Development of Competency-Based Curriculum on Cambodian for Basic Communication for Elementary School Primary 4-6 Students

Abstract

          This study was a research and development with the objectives to: 1) synthesize competency on Cambodian for basic communication, 2) create and investigate suitability of competency-based curriculum and 3) implement the competency-based curriculum on Cambodian for basic communication for Primary 4 - 6 students.  The sample group consisted of 10 experts and 30 Primary 4 - 6 students from Patongwittaya School, Chanthaburi province in the first semester of the 2022 academic year gaining from purposive sampling.  The instruments were: 1) a data  recording form  the curriculum documen, 2) an expert interview form, 3) an opinion questionnaire related to the suitability of the curriculum and 4) a competency assessment  form on Cambodian for basic communication.  The qualitative data were analyzed using content analysis, and the quantitative data were analyzed using frequency, percentage, mean, standard deviation, T-test and binomial test.

            The results found that:

            1)  The competency on Cambodian for basic communication for Primary 4 - 6 students focused on: the knowledge of consonants, vowels and basic vocabularies; vocabulary memorization skill, basic speaking and writing practice with enjoyment; application of vocabularies in making sentences, giving opportunities to practice during learning, having chances to practice sentence speaking, practice daily life conversation, and practice easy word writing in various role-play situations; and achievement evaluation from telling the meaning of vocabularies, being able to write consonants and vowels, tell about the things they like, speak basic vocabularies about the surrounding things and speak simple sentences.

            2)  The competency-based curriculum on Cambodian for basic communication for Primary 4 - 6 students consisted of six components including: (1) the overall details of the curriculum, (2) curriculum implementation guidelines, (3) one core competency and two specific competencies, (4) two learning units with 20 hours of studying time, (5) learning activity management focusing on practice, (6) instructional media, (7) measurement and evaluation focusing on competency evaluation, (8) two lesson plans of a unit  level lecrning plan, (9) 10 lesson plans of hourly level learning plan, The curriculum had the suitability at the highest level.

            3)  The students who learned with the created competency-based curriculum had the mean of post-learning higher than the criteria score with statistical significance at the .01 level, and the numbers of the students who learned with the competency-based curriculum created by the researcher at least 80 percent had the competency evaluation outcomes of Cambodian for basic communication at the passed level with statistical significance at the .01 level.