Guidelines for Social Skills Development of Mattayomsueksa 6 Students under the Secondary Education Service Area Office 10 in Samut Songkhram Province

Abstract

The purposes of this research were to; 1) study the social skills levels of Mathayomsuksa 6 students; 2) compare the social skills classified by personal factors of Mathayomsuksa 6 students; 3) study factors affecting social skills of Mathayomsuksa 6 students; and 4) find the guidelines for social skills' development of Mathayomsuksa 6 students under the Secondary Education Service Area Office 10 in Samut Songkhram Province. The samples of this research were 269 of Mathayomsuksa 6 students of academic year 2019 from 9 secondary schools in Samut Songkhram province. The samples were selected by simple random sampling. The samples of the key informants for finding out the guidelines for social skills' development used in this study were 11 experts and those who were related to social skills of Mathayomsuksa 6 students by using purposive selection. The instruments used in this research consisted of; 1) a questionnaire on social skills which its index of Item Objective Congruence (IOC) was at 1.00 and its reliability was at .947; and 2) guidelines for group discussion on social skills' development of Mathayomsuksa 6 students which its index of Item Objective Congruence (IOC) was at 1.00. The data were analyzed by means of frequency, percentage, arithmetic mean, Standard Deviation, T-test, analysis of One-way ANOVA, stepwise multiple regression, and content analysis.

The results of this study indicated that: 1) The social skills of Mathayomsuksa 6 students under the Secondary Education Service Area Office 10 in Samut Songkhram province were at the high level. 2) When comparing social skills as classified by personal factors of Mathayomsuksa 6 students, the students whose parents were different in terms of educational levels and careers would be different in terms of their social skills at significance level of .05. Regarding gender, grade point average, daily expense, parents' marital status, houses, and family income, it was found that the students had no difference in terms of social skills. 3) Regarding factors affecting social skills of Mathayomsuksa 6 students, it was found that internal factors, school factors, family factors and environment factors could be predicted about 65.40 percent of social skills of Mathayomsuksa 6 students. 4) Regarding guidelines for social skills' development of Mathayomsuksa 6 students under the Secondary Education Service Area Office 10 in Samut Songkhram Province, the guidelines for developing social skills were based on the roles of people in all 5 communities consisted of students who should be satisfied with self-development and should set their life goals from their social skills' development. Family and parents were expected to directly educate, advise, be a role-model and allow students to learn for social development and other life skills. The schools and teachers were expected to manage both learning normal process and development of desired characteristics, reading skills, analytical thinking, including learner competencies together with organizing activities for enhancing social skills' development. Friends could be students’ counselors and models in living and doing activities; while, the surrounding factors were people in the students' society who could help and support students to develop their social skills and responsibility in their society.