DEVELOPMENT OF A LEARNING MANAGEMENT MODEL ON BASKETRY HANDICRAFTS USING A COMMUNITY-BASED APPROACH TO PROMOTE VOCATIONAL SKILLS OF PRIMARY SCHOOL STUDENTS IN SCHOOLS UNDER THE NONG KHAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Abstract

This research aimed to 1) study the current situation and needs, 2) develop a model, 3) test the learning management model, and 4) evaluate the effectiveness of using the learning management model. In this research, the researcher used the research and development (R&D) research method. The sample consisted of 125 students from various grade levels, generally 4-6, and included 95 students from the Memorial 4-6 grade level. The sample size was determined according to Krejcie and Morgan's model, and simple random sampling was used, specifically label sampling. A key stakeholder group in the overall management of local learning in the field of educational research, community-based research for surveying and evaluating the management of social studies, research and culture learning, consisted of 12 individuals selected through purposive sampling. A further expert group of 5 individuals was also selected. To check the content validity, a purposive focus group of nine participants was selected, while the experimental group consisted of 30 fifth-grade elementary school students. The research instruments included questionnaires, interviews, focus group discussions, and evaluation forms for the learning model and curriculum. Statistical analyses included frequency, percentage, mean, standard deviation, and dependent t-test.

          The research results found that

          1) an analysis of the current state of learning traditional basket weaving wisdom, categorized by aspect, revealed that the aspect of inspiration was at a moderate level, learning from the community was at a high level, the aspect of creating works was at a certain level, the aspect of presentation and exchange was at a high level, and the aspect of reflection and further development of the profession was at a moderate level. In summary, the students' learning of traditional weaving techniques ranged from moderate to high, indicating that community-based activities effectively inspired creativity, fostered innovation, and promoted knowledge exchange. However, further development is needed in terms of reflection and career advancement to ensure students acquire comprehensive vocational skills and a deeper understanding of local wisdom.

          2) the research findings from various groups revealed that, in some localities, community-based handicraft weaving serves as a foundation for promoting vocational skills among Roman students. The manual is divided into five sections: The stages involved in developing inspiration and awareness of local wisdom, learning from real-world communities, creating works, presenting and exchanging knowledge, and reflecting on and developing careers. The overall assessment of the suitability of the learning management model showed a high level