Thailand 4.0 learning management model of institutes in special economy development area

Abstract

The purposes of this study were: 1) to develop and determine the effectiveness of the learning management model "QSCCS Model", 2) to compare the effectiveness of implementing the "QSCCS Model in educational institutions and 3) to analyze policy recommendations in promoting and supporting the "QSCCS Model". In this study, the population included 25 experts and 28 school directors and teachers. The overall was 53 people. The sample was from 36 students. Experimental research design used in this study is Factorial Designs 2×3. The research tools composed of 2 parts, 3 qualitative evaluation tools and 7 quantitative evaluation tools. The major results showed that the "QSCCS Model" consisted of 5 steps; 1) learning to Question, 2) learning to Search, 3) learning to Construct, 4) learning to Communicate and 5) learning to Serve.  The overall score was in the highest level (=4.64, S.D.=0.48). Learning achievement results using the "QSCCS Model", experimental group 1, was (=18.83, S.D.=4.69) while using standard teaching and learning methods, experimental group 2, was (=18.66, S.D.=4.59).  When applying the results of the analysis of variance, it was found that the learning achievement scores of both experimental groups were not significantly different at statistically significant level at 0.05. By analyzing policy recommendations for promoting and supporting the "QSCCS Model" for educational institutions in the Special Economic Development Zone, it was found that 1) the quality of learners in Special Economic Development Zone should be promoted and supported 2) educational management and management processes in special economic development zones should be promoted and supported and 3) the teaching development process that focuses on the performance of the students should be promoted and supported.