การพัฒนาสมรรถนะผู้ประกอบการด้วยการเรียนรู้แบบ WIL บูรณาการ yPAR: โครงการข้าวเหนียวดำฐานชุมชน

Tanavich Sudngulueam; Itthipat Meephet; Naphatchon Bunphiw; Ploypradab Khamthong; Phanupong Chanabua; Siva Onlamul

Authors

Tanavich Sudngulueam Ban Haet Municipal School, Ban Haet District, Khon Kaen
Itthipat Meephet Ban Haet Municipal School, Ban Haet District, Khon Kaen
Naphatchon Bunphiw Ban Haet Municipal School, Ban Haet District, Khon Kaen
Ploypradab Khamthong Ban Haet Municipal School, Ban Haet District, Khon Kaen
Phanupong Chanabua Ban Haet Municipal School, Ban Haet District, Khon Kaen
Siva Onlamul Ban Haet Municipal School, Ban Haet District, Khon Kaen

Keywords:

Work-Integrated Learning, Youth Participatory Action Research, Black Glutinous Rice, Entrepreneurial Competencies

Abstract

This research aimed to develop and evaluate a Work-Integrated Learning (WIL) unit integrated with Youth Participatory Action Research (yPAR) within a Community-Based Learning (CBL) context. The sample group consisted of 25 lower secondary students (Grades 7–9) from Ban Haet Municipal School, selected through purposive sampling, along with 12 community members contributing as key informants. The participants engaged in the "cultivation–processing–marketing" cycle of black glutinous rice. A mixed-methods approach was employed. Research instruments included 1) learning management plans, 2) an agribusiness knowledge test,
3) entrepreneurial self-efficacy and attitude scales, 4) a performance assessment form using an analytic rubric, and 5) a customer satisfaction questionnaire. Data were analyzed using mean, standard deviation, t-test for dependent samples, and content analysis. The findings indicated that: 1) Students' post-test scores in agribusiness knowledge, entrepreneurial self-efficacy, and entrepreneurial attitudes were significantly higher than pre-test scores (p<.001). 2) Performance competency scores met the criteria at an excellent level. 3) Regarding business outcomes, the project achieved a 15.8% return on investment (ROI) and attained a high level of customer satisfaction (Mean = 4.34). 4) Qualitative analysis revealed three key themes: student ownership of learning, cross-disciplinary knowledge integration in authentic contexts, and school–community collaboration yielding social value. These findings align with experiential learning frameworks and offer guidelines for enhancing student competencies in community contexts.

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