Innovative Learning Management of Local Food Product Processing Skills using Community as a base for Secondary School Students
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Abstract
This Article aimed to study (1) study the basic information and needs for developing an innovation in learning management for local food product processing skills using a community-based approach for secondary school students, (2) create and develop such an innovation, and (3) implement and evaluate the effectiveness of the learning management innovation. The sample group consisted of 24 Mathayom 3/2 students from Wat Laem Suwannaram School, Mueang District, Samut Sakhon Province, selected by cluster random sampling. Research instruments included the THALOM Model learning management innovation, user manual, lesson plans, academic achievement test, local food product processing skill assessment, and opinion questionnaire. Data were analyzed using mean, percentage, standard deviation, paired t-test, and content analysis. The research results were found as follows;
- the curriculum aimed to enhance students’ knowledge and morality by promoting education aligned with community contexts to develop learning skills and desirable attributes. Teachers should develop learning innovations enabling students to independently explore and construct knowledge applicable to daily life and future careers. Students’ needs for the learning innovation development were high (
=2.80, S.D. = 0.40).
- The THALOM Model innovation consisted of six components: (1) Traversed Local (T), (2) Hoard Experience (H), (3) AI Targeting (A), (4) Learning Process (L), which comprised five steps: Plan to Prepare, Link Data, Analyze the Content, Take Action, and Organize and Create Knowledge using AI to present food product creations, (5) Observe More (O), and (6) Modify and Apply (M).
- The results of implementation and evaluation showed that the learning innovation had an efficiency of 80.92/81.01. Students’ post-learning academic achievement and local food processing skills were significantly higher than pre-learning at the .01 level. Students’ opinions on learning with the innovation were also high (
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