The Development of Learning Model : CMRU Teaching Model


  • Chatree Maneekosol Faculty of Education, Chiang Mai Rajabhat University



Learning management model, CMRU teaching model


   The purposes of this research were to 1) Develop the learning model : CMRU Teaching Model 2) Study the effectiveness of learning model : CMRU Teaching Model and 3) Study opinions toward learning model : CMRU Teaching Model. The samples consisted of 10 Prathom Suksa 1-6 teachers and 315 Prathom Suksa 1-6 students in Demonstration School Chiang Mai Rajabhat University, academic year 2019, who were selected by specific selection.The instruments used in this research were 1) lesson plan according to the learning model : CMRU Teaching Model and 2) interview form. Data were analyzed by evaluating the E1/E2 efficiency and content analysis.
   The results of the research showed that; 1) Learning model : the developed CMRU Teaching Model has 3 steps which are 1.1) CM: Creative Motivation is the process of creating interest or the creation of internal motivation 1.2) R: Raising Learning’s Capacity is a step to improve the competency of learners. Which is a process of learning activities and 1.3) U: Utilizing Learned Knowledge is the application of understanding knowledge to facing new problem situations. 2) The efficiency of the model (E1/E2) equal to 82.79/81.88, which was higher than the specified criterion. 3) The opinions of teachers on the learning model : CMRU Teaching Model, it was a systematic model, clear procedure for organizing learning activities. It can be used to develop students’ knowledge, understanding, work skills, thinking skills and characteristics of being a good leader and follower. And students’ opinions were, it’s fun to learn, actual actions in various activities, both in individual and group work. They also have a chance to comment, courageous and have the opportunity to think creatively design in their own work.


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How to Cite

Maneekosol, C. (2021). The Development of Learning Model : CMRU Teaching Model. Community and Social Development Journal, 22(2), 71–89.



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