THE DEVELOPMENT OF THE LEARNING MANAGEMENT MODEL ON BUDDHISM THROUGH BIM OF PRIMARY SCHOOL STUDENTS IN CHAING YUEN DISTRICT, MAHASARAKHAM PROVINCE

Abstract

This research has the following objectives: to study the current state and methods of Buddhist learning management using the BIM model among primary school students in Chiang Yuen District, Maha Sarakham Province; to develop a Buddhist learning management model using the BIM model for primary school students in Chiang Yuen District, Maha Sarakham Province; to experiment with the Buddhist learning management model using the BIM model for primary school students in Chiang Yuen District, Maha Sarakham Province; and to evaluate the effectiveness of the Buddhist learning management model using the BIM model for primary school students in Chiang Yuen District, Maha Sarakham Province. The research findings revealed that the overall current state and methods of Buddhist learning management using the BIM model among primary school students in Chiang Yuen District, Maha Sarakham Province were at a moderate level. The evaluation of the appropriateness of the Buddhist learning management model using the BIM model for primary school students in Chiang Yuen District, Maha Sarakham Province, was at a high level overall. The average post-learning achievement test scores of the target group students using the Buddhist learning management model using the BIM model were significantly higher than the pre-learning scores at the .05 level. The overall satisfaction level of the target group students with the Buddhist learning management model using the BIM model was high. The efficiency evaluation results showed that the learning model increased students' knowledge about Buddhism (average = 4.16), enhanced learning skills in Buddhism (average = 4.25), and improved students' attitudes towards learning Buddhism (average = 4.26). Overall, the efficiency had an average of 4.22. In terms of effectiveness, the cost-effectiveness of manpower in learning management had an average of 4.05, budget cost-effectiveness had an average of 3.50, and time and place cost-effectiveness had an average of 3.51. Overall, the effectiveness had an average of 3.69. Regarding the impact, the learning management had a positive impact on school learning with an average of 4.51, a positive impact on society overall with an average of 4.30, and a positive impact on the desirable attributes of students with an average of 4.20. Overall, the impact had an average of 4.33.