The Development of Innovative Participatory Communication in School Activities of 30 Upper Secondary Schools in Samutprakarn Province

Abstract

This research aimed to study the status of school activity arrangement of 30 upper of secondary schools in Samutprakarn province, to study the status of students’ participatory communication in school activity arrangement of 30 upper of secondary schools in Samutprakarn province, to determine the pattern of innovative participatory communication in school activity arrangement of 30 upper of secondary schools in Samutprakarn province, and to achieve acceptance the pattern of innovative participatory commu-nication in school activity arrangement of upper of 30 secondary schools in Samutprakarn province in the viewpoints of school activity advisors. The research had been organized mix methods qualitative and quantitative in 4 steps as follows:

1) Qualitative research, the researcher gathered data by 10 purposive samplings technic and used focus group interview school activity advisors and secondary students. 2) Quantitative research, the researcher used the questionnaire to collect data by Yamane formula for calculating samplings of 400 secondary students. 3) Qualitative research, the researcher gathered data by purposive samplings technic and 30 secondary students participated in participatory action research. 4) Qualitative research, the researcher gathered data by 10 purposive samplings technic and used focus group interview school activity advisors. The following were the research findings:

 

The status of school activity arrangement comprised of 3 patterns, including 1) Activity pattern and nature activity: (1.1) School activity of the sector (1.2) School activity of student council. 2) Communication process of activity arrangement: (2.1) Communication process plan. (2.2) PR message design. 3) Student affairs planning process: (3.1) Activity arrangement planning. (3.2) Operating and communication action. (3.3) Activity evaluation.

The samples taking part in student affairs planning process were rated at moderate level. The samples taking part in participatory practitioner level were rated at moderate level. The samples taking part in participatory communication as audience or user were rated at high level.

In term of participatory action research, there were 3 steps as follow:  1) Preparation of ideas: (1.1) Analysis of school context (1.2) PR communication competence evaluation, the samples had PR communication skills pre- participatory action research were rated at moderate level. (1.3) Research problem setting, the samples used story telling of school identity via school PR media. 2) Operating procedure: (2.1) The samples taking part in implementation process under the concept of PDCA (Plan, Do, Check, Action) (2.2) Participatory communication, the samples taking part in every steps of participatory communication as receiver or user, as sender or media producer, as planner. 3)  Lesson learned visualizing: (3.1) PR communication competence evaluation, the samples had PR communication skills post- participatory action research were rated at high level. (3.2) The benefit results that could affect the samples: their responsibility for school based activity assignment, their knowledge of school activity arrangement were rated as high level, and personal attributes were rated as most level.