DEVELOPMENT OF MORALITY ENHANCING CURRICULUM IN THE ASEAN COMMUNITY ERA APPLYING THE CONTEMPLATIVE AND YONISO MANASIKARA CONCEPTS FOR PRIMARY STUDENTS UNDER THE OFFICE OF SAKON NAKHON PRIMARY EDUCATION SERVICE AREA 1
Keywords:
Development of Enrichment Curriculum Morality in the ASEAN Community Era Contemplative Education Yoniso manasikaraAbstract
Objectives of this research were: 1) to develop an enrichment curriculum to enhance morality in the ASEAN Community era through applying the contemplative and Yoniso manasikara concepts for primary students under the Office of Sakon Nakhon Primary Education Service Area 1, 2) to investigate the results of experiment in using the enrichment curriculum, the students’ morality after learning according to the enrichment curriculum was compared to that before learning and the criterion of 70 percent of full score, and 3) to study the students’ satisfaction with learning through the enrichment curriculum.
The research procedure was developed into 4 steps: 1) investigating basic information, 2) drafting the enrichment curriculum, 3) experimenting in implementation of the created curriculum, and 4) revising the enrichment curriculum. A sample of 20 fifth grade students at Phonngam Khok Withayakhan school, Office of Sakon Nakhon Primary Education Service Area 1 was assigned
into a treatment group. The instruments used in study were a form for measuring morality in the aspects of discipline, responsibility, public mind and harmony, and
a form for assessing students’ satisfaction with instruction using the curriculum.
The type of experiment was one group pretest-posttest design. The statistics used to analyze data were mean, standard deviation, dependent samples t-test, and one sample t-test.
Findings of the research were as follows: 1) The enrichment curriculum was composed of: problem and need, principles, objectives, learning outcome, content structure, learning activities, media and learning sources, and measurement and evaluation. 2) The results of implementing the enrichment curriculum showed that discipline, responsibility, public mind, and harmony of students in the treatment group after learning through the enrichment curriculum were significantly higher than that before learning at the .05 level, and were higher than the criterion of 70 percent of full score at the .o5 level, and 3) The students were satisfied with instruction through the enrichment curriculum at high level
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