Problems of Buddhism Course Implementation as Part of Character Development Area for Prathomsuksa Three.

Abstract

This research aimed to study the problems of implementing Buddhism Course as part of Character Development Area for the third grade students under the Bangkok Metropolitan Administration. The sample was the third grade teachers teaching Buddhism Course as part of Character Development Area in 151 schools under the Bangkok Metropolitan Administration. Research instrument was a questionnaire. Data were analyzed by using percentage. The findings indicated that most of the teachers gained their knowledge from the handbook for the Elementary School Curriculum edition 2521 B.E. (revised edition 2533 B.E.). The teachers used Buddhism handbook for The Elementary School Curriculum edition 2521 B.E. (revised edition 2533 B.E.) as guideline for teaching. The curriculum material that the school provided were lesson plans. The teachers always prepared and developed lesson plans for teaching and arranging learning activities. They claimed that they had no difficulty in planning learning activities except one that was the Thirty-Eight Blessings. The most practical stage in process skill teaching was the first stage realizing the problems and their importance of studying. Fables were popularly used as means of instruction. Ready-made exercise books were also used. Observation of students’ behaviour was used as a method of measurement and evaluation. One of the most popular activities used was Meditation. A number of school teachers recommended that a training course on teaching techniques and modes of presentation be arranged. The problems found in using Buddhism Course as part of Character Development Area were evaluation. Teachers were not competent enough to construct the measurement and evaluation instruments. There were no examples of evaluation materials that could be used as guidelines and teachers had no time available to develop their own evaluation materials.