THE DEVELOPMENT OF TEACHERS ON PROJECT-BASED LEARNING TO ENHANCE STUDENTS ANALYTICAL READING AND WRITING SKILLS

Abstract

The objectives of this research article were: 1) to investigate the causes of problems and solutions regarding students’ reading, analytical thinking, and writing skills at sorthaisaereeaudsahagam School 3; 2) to develop and examine the quality of teacher development on project-based learning management that enhances students’ reading, analytical thinking, and writing skills; and 3) to study the effects of teacher development in project-based learning management on students’ reading, analytical thinking, and writing skills. The study was conducted in three phases: Phase 1 examined the causes of problems and possible solutions; Phase 2 drafted teacher development guidelines; and Phase 3 investigated the outcomes of teacher development. The research instruments included questionnaires, achievement tests, project quality assessment forms, and satisfaction surveys. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through content analysis.

The research findings revealed that: 1) Students’ performance in reading, analytical thinking, and writing did not meet the expected goals. The main causes were: (1) teachers lacked effective instructional methods focusing on reading, analytical thinking, and writing, relying instead on rote learning approaches that did not promote analytical skills or address learner diversity; and (2) school administrators lacked continuous and needs-based teacher development, leaving teachers with limited opportunities for training or knowledge exchange on instructional techniques for enhancing reading, analytical thinking, and writing skills. 2) The teacher development guidelines on project-based learning management to enhance students’ reading, analytical thinking, and writing consisted of three stages: (i) pre-development—planning; (ii) during development—implementation, observation, monitoring, and evaluation; and (iii) post-development—reflection and knowledge sharing. Project-based learning comprised six steps: introduction, providing basic knowledge, planning, knowledge exploration, summarizing and evaluating learning outcomes, and presenting projects. The evaluation of the drafted guidelines and supporting documents indicated the highest level of appropriateness, feasibility, and usefulness, meeting all established criteria. 3) The outcomes of teacher development showed that: (1) teachers’ knowledge and understanding of project-based learning management significantly improved, with post-training scores exceeding 80% both individually and on average; (2) teachers were able to design and implement project-based learning plans according to the criteria; and (3) teachers’ satisfaction was at the highest level in all aspects. Regarding student learning outcomes: (i) students’ reading, analytical thinking, and writing skills exceeded 80% of the total score across all grade levels, both individually and on average, meeting the evaluation criteria; and (ii) 88.47% of the students’ project work scored above 80% in quality assessment.