THE LEARNING MANAGEMENT WITH THE 5 STEPS TEACHING MODEL ON BUDDHIST ETIQUETTE FOR GRADE 5 STUDENTS AT BANNONGKLAPHONGTHONG SCHOOL, BUENGSAMAKKHI DISTRICT, KAMPHAENG PHET PROVINCE

Abstract

The objectives of this research article are to 1) develop and find efficiency of the learning management with the 5 STEPs teaching model on Buddhist etiquette for grade 5 students at Bannongklaphongthong School, Buengsamakkhi District,
Kamphaeng Phet Province to be effective according to the 80/80 criteria 2) Compare academic achievement before studying and after studying with the learning management with the 5 STEPs teaching model on Buddhist etiquette for grade 5 students at Bannongklaphongthong School, Buengsamakkhi District, Kamphaeng Phet Province and 3) Study student satisfaction with using the learning management with the 5 STEPs teaching model on Buddhist etiquette for grade 5 students  at Bannongklaphongthong School, Buengsamakkhi District, Kamphaeng Phet Province. The population used in the research is grade 5 students at Bannongklaphongthong School, academic year 2024. The research tools consisted of 1) 4 learning plans with the 5 STEPs teaching model on Buddhist etiquette 2) a 30-question pre-study and post-study achievement test. and 3) Questionnaire of student satisfaction with the 5 STEPs teaching model on Buddhist etiquette 10 items.

The research results found that :
1) The results of the learning management with the 5 STEPs teaching model on Buddhist etiquette for grade 5 students at Bannongklaphongthong School, Buengsamakkhi District, Kamphaeng Phet Province had the efficiency at (E1)80.77/ (E2)86.89 that was higher than the efficiency criterion 80/80.

2) The result of academic achievement before and after learning of the learning management with the 5 STEPs teaching model on Buddhist etiquette for grade 5 students at Bannongklaphongthong School, Buengsamakkhi District, Kamphaeng Phet Province found that the academic achievement before learning had an average score 𝑥̅ = 16.80, SD = 3.70 and the academic achievement after learning had an average score 𝑥̅ = 22.80, SD = 1.30. Therefore, the posttest of the learning achievement was higher than the pretest at 0.05 of statistical significance. The percentage after the 5 STEPs cooperative learning was 76.00.

3) The result of studying the satisfaction of the students to the learning management with the 5 STEPs teaching model on Buddhist etiquette for grade 5 students at Bannongklaphongthong School, Buengsamakkhi District, Kamphaeng Phet Province found that the satisfaction of the students was at the highest level.