The Development of Learning Management Model Using Board Game-Based Learning Through TPACK Framework to Enhance Teaching Competency of Primary School Teachers and Problem-Solving Skills of Students

Abstract

This research aimed to 1) develop a board game-based learning management model through the TPACK framework for primary school teachers, 2) study the effectiveness of the model implementation, and 3) investigate teachers' and students' opinions toward the model. The research employed research and development methodology with mixed methods. The sample group consisted of 20 primary school teachers and 575 students from primary schools in Khon Kaen province under the Office of Basic Education Commission and Local Administrative Organizations. The research instruments included semi-structured interviews, questionnaires, a teaching competency test (reliability .85), teaching observation forms, teaching logs, and problem-solving skill tests.

The findings revealed that: 1) The developed learning management model comprised four main components: preparation, learning management, reflection, and continuous support. Experts evaluated the model's appropriateness and feasibility at a very high level (= 4.61, S.D. = 0.83). 2) After implementing the model, teachers' learning management competency significantly increased at .05 level, with mean scores rising from 37.43 to 63.50. Students' problem-solving skills were 80.00%, which were significantly higher than the set criterion of 70% at .05 level. 3) Teachers’ satisfaction toward the model was at a very high level (= 4.73, S.D. = 0.68) and indicated that it helped systematize activity design, enhance student participation, and promote collaborative learning. Students’ satisfaction was at a very high level (= 4.63, S.D. = 0.61) and reported higher learning enthusiasm (85.60%), better content understanding (82.40%), enjoyment of peer collaboration (80.20%), improved analytical and problem-solving practice (78.50%), ability to apply problem-solving methods  in daily life (75.80%), and greater problem-solving confidence (73.20%). The findings demonstrated that the developed learning management model effectively enhanced teachers' instructional competency and students' problem-solving skills while creating a positive learning atmosphere that promoted participation and collaborative learning.