Enhancement of the Ability for Teaching Chinese Language Based on the Theory of Multiple Intelligences for Student Teachers in Schools under Ratchaburi Primary Education Service Area office

Abstract

This research, entitled “Enhancement of the Ability for Teaching Chinese Language Based on the Theory of Multiple Intelligences for Student Teachers in Schools under Ratchaburi Primary Education Service Area Office”, aimed to enhance the ability for teaching Chinese language based on the Theory of Multiple Intelligences among student teachers in schools under Ratchaburi Primary Educational Service Area Office 1. The study focused on developing Chinese language learning management plans, comparing knowledge, and understanding before and after workshop training, comparing the teaching abilities of student teachers, and examining student teachers’ opinions toward the training as well as students’ attitudes toward learning management based on the Theory of Multiple Intelligences.  The target groups were selected through purposive sampling and consisted of 8 student teachers and 591 fourth-grade students from three schools: Anuban Ratchaburi School, Anuban Chom Bueng School, and Ban Chom Bueng School (Wapeeprompt Prachasuksa). The study employed an action research process consisting of four stages: planning, action, observation, and reflection. Research instruments included innovation-based, qualitative, and quantitative tools.  Data were analyzed using mean, standard deviation, and the Wilcoxon Signed-Rank Test.

          The findings revealed that: 1) the student teachers demonstrated the highest level of ability in designing learning management plans based on the Theory of Multiple Intelligences (M = 4.75); 2) the developed learning management plans were rated at the highest level of quality (M = 4.70); 3) post-training scores were significantly higher than pre-training scores at the .05 level; 4) the learning management competencies of the student teachers significantly improved at the .05 level; and 5) both student teachers and students reported the highest levels of opinions and attitudes toward the learning management approach (M = 4.89 and 4.63, respectively).