LEARNER-CENTERED LEARNING MANAGEMENT UNDER THE OFFICE OF BURIRAM PRIMARY EDUCATIONAL SERVICE AREA 3

Abstract

This research aimed to (1) study and compare the management of learner-centered learning under the Office of Buriram Primary Educational Service Area 3, classified by administrative position and school size; and (2) propose guidelines for enhancing learner-centered learning management. The sample consisted of 339 school administrators and teachers, determined based on Krejcie and Morgan's sample size table. The research instruments were a five-point Likert scale questionnaire and interviews. The Index of Item-Objective Congruence (IOC) ranged from 0.80 to 1.00, and the reliability of the questionnaire was 0.97. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, and F-test.

          The findings revealed that (1) overall, the level of learner-centered learning management was high, both in general and across all aspects; (2) there were statistically significant differences in learner-centered learning management when classified by administrative position at the .05 level, while no significant differences were found based on school size; (3) the proposed guidelines for enhancing learner-centered learning management include fostering students’ ability to construct knowledge through analytical thinking and hands-on experiences, encouraging self-awareness and understanding of nature and the environment to promote global interconnectedness, and developing life and career skills through practical learning and entrepreneurship. Additionally, moral values, democratic principles, and active participation should be cultivated through engaging activities. Effective learning also requires collaboration with families and communities, along with continuous development-oriented assessment.