Develop a guidance activity model based on self-directed learning combined with social service to promote creative problem-solving abilities in Mathayom 6

Abstract

This study aimed to: 1. study the basic data for developing a guidance activity model based on the concept of self-directed learning combined with social service to promote creative problem-solving ability of Mathayom 6 students, 2. develop a guidance activity model based on the concept of self-directed learning combined with social service to promote creative problem-solving ability of Mathayom 6 students, and 3. study the results of using the guidance activity model based on the concept of self-directed learning combined with social service to promote creative problem-solving ability of Mathayom 6 students. The sub-objectives were as follows: 3.1. to compare the creative problem-solving ability of Mathayom 6 students before and after the guidance activity based on the concept of self-directed learning combined with social service, 3.2. to study the students’ satisfaction with the guidance activity based on the concept of self-directed learning combined with social service to promote the creative problem-solving ability of Mathayom 6 students. The sample group used in this study consisted of 441 Mathayom 6 students in the 2024 academic year at Phu Khiao School. The study instruments consisted of 1. a guidance activity learning plan; 2. a guidance activity learning kit; and 3. a satisfaction questionnaire. Data analysis included percentage, mean, standard deviation, and hypothesis testing with the dependent samples t-test. The research results found that 1. The results of the study of learning needs of guidance activities based on the concept of self-directed learning combined with social service to promote creative problem-solving ability of Mathayom 6 students were at the highest level overall. 2. The results of the development of the learning activities model of guidance activities learning set for Mathayom 6 students found that the guidance activities learning set for Mathayom 6 students consisted of 5 components: 2.1 Model principles, 2.2 Expected learning outcomes, 2.3 A 6-step learning management process consisting of Step 1: Motivation and brainstorming Step 2: Learning planning Step 3: Perception Step 4: Learning action Step 5: Reflection Step 6: Summarizing results, 2.4 Learning support, and 2.5 Measurement and evaluation. The evaluation results of the development model of guidance activities learning set for Mathayom 6 students found that the guidance activities learning set for Mathayom 6 students had the highest level of overall suitability. 3. Mathayom 6 students were satisfied with the development of guidance activity formats based on the concept of self-directed learning combined with social service to promote creative problem-solving abilities of Mathayom 6 students, overall, at the highest level.