The Results of Developing Responsibility for Students' Learning Mathayom 4 at a School with Group Counseling Based on Behaviorist Theory

Abstract

          This quasi-experimental research aimed to: 1. compare students' learning responsibility before and after participating in group counseling based on behaviorism theory, and 2. compare the learning responsibility of students in the experimental group, who received group counseling, with the control group, who received the school's standard student care system. The population consisted of 148 Grade 10 students at Wat Suthiwararam School. Sixteen students were selected as the experimental group, identified through a learning responsibility behavior assessment and scoring below the 25th percentile. Simple random sampling was used to assign participants to experimental and control groups. The experimental group received group counseling based on behaviorism theory, while the control group received standard student care as per the school's system. Research instruments included a learning responsibility behavior assessment with a content validity index (CVI) of 0.67–1.00 and reliability of 0.96, and group counseling activities based on behaviorism theory with a CVI of 0.67–1.00. Data were analyzed using descriptive statistics and comparative statistics, including the Wilcoxon Signed Rank Test and Mann-Whitney U Test.

            The findings revealed that: 1. The learning responsibility of students in the experimental group significantly improved after participating in group counseling based on behaviorism theory at a .05 significance level. Improvements were observed across dimensions, including commitment and perseverance, punctuality, adherence to rules and regulations, and accountability for one’s actions, all showing significant differences at the .05 level. 2. The experimental group demonstrated significantly higher learning responsibility, particularly in commitment and perseverance, compared to the control group at a .05 significance level. Group counseling based on behaviorism theory facilitated self-responsibility development through techniques such as confrontation, changing perspectives, attitudes, and problem-solving within group interactions. These activities fostered behavioral and expressive improvements. Considering each dimension, significant differences were found in commitment and perseverance, punctuality, and accountability at the .001 level, and in adherence to rules and regulations at the .01 level. This study highlights the effectiveness of group counseling based on behaviorism theory in enhancing learning responsibility among students.