A Model of Learner Development Activity Arrangement according to Buddhadhamma for Students in Schools under the Secondary Educational Service Area Office

Abstract

The purposes of this research were 1) to study the condition of learner development activity arrangement for students in schools under the secondary educational service area office, 2) to develop a model of learner development activity arrangement according to the Buddhist principles for students, and 3) to propose a developed model. Mixed methods research was used for research design. Data were collected by using documentary study, in-depth interview with ten school administrators and focus group discussion with nine experts. The research instruments used in this study were questionnaires, interview form and issue for focus group discussion. The samples of quantitative study were 388 administrators and teachers under the office of the secondary educational service area selected by the multistage sampling. Quantitative data analysis was to validate the structural equation model with the empirical data whereas qualitative data was analyzed by content analysis and analytic induction. Result indicated that 1) the overall problems to organize the learner development activities were (1) learner development activities, (2) assessment of learner development activities, and (3) the prototype model of learner development activity arrangement according to the new normal, respectively. 2) A developed model consisted of four components which were (1) the learner development activities, (2) Self-training with Tri-sikkha (The Threefold Training), (3) the prototype of learner development activity arrangement according to the new normal, and (4) the assessment of the learner development activity. 3) The developed model was fit with the empirical data based on the statistical values, chi-square= 73.13, df = 55, p=.052, RMSEA = .029. From the casual relationship model, it was consistent with the actual situation of learner development activity rearrangement according to the Buddhist principles for students will result to a happy coexistence that was necessary to have the components of training content according to the threefold training principles consisted of practicing oneself. It was used as an important part in determining the scope of the learning content or content in designing the learning process for students to practice through practical activities that links to the learner development activity.