GUIDELINES FOR ORGANIZING RECREATIONAL ACTIVITIES IN SAWANGBORIBOON WITTAYA SCHOOL PATTAYA CITY, CHONBURI PROVINCE

Abstract

This research aimed to explore and compare the recreational needs of students at Sawang Boriboon Wittaya School and to propose guidelines for organizing recreational activities within the school. It utilized both quantitative and qualitative methodologies. Sample groups of 400 students, comprising both primary and secondary school students, were selected using a combination of stratified random sampling and simple random sampling. Research tools included questionnaires and semi - structured interviews. Quantitative data analysis involved the use of basic statistics such as mean, percentage, standard deviation, and t - tests, while qualitative data were subjected to content analysis.

The research findings indicated that 1) estudents at Sawang Boriboon Wittaya School exhibited a high overall need for recreational activities, with a mean score of 3.84. 2). An analysis of the differences in recreational needs based on gender revealed significant disparities at a 0.05 significance level. Notably, various recreational activities, including arts and crafts, sports games, folk games, dancing, field trips, drama, hobbies, and outdoor activities, exhibited varying levels of appeal based on gender. Testing for class levels, however, did not reveal significant differences in recreational needs. 3) The guidelines emphasized that the school's personnel, including administrators and teachers, possess the necessary knowledge and capabilities to organize recreational activities effectively. The high level of student interest in recreational activities led to the necessity for the establishment of policies, plans, projects, and activities tailored to the specific aptitudes and desires of the learners. Moreover, it is suggested that budget allocation for organizing recreational activities should be sufficient to meet these needs. Furthermore, the availability of materials and equipment necessary for organizing such activities should be adequate. It is imperative that the project management process should be designed to meet the unique requirements of the students.