GUIDELINES FOR ORGANIZING ACTIVITIES TO PROMOTE LEARNING THAT ARE USED IN TEACHING AND LEARNING IN CLEAN-HEARTED YOUTH COURSES

Abstract

The objectives for this study, on guidelines for organizing learning activities for the
“Clean-Hearted Youth” course, are to study the current state, problems, and needs for
organizations of learning activities; to develop and implement learning activities for students
who registered for the Clean-Hearted Youth course; to evaluate the student’s satisfaction in the
learning activities; and to inform related members of staff within the Institute or other related
offices, so they could adapt the study’s findings for other practical uses. The sample of this
study consisted of the course’s teaching professor, a teaching assistant, and students registered
for the Clean-Hearted Youth course in the academic year 2021 of Suan Sunandha Rajabhat
University, Thailand. The samples size was at least 300, selected using purposive sampling
from all registered students. Questionnaires were used to collect data, which were than
analyzed using percentages, mean values, and standard deviations.
Results
1. The study on the current state, problems, and needs for organizations of learning
activities for student in the Clean-Hearted Youth course found that 42 per cent of the students
registered for this course because they wished to learn about punishment policies, 21 per cent
wished to learn about corruption. In terms of their expectations of the course, 36 per cent of the
students expected to learn about community engagement and anti-corruption approaches, and
34 per cent expected to learn about corruption prevention. 41 per cent of the students preferred
the instructors to deliver the course in a way that combined lectures, class activities, games,
and quizzes. 24 per cent of the students preferred the contents on the punishment policies to be
emphasized in the Clean-Hearted Youth course.
2. With the implementation of learning activities in the Clean-Hearted Youth course,
the mark scheme was changed from the original 50:50 format – where 50 per cent of the mark
came from a mid-term examination, and the other 50 per cent from a final examination – to a
new format, where quizzes contributed 40 per cent, individual projects contributed 30 per cent,
and final examinations contributed 30 per cent to the overall grades.
3. Implementation of the learning activities in the Clean-Hearted Youth course was very
well received by the students, implied by the large number of registered students, filling the
course to its capacity.

4. The survey on student satisfaction in the learning activities showed good results. An
overall satisfaction level of very satisfied was achieved.