The Development of the Learning Management Models to Enharce Learning Management Competencies for Teacher Students of Bachelor of Education Program on Rajabhat University in Lower Northeastern Region

Abstract

ABSTRACT

This research aimed to 1) analyze problems and needs to develop the Learning Management Model to enhance learning management competency for Bachelor of Education students of teachers teaching the Bachelor of Education program at Lower Northeastern Rajabhat University, 2) develop the Learning Management Model to enhance learning management competency for Bachelor of Education students, and 3) investigate the effectiveness of the Learning Management Model to enhance learning management competency for Bachelor of Education students. The research sample consisted of 63 students in the Bachelor of Education Program, Surindra Rajabhat University. They were second-year students who enrolled in the Learning Management Science course in the second semester of the academic year 2022. The samples were chosen by a group random sampling method using the classroom as a random sampling unit. The research instruments consisted of 1) the Learning Management Model to enhance learning management competency for Bachelor of Education students, 2) the learning management competency evaluation form according to the Learning Management Model, 3) a questionnaire on student satisfaction toward the Learning Management Model. Statistics were PNI modified index of the needs, percentage, mean, standard deviation, t-test, and content analysis.

The research results indicated that 1) the PNI_Modified approach was used to analyze the level of needs required for developing a learning management model, and all seven aspects had PNI_Modified values ranging from 0.14-0.27. The aspect with the highest level of needs was the learner's role, with a PNI_Modified value of 0.27, 2) The development of the Learning Management Model to enhance learning management competency for Bachelor of Education students revealed the model named “LCCRA MODEL” which consisted of seven aspects: 1) concepts, theories, basics of management model development, 2) principles, 3) objectives, 4) contents, 5) the learning management process, 6) the process of organizing learning activities, and 7) the measurement and evaluation. The learning management model comprised of five important processes: 1) Learning to Create Process (L), 2) Creative Productivity Process (C), 3) Competence Strengthening Process (C), 4) Reflection on Learning Results Process (R), and 5) Authentic Assessment Process (A). There are seven steps of learning management according to the Learning Management Model: 1) Empowerment of knowledge by yourself, 2) Fulfill learning with research processes, 3) Creative production, 4) Strengthen learning management competencies, 5) Exchange of knowledge using technology – base, 6) Reflection on learning, and 7) Evaluate learning outcomes based of competencies. The Learning Management Model to enhance learning management competency for Bachelor of Education students had been validated by experts, and the overall score was at the most suitable level ( =4.50, S.D.=.02). 3) The effectiveness of the Learning Management Model to enhance learning management competency for Bachelor of Education students showed that the experimental group and the control group of Bachelor of Education students had significantly different learning management competencies at the statistical level of 0.05, with the mean score of the experimental group higher than the control group. Moreover, the experimental group showed a high level of satisfaction toward the Learning Management Model to enhance learning management competency for Bachelor of Education students.