Instructional Model on Suitable for the Future of Kasetsart University Laboratory School Kamphaeng Saen Campus

Abstract

The objective of this research is 1. To study the problems, limitations, and factors that promote teaching and learning. 2. To study the readiness and needs for teaching and learning. And 3. To propose appropriate teaching and learning models for the future. The informants consisted of 2,256 students, 105 lecturers, 10 alumni, 75 parents (five from each grade level), 19 administrators at the faculty and school levels, and 14 experts, selected through purposive sampling. Six research instruments were employed: interview forms, focus group discussion guidelines on problems, limitations, and supporting factors in teaching and learning, student and lecturer questionnaires on instructional readiness and priority needs, focus group discussion guidelines for developing an instructional model, and a quality evaluation form for the proposed instructional model. Data were analyzed using basic statistics, including frequency and percentage for general information. Qualitative data from interviews and focus group discussions were analyzed through content analysis and verified using data triangulation. Questionnaire data were analyzed using mean(), standard deviation (S.D.), and the Modified Priority Needs Index (PNI_modified). In addition, a connoisseurship seminar was conducted, and the data were analyzed using content analysis. The quality of the proposed instructional model for future implementation at the Kasetsart University Laboratory School, Kamphaeng Saen Campus, was evaluated using mean() and standard deviation(S.D.).The research results found that,

1. The school does not utilize learning resources effectively, activities are not engaging, and assessments do not align with the content. Evaluation focuses only on outcomes rather than the learning process. Factors that support teaching and learning include teachers, students, equipment, hands-on learning experiences, resources and environment, learning sources, administrative support, and participation from parents and the community.
2. The readiness and priority needs for future teaching and learning at Kasetsart University Laboratory School, Kamphaeng Saen Campus, are as follows: students need to have motivation to learn, possess problem-solving abilities, and be able to apply knowledge in real life. They should be given opportunities to choose learning based on their interests, with integrated career skills. Experts and community members should be involved in the classroom, and students should learn from resources outside the classroom. Teachers must organize competency-based instruction, conduct assessment aligned with indicators for improvement and development (Assessment for Learning), and use diverse assessment methods aimed at student growth.

1. The appropriate future instructional model is called the “KUSK Model,” which consists of six components: principles, objectives, processes, measurement and evaluation, supporting factors, and driving mechanisms of the model.