A Study of the Effectiveness of the Empowered Learning Community Process of Thai Language Teachers in Reading and Writing Instruction for Ethnic Minority Students in Remote Areas

Abstract

This research article aimed to examine the effectiveness of Thai language teachers’ learning management in reading and writing instruction for ethnic students in remote areas through the Empowered Learning Community Process. The study employed a mixed-methods research design. The research instruments consisted of a teacher learning management assessment form, a Thai reading and writing ability test for primary school students, and an interview form. The statistical methods used for data analysis included percentage, mean, and standard deviation. The findings revealed that the development of learning management skills among Thai language teachers demonstrated both process effectiveness and outcome effectiveness through the Empowered Learning Community Process, which consists of four steps: (1) exploration, (2) establishing educational networks, (3) developing knowledge and characteristics, and (4) strengthening the empowered learning community. These steps resulted in the development of teachers’ learning management skills in Thai reading and writing instruction. According to the assessment results of Thai language teachers at Ban Pong Luek Border Patrol Police School, Kaeng Krachan District, Phetchaburi Province, the mean score was 44.9 with a standard deviation of 1.035, indicating a good level. Furthermore, the reading and writing achievement of students at Ban Pong Luek Border Patrol Police School, Kaeng Krachan District, Phetchaburi Province, continuously improved. The reading score increased from 58.44 percent to 71.99 percent, while the writing score increased from 52.40 percent to 69.89 percent. These results clearly demonstrate the development of students’ reading and writing skills.