การศึกษาระดับและปัจจัยในการยอมรับนวัตกรรมการเรียนการสอนของครูสังคมศึกษา ระดับมัธยมศึกษา กรุงเทพมหานคร / จงรักษ์ แจ้งยุบล = A study on level and factors of social studies teachers' acceptance of instructional innovations at secondary school level, Bangkok Metropolis / Jongruk Jangyubol
The purposes of this research were 1) to study the level of social studies teachers' acceptance of instructional innovations at secondary school levels in Bangkok Metropolis. 2) to study the factors of social studies teachers' acceptance of instructional innovations at secondary school levels in Bangkok Metropolis. 3) to compare the social studies teachers' acceptance of instructional innovations at secondary school levels in Bangkok Metropolis with different backgrounds of teaching experiences, educational levels, grade levels and training experiences. The number of 342 social studies teachers were multiple-stage randomly selected. The research instrument was a set of questionnaire. The obtained data were analyzed by means of percentage, arithmetic means, standard deviation and t-test. The research findings were as follows : 1. The instructional innovations that the social. studies teachers are considering the appropriateness in implementing of the innovations were concept mapping, cooperative learning, integrated instruction, project method, six thinking hats, learning contracts, the personalized system of instruction, storyline method, and 4 MAT. Web-based instructions and CAI were the instructional innovations that the social studies teachers were interested. 2. The factors of the social studies teachersʼ acceptance of instructional innovations were as follows, 2.1 Attributes of the innovation. Being able to observe the affectiveness, being economical, and being easy and convenient to use were the main factors. 2.2 School atmosphere Factors: Workshops, atmosphere and adminstratorsʼ supporting the implementing of the innovations were the main factors. 2.3 Outside school. Workshops and Seminars were the main factors. 3. There were no significant differences among teachers with different teaching experiences, educational levels and grade levels at the level of 0.05. There was a significant difference between teachers with and without inservice traning at the level of 0.05.
