dc.description.abstract |
The objective of this study was to examine the sustainable solution process for illiteracy of Betty
Dumen Border Patrol School, Pong District, Phayao Province. This study was based on the innovation of
Siwakarn Patoommasoot (2010). The present study reported three issues: 1) problems of the context 2) sustainable solution process for Illiteracy and
3) obstacles, and effective teaching and learning
standard for the resolution. The data obtained
through several methods: survey questionnaires,
observation field notes and achievement tests.
The results revealed three important issues as
follows. 1) With regard to the problem of illiteracy
responded by teachers and students, there was
an agreement among them in “highest level” in
the item of teachers teaching the whole class not
grouping them based on their proficiency levels.
Both the teachers and the students agreed in “high
level” that the teaching activity was relied on
books, exercises, and homework. The teachers and
the students had different opinion on the request
for parent cooperation, remedial teaching, problem
solving of each student, ICT teaching media,
teaching by using source of information, integrated
teaching, learning activity from the library/book
corner, academic competition, and reading and
writing activity exhibition. For the students’ efficacy,
it was found that both the teachers and the students
had an agreement in “high level” in all aspects.
These were their enthusiasm, responsibility, class
participation, positive attitude, the suitability of
teaching and learning. The classroom was also
viewed in “high level”. 2) There were six stages of
the solution process for Illiteracy. This was started
from assigning the responsibility for teachers
involved. It was followed by testing the students
by using dictation method, grouping them based on
the scores, scheduling the 18-week teaching table,
constructing chart. Finally, the volunteer teacher
taught the students based on the four-step skills
pattern. 3)There were three problems found when
examining the problem of the context, obstacle,
as well as effective teaching and learning standard
for Thai word writing. These problems were writing
consonant, vowel, and tonal mark. Also there were
four problems found in reading Thai word as being
unable to read the whole word, being unable to
read some part of the word, pronouncing wrong
syllable, and pronouncing wrong word. |
en_US |