AN INTEGRATIVE MODEL OF DAKKHINADISA WITH TEACHING AND LEARNING ON BUDDHISM, MEAWINSAMAKKEE SCHOOL, MEA WIN SUB-DISTRICT, MEA WANG DISTRICT, CHIANG MAI PROVINCE

Abstract

The dissertation focused on; 1) study of the current conditions of teaching and learning on Buddhism subject of Maewinsamakkee School, Mae Win sub-district, Mae Wang district, Chiang Mai province, 2) developing an integrative model of Dakkhinadisa teaching  for Buddhism study, 3 secondary students, Maewinsamakkee School, Mae Win sub-district, Mae Wang district, Chiang Mai province, and 3) to study the achievements of learning management by using an integrative model of Dakkhinadisa with teaching and learning on Buddhism, secondary 3 students, Maewinsamakkee School, Mae Win Sub-district, Mae Wang District, Chiang Mai Province. The sample were 33 heads of third year students at Secondary School, Maewinsamakkee School in 2022 academic year, divided into 18 male s and 15 female students.

The results were as follows:

1) The teaching and learning process of Buddhism subject of the teachers is still inconsistent with Dakkhinadisa principle since the teachers did not clearly understand the doctrines, the teaching and learning process has few interactions with students, and they did not fully encourage students to apply the knowledge learned in daily life.

2) An integrative model of Dakkhinadisa with teaching and learning on Buddhism has 4 stages; Step 1: Motivating to have confidence, Step 2: Activities provided the correct knowledge, Step 3: Building student-teacher relations and Step 4: Emphasis on acknowledgement of Dakkhinadisa called ADAC to 4Goods Model.

3) Third Secondary school students who had learned an integrative Dakkhinadisa model of teaching and learning on Buddhism were a statistically significant higher learning achievement after than before schooling at the .05 level and student role assessment results according to Dakkhinadisa tended to increase.

The results were as follows :

1) The teaching and learning in subject of Buddhism process of the teachers is still inconsistent with the Dakkhinadisa principle. Because teachers do not yet have a deep understanding of the doctrines. The teaching and learning process has few interactions with students. And there is no encouragement for students to apply the principles learned in their own lives.

2) An integrative model of Dakkhinadisa with teaching and learning on Buddhism has 4 stages of the teaching and learning process are, Step 1: Motivate to believe, Step 2: Activities to bring knowledge, Step 3: Develop student-teacher relations and Step 4: Emphasize consciousness, awakening, knowing the direction, called ADAC to 4Goods Model.

3) Secondary 3 students who were taught with an integrative model of Dakkhinadisa with teaching and learning on Buddhism. There was a statistically significant higher learning achievement after schooling than before schooling at the .05 level and having student role assessment results according to Dakkhinadisa principles tended to increase.