BLENDED LEARNING MANAGEMENT MODEL IN THE NEXT NORMAL ERA FOR OPPORTUNITY EXPANSION SCHOOLS UNDER THE PATHUM THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Abstract

This research aimed to 1) Develop and validate a model of blended learning management in the next normal era, and 2) Evaluate the model of blended learning management the next normal era for opportunity expansion schools under the Office of Pathum Thani Primary Educational Service Area 2. The study employed mixed-methods research design. The qualitative phase was conducted through semi-structured interviews with seven experts, including four school administrators holding doctoral degrees and three university lecturers specializing in information technology. Data were collected using semi-structured interview protocols and evaluation forms assessing appropriateness, feasibility, and usefulness of the proposed model. The quantitative phase involved 40 teachers responsible for instructional management, selected through cluster and simple random sampling. The research instruments consisted of evaluation forms on appropriateness and usefulness. Data were analyzed using mean, standard deviation, and content analysis. The research findings revealed that: 1) The developed model comprised four key components: educational administration processes, academic administration, blended learning, and promotion and development of learning management administration. The overall appropriateness and feasibility of the model were rated at the highest level ( = 4.75, S.D. = 0.46) and ( = 4.60, S.D. = 0.53). Among these, blended learning received the highest mean score for appropriateness ( = 4.79, S.D. = 0.43). 2) The evaluation of the model by teachers indicated that both appropriateness and usefulness were rated at the highest level ( = 4.55, S.D. = 0.58) and ( = 4.52, S.D. = 0.57). The component with the highest mean score for appropriateness was the promotion and development of learning management administration ( = 4.59, S.D. = 0.57), while the sub-component with the highest mean score was the development of essential learner competencies ( = 4.71, S.D. = 0.52).