A Study of Teachers' Needs Assessment on Active Learning Management for Social Studies Under Mahasarakham Primary Education Service Area Office 2

Abstract

          This research aimed to investigate the current and desirable conditions, needs assessment, and recommendations for active learning management in social studies, as well as to compare these conditions across teachers’ gender, age, and teaching positions. The sample comprised 302 teachers selected through stratified random sampling. Data were collected using a questionnaire on active learning management. Statistical analyses employed included percentage, mean, standard deviation, Independent Samples t-test, and one-way ANOVA.

The findings revealed that the overall current conditions of active learning management among social studies teachers were at a moderate level. In detail, learning design and implementation through thinking and practice were rated high, while the use of technological innovations and authentic assessment were at a moderate level. The desirable conditions, however, were at the highest level overall, with all aspects receiving the highest ratings. Regarding priority needs, the most urgent was the use and development of technological innovations, followed by authentic assessment, practice-based learning, and learning design. Comparisons of desirable conditions across teaching positions indicated statistically significant differences at the .05 level. The study recommends strengthening active learning management in four main areas: learning design, practice-oriented activities, technological innovations, and authentic assessment, to better align with learning standards and competencies.