GUIDELINES OF DEVELOPING CLASSROOM RESEARCH SKILLS FOR TEACHERS IN RATCHABURI AREA 2 CONSORTIUM, THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE RATCHABURI

Abstract

This research article aims to 1) investigate the needs of classroom research skills among teachers, and 2) study the guidelines for developing classroom research skills for teachers in Ratchaburi Area 2 Consortium, The Secondary Educational Service Area Office Ratchaburi. The population consisted of six schools affiliated with the Ratchaburi Area 2 Consortium, The Secondary Educational Service Area Office Ratchaburi. Each school provided 13 informants, including one principal, one deputy principal, one head of academic affairs, one head of subject group, and nine teachers, totaling 78 participants. In addition, six experts were selected for interviews, and another six experts were selected to assess the appropriateness and feasibility of the development guidelines, using purposive sampling. The research instruments consisted of a questionnaire with a reliability coefficient of 0.96, a semi-structured interview form, and an appropriateness and feasibility assessment form. Data were analyzed using frequency, percentage, mean, standard deviation, mode, the Modified Priority Needs Index (PNImodified), and content analysis. The research findings revealed the following: 1) The areas of classroom research skills with the highest levels of needs were, in descending order: statistical tools, logical conclusion drawing, research instrument construction, research design, literature synthesis, research ethics, problem identification, data collection, data analysis, and conceptual framework development. 2) The guidelines for developing teachers’ classroom research skills included: (1) Statistical tools: School administrators should encourage teachers to select sampling methods and statistical tools that are consistent with the variables under study. (2) Logical conclusion drawing: Administrators should support teachers in analyzing data within the predefined framework using principles of logic. (3) Research instrument construction: Administrators should promote the use of appropriate tools and encourage teachers to validate their tools’ validity and reliability in collaboration with fellow educators.