The promotion of child-centered learning processes and suggest guidelines for the development of child-centered learning processes of Rajaprajanukroh 31 School under the Office of Special Education Administration

Abstract

This research aimed to 1) study the promotion of learner-centered learning in Rajaprachanukroh School 31, Office of Special Education Administration, and 2) propose guidelines for promoting learner-centered learning in the same school. The research used a combination of quantitative and qualitative methods. The population and sample consisted of 120 school administrators and personnel who were selected  purposive sampling. The research instruments consisted of a questionnaire with an index of consistency  of 0.8 and an interview form. The analysis was performed using basic statistics, including frequency, percentage, mean, and standard deviation.

The research results found that:

1) The promotion of learner-centered learning was at a high level, especially in terms of measurement, monitoring and evaluation, and internal supervision.

2) Guidelines for promoting learner-centered learning should emphasize the establishment of clear criteria for monitoring, closely and continuously monitoring personnel’s performance, and the preparation of a supervision calendar according to the specified plan. In addition, teachers should be encouraged to continue their studies in related fields to increase their knowledge and manage teaching media by supporting the budget for teachers to use learning resources within the community to continuously organize learning activities.