Development of a Scientific Learning Management Model Based on the Service Learning Concept in Conjunction with the Situational Learning Concept to Enhance Public Mind, Ability in Transfer of Learning and Learning Achievement for Prathom Suksa 5 Students

Abstract

The purposes of this study were : 1) to develop a scientific learning management model based on the service learning concept in conjunction with the situational learning concept to enhance public mind, ability in transfer of learning and learning achievement for Prathom Suksa 5 students, and 2) to investigate results of implementing the learning management model. A sample was 78 Prathom Suksa 5 students at Kusuman Kindergarten School. They were divided into 2 groups: 39 students in the treatment group and 38 students in the control group. The instruments used in experiment were: 1) a form for measuring public mind, 2) a form for measuring ability in transfer of learning, and 3) a test of learning achievement. Statistics used in data analysis were mean, standard deviation, t-test for dependent samples, t-test for independent samples, one-way ANOVA and criterion-referenced one-sample t-test.

Findings of the study can be concluded as follows:

1. The developed learning management model comprises the following components: 1) principles, 2) objectives, 3) content and learning activity, 4) learning process, 5) role of students and teachers, and 6) measurement and evaluation. The learning process comprised 7 steps: step 1 - create awareness, step 2 – survey and search, step 3 – take action, step 4 – conclude knowledge, step 5 – apply knowledge, step 6 – learn the society, and step 7 – reflect the learning result.

2.Results of using the developed learning management model were as follows:
2.1 Public mind of students in the treatment group that was taught with the developed learning management model after learning was significantly higher than that before learning at the .01 level.
2.2 Public mind of students in the treatment group that was taught with the developed learning management model was significantly higher than that of those in the control group that was taught by traditional one at the .01 level.
2.3 Ability in transfer of learning of students in the treatment group that was taught with the developed learning management model had a mean score after learning higher than the criterion set at 60% of the full score significantly at the .01 level.
2.4 Ability in transfer of learning of students in the treatment group that was taught with the developed learning management model was significantly higher than that of those in the control group that was taught with the traditional one at the .01 level.
2.5 Learning achievement of students in the treatment group that was taught with the developed learning management model after learning was significantly higher than that before learning at the .01 level.

                             2.6 Learning achievement of students in the treatment group that was taught with the developed learning management model was not different from that of those in the control group that was taught with the traditional one.