Research and Development of Classroom Action Research Process to Enhance School Learning

Abstract

The purposes of this research were 1) to develop the classroom action research (CAR) process to enhance teachers’ five disciplines and school learning, 2) to compare teachers’ disciplines and school learning using two development methods (those using the CAR process and those relying on training), and 3) to study teachers’ opinions on the development of teachers’ five disciplines and school learning. This research involved two main phases. In the first phase, new CAR process to enhance teachers’ five disciplines and school learning were developed. The development relied on documents and a survey. In the second phase, the new CAR process was tested in the quasi-experimental research involving 83 subjects who were teachers from nine schools in Bangkok. Based on the document study, the researcher found that CAR process still had many problems. In response to the problems, the researcher developed the new CAR process based on related concepts. According to the survey, teachers still had inadequate fundamental abilities; desire to continue learning and reflection skill. Regarding school learning, the survey showed that schools had very low average scores about experiments with various working process. According to the quasi-experimental research, there were no significant statistical difference among teachers undergoing the different development methods in regards to the five disciplines and school learning. However there was significant statistical difference on mental model. Teachers undergoing the CAR process and teachers receiving training had higher average scores on mental model than those in the control group at the 0.05 level of significance.

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