DEVELOPMENT OF LEARNING ACCOMPLISHMENT IN BUDDHISM COURSE (MORALS OF BUDDHISM RELIGIOUS DAY) OF STUDENTS IN MATTHAYOM 3/4 OF DEMONSTRATION SCHOOL OF SUAN SUNANDHA RAJABHAT UNIVERSITY BY USING ASSIGNMENTS WITH ACTIVE LEARNING
Buddhism course on the topic of Buddhism religious day, because learning management in this subject emphasized only lecture. Therefore, learning in this class is not interesting. From the observation of students’ behaviors, we found that students lacked of interest in this religious study and lacked of faith in Buddhism. Among the society of Thai people in this era (2016), people are fond of valuable objects and far off from Buddhism. Because the social value today is degenerated, people in the society lack of responsibility for community, and being more selfish. Thai children are considered to be the country’s development in the future. For this reason, developing the efficiency of children is the important thing as indicated in National Education Act of 2010, section 28: Learning management must improve humankinds and make them have equality in knowledge, perception, ability, goodness, and responsibility in society. From the problems above, researchers see the significance of Buddha’s moral teaching, so we would bring and adapt it for using to solve the problems in future lives. Morals of religious day are considered to be the heart of Buddhism. They are rational and approvable by multiple ways of learning that emphasize the importance of learners. They arouse learners to be interested to learn and to care of religious study more than before. This research is an experimental research that has the main purposes as the following: 1.) to improve the results of school learning in social study on the topic of morals of Buddhism religious day by using assignment with Active learning. 2.) to compare its previous results to after results. 3.) to study the satisfaction of students in using the assignments and Active learning. In addition, the group of study is five students in Matthayom 3/4, in 2016 school year of Demonstration School of Suan Sunandha Rajabhat University, Office of Education, in Bangkok by purposive selection. The tools used in this research are learning scheme by using Active learning, assignments on the topic of morals of Buddhism religious day, evaluation exams before and after learning, and satisfaction survey of assignment series. Based on the Verification of it’s quality by using the IOC (Item Objective Congruence Index) and the analyzing of the information by using the mean value and standard deviation, we found that the results of learning morals of religious day by using assignment series with Active learning have the mean score of 23.8 and the deviation of 3.03. Consequently, using the assignment series with Active learning made learners have opportunity to search for the answers and practice by themselves at the same time. Therefore, it affected learners in developing learning potential, which should be developed efficiently. After learning using the assignment series with Active learning, students have better results compared to the results before learning, which the mean and deviation after the management are 23.8 and 3.03, and the mean and deviation before the management are 14.4 and 2.3 as the following. In addition, students were favorable to the assignment series with Active learning, which generally have the mean of 4.83 and the deviation of 0.28. The assignments were appropriate to students’ potential. They looked novelty and interesting when working with Active learning. It emphasized learning, searching by own selves, and having punctual discipline relating to National Education Act of 2010, section 24: learning management must concern about the distinct between the individuals, which have to practice thinking process, management, problem solving from real experiences in learning using assignment series with Active learning.