The Development of Learning Management Plan using the CIPPA Model on the Topic of Buddhist history for 2nd-Grade Students at Klung Bangkrathuek School, Nakhon Pathom Province

Abstract

            The objectives of this research were: 1) to develop a learning management plan using the CIPPA Model (Constructivist, Integrative, Problem-based, Participatory, and Adaptive) focusing on the subject of Buddhist History for Grade 2 students at Klong Bang Krathuek School, Nakhon Pathom Province, to meet the standard criteria of 80/80, and 2) to compare the learning outcomes before and after applying the CIPPA Model in teaching Buddhist History to these students. The target group for this research consisted of 20 Grade 2 students from one classroom at Klong Bang Krathuek School, Sam Phran District, Nakhon Pathom Province, during the first semester of the academic year 2023. The research tools were divided into three categories: 1) experimental tools, including a learner-centered lesson plan on Buddhist History using the CIPPA Model; 2) tools for reflecting on the implementation, including observation records of the teaching process, learning plan usage records, student interviews, and exercises; and 3) tools for evaluating the effectiveness of the teaching model, including an achievement test.

            The research results indicated that the efficiency of the pre-test and post-test scores met the standard criteria of 80/80. The average score of the ongoing learning activities was 75.30%, suggesting that the process efficiency was higher than the standard. The average post-test score was 94.74%, also indicating higher efficiency than the set standard. This shows that the skills exercises developed by the researcher were effective enough to be used in teaching. This could be attributed to the systematic creation of the learning management plan by the researcher. Moreover, when comparing the pre-test and post-test scores of the Grade 2 students, the pre-test average score was 75.30 with an S.D. of 2.33, while the post-test average score was 94.74 with an S.D. of 1.59. The comparison revealed a t-value of 9.98, indicating that the post-test scores were significantly higher than the pre-test scores at a significance level of 0.00, consistent with the initial hypothesis.