A Buddhist Teaching Method-Based English Instructions  for 4th - year Students for the Faculty of Education at Mahamakut Buddhist University

Phramaha Kriangkrai Phetsangkhad; Weerapong  Paengkamhag; Boonmee Pansa

Authors

Phramaha Kriangkrai Phetsangkhad Ed.D. Candidate in Teaching English Program, Faculty of Education, Mahachulalongkornrajavidyalaya University
Weerapong Paengkamhag Faculty of Education, Mahachulalongkornrajavidyalaya University
Boonmee Pansa Faculty of Education, Mahachulalongkornrajavidyalaya University

Keywords:

Buddhist - Based Teaching Methods, English Instructions , Mahamakut Buddhist University

Abstract

This research employed a mixed-methods design with the following objectives: 1. to analyze the existing problems and needs regarding the organization of English instructional activities through a Buddhist pedagogical approach; 2. to design an English instructional activity plan incorporating Buddhist teaching principles; and 3. to compare students’ learning achievement before and after the implementation of the instructional activities, including the assessment of learning outcomes and student satisfaction. The quantitative sample consisted of 200 fourth-year students in the Faculty of Education, Mahamakut Buddhist University. A subgroup of 30 students was designated as the experimental group. The qualitative sample comprised eight experts in Buddhist education and English language instruction. The research instruments included: 1. a questionnaire, 2. an English instructional activity plan, 3. an academic achievement test, 4. a student satisfaction survey, and 5. an in-depth interview protocol. Data analysis was conducted using means, standard deviations, t-tests, and content analysis.

Research findings are as follows; 1. The overall level of problems and needs in implementing English instruction based on Buddhist pedagogy among fourth-year students was high (Mean = 4.19, S.D. = 0.29). 2. The instructional activity plan, once developed, was evaluated by five experts. The overall quality of the plan was rated at the highest level (Mean = 4.54, S.D. = 0.51), confirming its appropriateness and relevance to both pedagogical and Buddhist principles. 3. A comparison of pre- and post-test scores indicated a statistically significant improvement in student learning achievement. The pre-test mean score was 64.70, while the post-test mean score was 83.97. The t-test yielded a value of 58.0407, which exceeded the critical value of t(_{29, .05}) = 2.045, confirming statistical significance at the .05 level. Additionally, students’ satisfaction with the learning experience was reported at a high level (Mean = 4.36, S.D. = 0.44).

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