การศึกษาสภาพปัญหาการจัดการเรียนรู้ของครูปฐมวัยในกิจกรรมการเรียนรู้แบบโครงการ ในสังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาเพชรบูรณ์ เขต 3

Abstract

This study aimed to investigate the problems in project-based learning activities (Project Approach) among early childhood teachers under the jurisdiction of the Phetchabun Primary Educational Service Area Office 3. This descriptive survey research involved a sample of 210 early childhood teachers who implemented project-based learning activities in the 2024 academic year, selected through simple random sampling. The instrument used was a questionnaire concerning the problems encountered by early childhood teachers in conducting project-based learning activities within the specified educational service area. The research procedure comprised four stages: obtaining permission for data collection, coordinating with relevant agencies, verifying data completeness, and analyzing and synthesizing the data. The results revealed that overall, the problems in project-based learning activities among early childhood teachers were at a high level. When analyzed by aspects, the highest mean score was in the area of learning evaluation, followed by learning implementation, both at a high level. The aspects of teachers’ knowledge and lesson planning had equal mean scores, also indicating a high level.