The enhancing competency program learning management of flipped classroom for teacher under the Mahasarakham Primary Educational Service Area Office 2

Abstract

         This research article aims to: 1) Study the current conditions, desired conditions, essential needs, and instructional management approaches of the flipped classroom model in schools under Mahasarakham primary educational service area office 2 2) Develop and validate the appropriateness, feasibility, and benefits of a competency enhancement program for teachers in implementing the flipped classroom model in schools under Mahasarakham primary educational service area office 2. The sample group consisted of 302 teachers from schools under the jurisdiction of the Mahasarakham primary educational service area office 2. Additionally, six key informants were interviewed, five experts participated in a focus group discussion for program validation, and 15 stakeholders evaluated the appropriateness, feasibility, and benefits of the program through a purposive sampling method.The research instruments included questionnaires, semi-structured interviews, focus group discussion records, and evaluation forms assessing the appropriateness, feasibility, and benefits of the program. The statistical methods used for data analysis included frequency, percentage, mean, standard deviation.

        The research findings revealed that: 1) The current level of competency enhancement in implementing the flipped classroom model for teachers was moderate overall, while the desired level was high. The most essential needs for competency enhancement, ranked in order of priority, were: media and technology, instructional design, learning objectives, and assessment and evaluation, 2) The competency enhancement program for implementing the flipped classroom model in schools comprised the following components: 1) Principles 2) Objectives 3) Content, which included three learning units: (1) setting learning objectives and instructional design, (2) media and technology, and (3) assessment and evaluation (4) Development methods, consisting of self-directed learning, experiential learning, and training with seminars (5) EvaluationThe assessment of the program’s appropriateness, feasibility, and benefits indicated that the overall appropriateness was at the highest level, feasibility was at the highest level.