THE DEVELOPMENT OF READING AND WRITING SKILLS PROMOTING CURRICULUM THROUGH LOCAL PHILOSOPHER NETWORK USING SCAFFOLDING STRATEGY TOWARDS 21st CENTURY LEARNING SKILLS OF PRIMARY SCHOOL STUDENTS IN PHAYAO PROVINCE

Abstract

               This study was the investigation of the development of reading and writing skills promoting curriculum through the local philosopher network using scaffolding strategy towards 21st century learning skills of primary school students in Phayao Province. The objectives of this research were to develop reading and writing skills promoting curriculum, to study learning achievement of reading and writing of students and to study attitude of students and involving people towards the research project. The population of this research was 27,247 students in 241 primary schools under Phayao Primary Educational Service Area Office 1 and 2. The sample was 90 grade 4-6 students. The sample was selected based on Multistage Stage Sampling. The research instruments consisted of reading and writing skills promoting curriculum through the local philosopher network using scaffolding strategy, pretest and posttest with 30 items, 15-item attitude scale for learning management in Reading and Writing course through local philosopher network, focus-group discussion to ask for opinions of involving people towards the developed curriculum for Reading and Writing course through local philosopher network.
            The results of this research indicated as follows:
            1. Overall suitability of the developed curriculum for Reading and Writing course through local philosopher network was at the highest level with a mean of 4.62. Overall suitability of learning plan was at the highest level with a mean of 4.55. The efficiency index was 83.07/82.50, which was higher than the set criteria of 80/80.
            2. After taught with the developed curriculum for Reading and Writing course through local philosopher network, a mean score on learning achievement of the sample was higher than before with a statistical significance level of 0.05.
             3. Overall attitude of the sample towards the developed curriculum for Reading and Writing course through local philosopher network was at a high level with a mean of 4.53.
             4. The results of focus-group discussion could be summarized as follows: the developed curriculum was suitable and consistent with local environment in terms of developing curriculum and learning unit. The learning outcomes were suitable for students because they were consistent with the Core Curriculum of Basic Education, B.E. 2551 (2008). The school context in terms of time structure and content was accurate and suitable. Especially the learning content focused on knowledge, process skills, and skills to work happily with others. The measurement and evaluation were conducted based on real status. This can encourage students to learn from local wisdom and local learning resources, resulting in good attitude to students and sustainable learning. Students can gain more benefits from organizing learning activities and enhance their knowledge and understanding.