แนวทางการบริหารการจัดการเรียนรู้เพื่อฟื้นฟูภาวะถดถอยทาง การเรียนรู้ของนักเรียนโรงเรียนบ้านใหม่รัตนโกสินทร์ จังหวัดลำปาง

Abstract

This independent research aims to: 1) study factors influencing learning management to recover the learning loss of students at Banmairattanakosin School, Lampang Province; 2) examine the learning management approaches to recovery implemented by schools with successful practices; and 3) develop and verify guidelines for learning management to recover the learning loss of students at Banmairattanakosin School, Lampang Province. The study is divided into three stages. It involved 30 participants, including school administrators, academic management teachers, school committee members, student representatives, parents, local government representatives, and educational supervisors. Data were collected through group discussions, interviews, and practical workshops, utilizing tools such as group discussion points, discussion record forms, interview forms, workshop agendas, and suitability and feasibility checklists. Data analysis employed deductive summarization, frequency, mean, and standard deviation. The findings revealed: 1. Factors influencing learning management for the recovery of students' learning loss include the use of communication technology in learning activities, with a secondary emphasis on essential school curriculum content. Challenges encompass insufficient media devices and information technology for both teachers and students, limited internet coverage, and a curriculum misalignment with the current situation. 2. Learning management approaches for recovery in schools with good practices are systematic, ensuring teachers and students have adequate tools, media, and information technology for learning. These schools have broad internet access, and the curriculum management includes clear learning objectives. Teachers employ diverse teaching methods. 3. Guidelines for learning management to recover learning loss of students at Banmairattanakosin School, Lampang Province, comprise four components: 1) objectives, 2) principles, 3) methods, and 4) success criteria. The management methods cover six dimensions: 1) curriculum, 2) learning environment, 3) teachers and educational personnel, 4) budget, 5) media, learning resources, and communication technology, and 6) collaborative networks. The Plan-Do-Check-Act (PDCA) Quality management cycle was applied for guideline verification, indicating overall high suitability and feasibility, meeting the predefined criteria.