A Study of Conditions Problems and Solutions in Organizing Active Learning in School Under Phitsanulok Primary Educational Service Area Office 1

Abstract

This research aimed (1) to investigate the problems in implementing active learning among early childhood teachers under the Phitsanulok Primary Educational Service Area Office 1, and (2) to explore potential solutions to these problems. The study employed a survey research design with a sample of 176 early childhood teachers practicing active learning in the academic year 2024, selected through simple random sampling. The research instrument was a questionnaire focusing on issues related to active learning implementation. The research process involved four main steps: obtaining permission for data collection, coordinating with relevant agencies, verifying data completeness, and conducting data analysis and synthesis. The results revealed that the overall level of problems in implementing active learning was high. The most problematic areas, in descending order of average score, were learning activity organization, learning assessment, instructional planning, and teachers’ knowledge. Suggested solutions included enhancing teachers’ understanding of the principles, methods, and roles involved in active learning, designing activities that address individual differences based on a child-centered approach, promoting experiential learning, and conducting comprehensive assessments that genuinely reflect learners’ development ultimately leading to balanced growth in knowledge, skills, and desirable characteristics.