EXPERIENTIAL LEARNING-BASED CURRICULUM DESIGN FOR READING AND WRITING COMPETENCY DEVELOPMENT: A STAKEHOLDER PERSPECTIVE ANALYSIS
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This study analyzes and explores stakeholder perspectives on designing an experiential learning-based curriculum to enhance reading and writing competencies among Grade 1-3 students in a private school in Kalasin, Thailand. Employing a qualitative descriptive design using thematic analysis within McKenney & Reeves' (2012) needs and context analysis framework, the researchers collected data through individual semi-structured interviews with 75 participants from six stakeholder groups. Data were analyzed using thematic analysis with ATLAS.ti software. The findings are organized into three dimensions aligned with the framework: (1) problem analysis – challenges in current literacy instruction, including students' difficulties with reading fluency and spelling, as well as low writing accuracy and confidence; (2) context analysis – contextual factors affecting implementation, such as disparities in family support, teacher expertise, and access to learning resources; and (3) needs analysis – stakeholder-recommended curriculum elements, including more targeted literacy activities, regular progress tracking, and better school-home collaboration. The findings emphasize the importance of integrating experiential learning, modern educational tools, and community engagement to improve literacy outcomes.
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