such as formative assessments, project-based evaluations, and rubric-referenced assessments—aim to provide a more holistic view of student learning by fostering creativity, critical thinking, and engagement. This study examines the impact of these two approaches on student performance, motivation, and overall learning quality. Findings indicate that alternative methods enhance student engagement and adaptability by encouraging active learning and real-world applications, while traditional methods offer standardized measures that support accountability and comparability across institutions. The study concludes by recommending a blended approach to assessments in Thai secondary education to support diverse learning needs and competencies, ultimately aligning more closely with Thailand's educational goals in a globalized world.

Problem-Based Learning Management for Developing Desirable Characteristics in Junior High School Students: A Case Study in Loei Municipality

Suttipong Upontean — 2024-12-31

This study examines the application of Problem-Based Learning (PBL) to develop desirable characteristics among junior high school students in Loei Municipality, Thailand. Employing a mixed-methods research design, the study integrates quantitative and qualitative data to analyze the current state of PBL management, investigate variations in outcomes across demographic factors, and identify challenges and opportunities for enhancing PBL implementation. A sample of 255 students and 15 educators participated in the study, with data collected through questionnaires, interviews, and classroom observations. Findings reveal that PBL effectively fosters critical thinking, self-discipline, responsibility, and civic-mindedness. Older students exhibited higher gains in critical thinking and responsibility, attributed to their cognitive maturity and prior experience with self-directed learning. Gender differences were observed, with male students excelling in discipline and civic-mindedness, while female students demonstrated stronger collaboration and empathy skills. Teachers with PBL training reported greater success in facilitating student engagement and learning outcomes.

Guidelines for Pali Language Learning Management for Novices and Monks in Phrapariyattidhamma Schools in Khon Kaen Province

Phramaha Kosin Thanavuddho (Faishonsaen) — 2024-12-31

This study investigates the current state of Pali language learning management for novices and monks in Phrapariyattidhamma schools across Khon Kaen Province and proposes actionable guidelines for improvement. Employing a mixed-methods research design, the study collected quantitative data from 222 participants and qualitative insights from interviews with 12 key informants, including educators and administrators. The findings highlight that while Pali education is deeply valued for its role in preserving Theravada Buddhist teachings, several challenges hinder its effectiveness. The curriculum, though comprehensive in traditional content, lacks relevance to contemporary contexts, and teaching methods heavily rely on rote memorization. Resource constraints, particularly in rural schools, limit access to modern educational tools, further impacting learning outcomes. Younger novices and early-stage students expressed the need for more practical and interactive learning approaches, while older monks appreciated the traditional rigor of Pali studies. This study underscores the importance of curriculum modernization, integrating practical applications and contemporary texts to enhance student engagement. Professional development programs for teachers, emphasizing student-centered and interactive pedagogical strategies, are critical for addressing gaps in teaching efficacy. Furthermore, investing in educational resources, including textbooks and digital tools, is essential to support more effective learning environments. The research contributes to Buddhist education by providing empirical evidence on the state of Pali language management and offering actionable insights for educators, policymakers, and monastic communities. It advocates for balancing traditional values with innovative reforms to ensure Pali education remains a vital and relevant part of monastic training. By addressing identified challenges and leveraging opportunities, Phrapariyattidhamma schools can enhance their role in preserving Buddhist teachings and fostering the intellectual and spiritual development of novices and monks.

The Development of a Lesson Package on Buddhist Duties Using Active Learning (MIAP) for Secondary Students in Phrapariyattidhamma Schools

Phra Sitthiphong Sutussano (Phakdi) — 2024-12-31

This study aimed to develop and evaluate a lesson package on Buddhist duties using the MIAP (Motivation, Information, Application, and Progress) Active Learning model for secondary students in Phrapariyattidhamma schools. The research was conducted to address the need for more engaging and effective instructional methods in religious education, particularly in the context of monastic schools where traditional teaching methods often dominate. The study employed a quasi-experimental design, involving pre-tests and post-tests to assess the academic achievement and satisfaction of students before and after the implementation of the lesson package. The sample consisted of secondary students (n: 60) from selected Phrapariyattidhamma schools, selected by Taro Yamane Formula. The results demonstrated significant improvements in student academic performance and a high level of satisfaction with the lesson package. The findings suggest that the MIAP Active Learning model can effectively enhance the teaching of Buddhist duties, providing a more interactive and student-centered learning experience. This study contributes to the ongoing efforts to modernize religious education in Thailand by integrating contemporary educational strategies into traditional Buddhist curricula.