THE GUIDELINE FOR DEVELOPING LEARNING BASED ON THE PRINCIPLE OF CONCENTRATION FOR PRATHOMSUKSA 6 STUDENTS AT BAN PLONG TALAT SCHOOL, PLONG SUBDISTRICT, THOENG DISTRICT, CHIANG RAI PROVINCE

Abstract

The research entitled “The Guideline for Developing Learning Based on the Principle of Concentration for Prathomsuksa 6 Students at Ban Plong Talat School, Plong Subdistrict, Thoeng District, ChiangRai Province” had 3 objectives: 1) to study concentration in the Theravāda Buddhist scriptures, 2) to examine the learning context of Prathomsuksa 6 students at Ban Plong Talad School, Plong Subdistrict, Thoeng District, Chiang Rai Province, 3) to explore guidelines for developing the learning process based on the principles of concentration for Prathomsuksa 6 students at Ban Plong Talad School, Plong Subdistrict, Thoeng District, Chiang Rai Province. This study employed a qualitative research approach, data were collected from 7 key informants, each person, by analyzing the contextual content.

Research Findings indicated that concentration or Samādhi in Theravāda Buddhism is virtue within the Threefold Training, serving to stabilize the mind as a ground of wisdom, classified into Khaṇika-samādhi or momentary concentration, Upacāra-samādhi or access concentration, and absorption concentration or Appanā-samādhi, all of which can be applied in classroom to prepare the mind, reduce distraction, and enhance mental readiness. The learning context revealed strengths such as students’ adequate knowledge, a friendly atmosphere in the class, and activities conducive to concentration growth. Limitations included insufficient thinking skills, discontinuous attention, and environmental distractions. The recommended development approach is to systematically integrate concentrative activities before, during, and after lessons, arranging a supportive environment, and activities increasing concentration-emphasizing momentary and access concentration to enhance focus. The suggestion includes short concentration exercises into lessons and extracurricular activities, creating a “quiet corner” in the class, and developing concentration skills for teachers. Suggestions for future research include conducting quantitative studies to measure effectiveness, comparing types of concentration, and integrating concentration exercise with digital learning tools to promote learning.