THE ENHANCING OF READING AND WRITING SKILLS THROUGH SCHOOL-BASED MANAGEMENT IN PATROL POLICE SCHOOL

Abstract

    Reading and writing are essential for students to use in their learning. The purposes of this study were to analyze the conditions, problems, and contextual needs of the learning management and writing skills through school-based management at the Patrol Police School. The samples were 50 teachers and 520 students from 7 Border Patrol Police Schools, obtained by simple random sampling. The research tools were the questionnaires, the curriculum for developing teachers' learning management, the learning management assessment form, the reading and writing test, and the focus group form. All the tools have been assessed for validity, with IOC values higher than 0.50. Data was collected by 1) surveying the conditions and problems of teachers' learning management; 2) developing the teaching that promotes reading and writing skills through school-based management, and 3) monitoring and assessing the students' reading and writing skills through school-based management. The data were analyzed by percentage, mean, standard deviation, t-test, and F-test. The findings revealed that; 1) Students had difficulty in reading and writing and there was a need for enhancing the students’ reading and writing skills, and 2) Teachers could plan and manage to learn at a high level. Students’ reading and writing skills were improved statistically significantly at the 0.05 level. Therefore, using school-based management could promote both the teachers’ and students’ potential for teaching and learning.