The development of social studies Learning Management Guidelines using Community-Based and Project-Based Approaches to Promote Disciplined Behavior and Responsibility for Learning Among Primary School Students in Small Schools

Abstract

This research seeks to create a social studies teaching paradigm that combines community-based and project-based learning to foster disciplined behavior and responsibility in the educational process among primary students in small schools. Furthermore, it seeks to evaluate the satisfaction levels of educators and learners with this instructional model. The sample group comprised social studies educators instructing Grade 5 at Ban Koh Nok School. The research tools comprised a demographic questionnaire, an assessment form measuring the coherence of the social studies instructional model utilizing community-based and project-based learning, and a satisfaction questionnaire pertaining to the instructional model guide. The data analysis employed mean, standard deviation, and reliability assessment. The research findings indicated that a learning management strategy for social studies was formulated utilizing a community-based and project-based learning methodology to foster responsible learning habits among elementary students in small schools. Five distinct learning management methodologies were developed, each assessed by specialists and considered extremely suitable, achieving an average score of 5.00 and a standard deviation of 0.00. The results of implementing the social studies learning management strategy revealed that both teachers and students had the highest level of satisfaction with the overall guide for this approach. Their satisfaction ranked highest with the learning activities, followed by the benefits, content, and evaluation techniques, in that order. Furthermore, the learning management strategy fostered disciplined and accountable learning behaviors among students in small schools, resulting in enhancements in both fundamental and behaviors.