The Development of the Instructional Model Based on Buddha’s Teaching Methods to Enhance Concept and Faith in Precept for New Buddhism Novices

Abstract

The objectives of this research were: 1) to develop an instructional model based on Buddha’s teaching methods to enhance concepts and faith in precepts for new Buddhist novices. 2) to evaluate the effectiveness of the instructional model based on Buddha's teaching methods by: 1) comparing the concepts in Precept for New Buddhist Novices before and after receiving the learning management; 2) studying the development of their behavior in Precept for New Buddhist Novices. 3) study the results of reflection on the value of faith that affects the practice of moral conduct in Precept for New Buddhist Novices after receiving the learning management. 3) to study desirable characteristics of new Buddhist novices. This study was a research and development study using a mixed methods approach based on an embedded design. The samples were nine new Buddhist novices of Yaowachon Tongla Pandee Jitarsa Novice Ordination Project Batch 1/2565 at Samakkeepadungpan Temple. The research instruments included a manual for using the instructional model, lesson plans and units for learning, and tests for evaluating the understanding of precepts among new Buddhist novices. The research instruments included the model handbook and the lesson plans for each unit of the learning management, the test for evaluating the concept of precepts for new Buddhist novices, evaluation forms on the progress of self-practicing precepts for new Buddhist novices, reflective thinking forms on the value of faith leading to the practice of precepts for new Buddhist novices, and evaluation forms on desirable characteristics for new Buddhist novices. The data were analyzed using percentage, mean, standard deviation, and content analysis.  The findings of this research found that 1) the instructional model based on Buddha's teaching methods to enhance concept and faith in precepts for new Buddhist novices consisted of 5 important components; 1) principle 2) objectives 3) instructional steps “SDPRQ AETI Model” consisting of 9 stages dividing into 2 periods; 1) learning and teaching in classroom (SDPRQ) consisting of 5 stages; 1) S: Stimulation 2) D: Development 3) P: Practice 4) R: Reflection 5) Q: Quotient and 2) learning and teaching outside classroom (AETI) consisting of 4 stages; 6) A: Aspiration 7) E: Exertion 8) T: Thoughtfulness 9) I: Investigation. 5) The essential conditions for successfully implementing the model were that the model had the highest quality (M= 4.70, S.D. = 0.38). 2) The effectiveness of the instructional model was 1) the concept in the precepts of new Buddhist novices after learning using the instructional model based on Buddha's teaching methods, which was higher than before learning. 2) The progress of self-practicing following the precepts of new Buddhist novices after learning to use the instructional model based on Buddha's teaching methods was continually higher. and 3) after learning using the instructional model based on Buddha's teaching methods, novices could reflect on the value of faith, leading to practicing following relevant precepts that met the criteria. And 3) Desirable characteristics of new Buddhist novices were at the excellent level.