Journal of Research and Development Institute Rajabhat Maha Sarakham University

Learning through actual situations of the sufficiency economy learning center for secondary school students

2022-05-17T10:29:56+07:00

The objective of this research were 1) to synthesize concepts and theories related to the philosophy of sufficiency economy, learning management through real situations and the Sufficiency Economy Learning Center in School and 2) to analyze and propose a model of the learning management process through the actual situation of the Sufficiency Economy Learning Center for secondary school students. Researching topics Philosophical Theory of Sufficiency Economy Learning Management through actual situations and the Sufficiency Economy Learning Center in the school using a qualitative study approach. Create a series of questions for in-depth interviews with key informants, then analyze and propose a model of the learning management process based on the actual condition of the Sufficiency Economy Learning Center for Secondary School Students. A total of 16 people served as key informants: teachers, students, agricultural extension scholars, and administrators of local administrative organizations. Purposive sampling was used to conduct case studies of two schools, a school with a learning center based on the philosophy of sufficiency economy in schools. Used content analysis to inductively find knowledge, that is, first came into contact with the phenomenon of learning centers in concrete schools based on the sufficiency economy philosophy, then made a hypothesis, which was then scrutinized step by step until it was certain that it was a conclusive finding. The results of the study revealed that the learning process obtained from both case studies was consistent in the same direction. Thus, it can be summarized as a model of the learning process through the actual situation of the Sufficiency Economy Learning Center for suitable secondary school students that consists of 7 important elements 1) namely problem awareness 2) jointly discuss with stakeholders 3) set a solution 4) plan and take action 5) recording reflects and improves 6) revenue generation and revenue management and 7) dissemination to the public

The development of a model of instructional management by using education Satellite long distance (DLTV) in a small schools under the Office of Petchaburi Primary Education Service Area 2

2022-03-07T11:32:53+07:00

The objectives of this research were to study the condition of teaching and learning management by using remote education via satellite (DLTV) in small schools and to develop a model for teaching and learning management by using remote education via satellite (DLTV) for small schools Under the Phetchaburi Primary Educational Service Area Office 2, the research method was Mixed Methods Research, both quantitative. and qualitative There are 6 steps of research procedures and methods, namely 1) the study of documents, concepts and theories related to teaching and learning management; using distance education via satellite (DLTV) by analyzing and synthesizing the content of principles, concepts and theories related to distance education via satellite (DLTV) and teaching management using satellite distance education ( DLTV) to determine the issue of the condition of teaching management by using remote education via satellite (DLTV) for small schools 2) to study the condition of teaching and learning management by using remote education via satellite (DLTV) in small schools by studying 2 types, namely quantitative, by asking for opinions from the target population. who are academic teachers of 75 people and school administrators of 75 people in small schools that provide teaching by using remote education via satellite (DLTV) of 122 schools and qualitatively By conducting in-depth interviews

with the target groups who are teachers and small school administrators, the mainstay of teaching and learning by using satellite distance education (DLTV) in small schools. Under the Phetchaburi Primary Educational Service Area Office 2, everyone in Wat Huai Suea School (Mongkhon Prachasan) 3) Creating a model for teaching and learning by using satellite distance education (DLTV) in small schools. By studying the principles, concepts and research related to satellite distance education (DLTV) in small schools. and teaching management by using remote education via satellite (DLTV) in small schools In addition, the results of the study of teaching and learning management by using remote education via satellite (DLTV) in small schools. synthesize a draft teaching management model Presenting an expert review and scrutiny Coverage and approval of the draft model 4) Examination of the suitability and feasibility of the draft model for teaching and learning management using distance education via satellite (DLTV) in small schools. by discussing specific issues (Focus Group Discussion) of 10 experts, considering the appropriateness and feasibility of the model. 5) Improve and present teaching and learning management by using distance education via satellite (DLTV). in a small school by improving and presenting a model of teaching and learning management using distance education via satellite (DLTV) in small schools as recommended by experts. 6) Ask for opinions on the learning management model. Teach using satellite distance education (DLTV) in small schools. by asking for the opinions of the stakeholders and stakeholders From the target group who are school administrators, academic teachers in small schools that organize teaching by using remote education via satellite (DLTV) in every small school. and study the supervisors responsible for all schools in all network centers, amounting to 50 people, using a questionnaire for opinions on the model in terms of usefulness possibility side suitability and accuracy

The result of study revealed that

1. The condition of teaching and learning management by using remote education via satellite (DLTV) in small schools Overall and in each aspect, the practice was at a high level.
2. Teaching management model using distance education via satellite (DLTV) in small schools Under the Office of Phetchaburi Primary Educational Service Area 2, the model of operation was 8 components, 84 indicators, namely planning, 10 indicators, development of related personnel, 10 indicators, teaching management, 12 indicators. Indicates roles and duties of stakeholders, number 10, participation, 10, support, 10, evaluation, 10, and networking, 10 indicators

NetworK of Social Development Based on the Force of the Rrligion of PHRA Tep Sittajarn. (Noi Yannawuttho)

2022-02-28T15:00:25+07:00

The present study was objected to survey the network for social development based on the power of faith of PHRA Tep Sittajarn (Noi Yannawuttho). The study was conducted by the use of interviewing and focus group discussion among six population groups: 1) the 4 current abbots of the temples that PHRA Tep Sittajarn used to stay 2) the 4 current leaders of the communities that PHRA Tep Sittajarn used to stay 3) the 4 people from Baan Nongbua, Wangsaeng subdistrict, Kaedam district, Mahasarakham Province 4) the 4 people from Wat Daowadung-Kaedam municipality community, Kaedam subdistrict, Kaedam district, Mahasarakham Province 5) the 4 people from Wat Patchimmatas community, Talard subdistrict, Muang district, Mahasarakham Province and 6) the 4 people from Wat Mahachai community, Talard subdistrict, Muang district, Mahasarakham Province. These were totaling 24 people. The data analysis is done by using Content analysis and presented in descriptive.

The research results are as follows: 1) the PHRA Tep Sittajarn network groups comprise the group of clergies, civil servants, private organizations and people who respect the faith in PHRA Tep Sittajarn 2) the roles of each group of networks have different functions according to their own context 3) the methods for creating networks of PHRA Tep Sittajarn is establishing a network for social development using a form of request for clergy in both of superiors and subordinates cooperation as well as the related departments both public and private sectors without any coercion at all 4) in the coordination of the PHRA Tep Sittajarn network, what opportunities do you use to participate in government activities, state ceremony and the kin's invitation to meet a group of persons with various functions who will be able to support and facilitate the organization of public benefit activities in the name of the PHRA Tep Sittajarn? 5) in supervising the network of the PHRA Tep Sittajarn, it is a mutual care style with both informal (private groups and kin) and formal patterns (Subordinate priests is considered as officers and government officials) 6) the objective of the integration of the PHRA Tep Sittajarn network groups is in order to jointly inherit Buddhism as a Buddhist with the PHRA Tep Sittajarn network groups as the center of kin in Maha Sarakham Province and 7) the trust of the network towards Phra Thep Siddhartha is the result of his good behavior and the belief in his contributing on public society for Maha Sarakham Province.

The Creation of Guarantees of Food Security in The Community: A Study of Moo 16, Khlong Arrang Village, Muang Sa Kaeo District, Sa Kaeo Province

2022-03-31T22:41:30+07:00

This study, The Creation of Guarantees of Food Security in The Community: A Study of Moo 16, Khlong Arrang Village, Muang Sa Kaeo District, Sa Kaeo Province, aimed to: 1) investigate the definition of the creation of guarantees of food security in the community from villagers’ perspective, 2) study the creation of guarantees of food security in the community, and 3) study suggestions for the creation of guarantees of food security in the community from villagers’ perspective: Moo 16, Khlong Arrang Village, Muang Sa Kaeo District, Sa Kaeo Province. This study was done using a qualitative method through an anthropological investigation due to main sources of information in the study using data from the phenomena occurring at Moo 16, Khlong Arrang Village, Muang Sa Kaeo District, Sa Kaeo Province. Data were collected from the statements of community participation, rapid rural appraisal (RRA), observation, in-depth interview (15 key informants), and small group discussion.

The results of this study showed that: The definitions of the creation of guarantees of food security in the community from villagers’ perspective were: the availability of water and food sources that were sufficient for consumption and were clean, the right and food creation system for household, the community benefit sharing, being kind to each other, emphasizing on food in the community and the availability of food in the community by growing vegetables, growing herbs, raising fish, raising chickens, and the important thing was to bring morality and to apply knowledge in life. The creation of guarantees of food security in the community was established on two levels: family and community levels. First, guarantees of food security at the family level were included: intercropping and crop rotation in their area, raising animals for household consumption such as raising fish, chickens, ducks, and the community’s utilization of food from other sources, and sharing or disseminating of knowledge in food as well. Especially, crops; which types can be eaten and how to grow them from seed selection to maintenance until they can be eaten. Besides, one of the most important methods was knowledge sharing to the young generation through being a role model and teaching and creating interest in children to realize the importance. Second, guarantees of food security at the community level were included: providing community residents with rights and participation in the management of resources such as community forests; which are agreed upon in such a way that all stakeholders can access and use them, i.e., wild things. Promoting and cultivating children to refrain from using chemicals in growing vegetables, learning about seeds and exchanging knowledge about cultivation and learning

The results of this study showed that: The definitions of the creation of guarantees of food security in the community from villagers’ perspective were: the availability of water and food sources that were sufficient for consumption and were clean, the right and food creation system for household, the community benefit sharing, being kind to each other, emphasizing on food in the community and the availability of food in the community by growing vegetables, growing herbs, raising fish, raising chickens, and the important thing was to bring morality and to apply knowledge in life. The creation of guarantees of food security in the community was established on two levels: family and community levels. First, guarantees of food security at the family level were included: intercropping and crop rotation in their area, raising animals for household consumption such as raising fish, chickens, ducks, and the community’s utilization of food from other sources, and sharing or disseminating of knowledge in food as well. Especially, crops; which types can be eaten and how to grow them from seed selection to maintenance until they can be eaten. Besides, one of the most important methods was knowledge sharing to the young generation through being a role model and teaching and creating interest in children to realize the importance. Second, guarantees of food security at the community level were included: providing community residents with rights and participation in the management of resources such as community forests; which are agreed upon in such a way that all stakeholders can access and use them, i.e., wild things. Promoting and cultivating children to refrain from using chemicals in growing vegetables, learning about seeds and exchanging knowledge about cultivation and learning about food from the method of planting to food management. Using the community's traditions and beliefs as a ploy to take care of natural resources that were important food sources of the community.

In addition, the recommendations for creating guarantees of food security in the community were included: community residents with participation in taking care of resources such as water bodies and forests; brainstorming, taking part, and accepting results. Finally, applying wisdom, the community's cultures and traditions as a tool to maintain the community's food resources and to live a life must have virtue as well.