GUIDELINES FOR DEVELOPING CLASSROOM RESEARCH BASED ON THE FOUR NOBLE TRUTHS FOR PRIMARY SCHOOL TEACHERS IN THE DIGITAL ERA OF THE BURAPHA BANG PA-IN SCHOOL GROUP, PHRA NAKHON SI AYUTTHAYA PROVINCE

Abstract

This research aims to 1) study the state of classroom research development for primary school teachers in the digital era, 2) study methods for developing classroom research based on the Four Noble Truths among primary school teachers in the digital era, and 3) propose guidelines for developing classroom research based on the Four Noble Truths for primary school teachers in the digital era. The research employed a mixed-methods research design. Quantitative research used questionnaires administered to the entire population of 150 participants. Descriptive statistics, including percentages, means, and standard deviations, were used to analyze the quantitative data. Qualitative research was conducted through interviews with 7 key informants and analyzed using content analysis.

The research findings revealed that: 1) The overall and individual aspects of classroom research development for primary school teachers in the digital era were at a high level. 2) The methods for developing classroom research based on the Four Noble Truths for primary school teachers in the digital era covered three aspects (research conditions, processes, and development needs), integrating them as follows: (1) Suffering: teachers lack skills and confidence in using digital technology; (2) Origin of Suffering: lack of training, supervision, and appropriate tools; (3) Cessation of Suffering: promoting teachers' use of technology to connect with student problems; and (4) Path to Cessation of Suffering: practical guidelines through workshops and the creation of user-friendly research manuals to concretely develop teachers' potential. 3) The guidelines for developing classroom research based on the Four Noble Truths for primary school teachers in the digital era consisted of: (1) Dukkha (problem): teachers lack skills and confidence in using digital technology, resulting in research not addressing the problems of modern students; (2) Samudaya (causes): lack of workshops, supervision, clear forms, and support from administrators and networks; and (3) Nirodha (goal): teachers can use digital tools to conduct research systematically and confidently, thereby improving teaching and learning management; and (4) Magga (practice guidelines): providing training on the use of digital media, developing user-friendly research platforms and forms, creating a research teacher network (PLC), providing budget support from administrators, and encouraging students to participate in the research process.