การพัฒนาหลักสูตรและวิธีการเสริมสร้างความสามารถในการเขียนรายงานวิจัยปฏิบัติการในชั้นเรียนของครู / เด่นดาว ชลวิทย์ = Development of curriculum and methods to enhance classroom action research report writing ability of teachers / Dendow Chollawit
To 1) assess teachers’ needs to enhance their ability in writing classroom action research report; 2) develop a curriculum and methods for such enhancement; and 3) validate suitability of the delveloped curriculum and methods. This research was research and development, comprised of 3 phases; the exploratory research, the curriculum and methods development, and the quasi-experiment. The subjects of the exploratory research were 419 primary school teachers, and the research tool was the test of the classroom action research report writing. In the quasi-experiment, the subjects included teachers from 9 primary schools in the Phetchaburi Primary Education Service Office Area 1. These teachers were selected by using purposive sampling, and then divided into three groups. The research tools were the test of the classroom action research report knowledge and the evaluation of classroom action research report writing skills. The pretest and posttest score of classroom action research were comparatively analyzed by using t-test dependent and one-way analysis of variance. The research results were as follows: 1. The were 5 needs of teachers writing development i.e. (1) data analysis, (2) recommendations, (3) research instruments, (4) research questions, and (5) research discussion. 2. The curriculum to enhance teachers’ classroom action research report writing ability consist of the curriculum objectives, the curriculum content, the provision of learning experiences, and the assessment of learning outcome. The methods used in the curriculum implementation to enhance classroom action research report writing ability included training, mentoring, and self-study method. 3. The suitability of this developed curriculum and methods were validated by implementing in 9 schools. The result of this validating was as follow: 3.1. After the quasi-experiment, each of the sample groups showed a statistically significantly higher average score (0.5) of classroom action research report writing ability than that of the pre-experiment. 3.2. After the curriculum implementation, the groups employing the training method, the mentoring method, and the self-study method to enhance their report writing showed varied average scores of the classroom action research report writing ability.
