The Development of a Life and Family Curriculum According to Theory of Reasoned Action in Association with the Active Learning Concept for Lower Secondary School Students

• Main Author: Raweewan Chaimueang
• Other Authors: Asst. Prof. Dr. Nongluck Kienngam
• Format: Theses and Dissertations
• Language: English
• Published: เชียงใหม่ : บัณฑิตวิทยาลัย มหาวิทยาลัยเชียงใหม่ 2020
• Online Access: http://cmuir.cmu.ac.th/jspui/handle/6653943832/69675
• Institution: Chiang Mai University

The objectives of the research were 1) to study the fundamental data and current conditions preparing for the development of life and family curriculum, 2) to develop life and family curriculum according to theory of reasoned action in association with active learning concept for lower secondary school students, and 3) to study the implementation results of life and family curriculum according to theory of reasoned action in association with active learning concept for lower secondary school students. The research was divided into 3 phases as follows: phase 1: the studying of the fundamental data and current conditions preparing for the development of life and family curriculum consisted of 33 school administrators, 33 health education teachers; 550 students, and 550 student parents, an instrument was a questionnaire; phase 2: the development of life and family curriculum consisted of the researcher, 2 health teachers, and 5 experts. Instruments used were lesson plans and learning evaluation; and phase 3:the studying the implementation results consisted of the researcher, 2 health teachers used lesson plans for learning activity management for lower secondary school students grade 7-9, in academic year 2019 at Assumption College, Lampang, for a total of 18 classrooms, Instruments used were an achievement test of knowledge, attitudes, and practices; and 2 satisfaction questionnaires. The research results were summarized as follows: 1. Results of studying the fundamental data and current conditions, it was found that 33 school administrators, 33 health education teachers, 550 students, and 550 student parents expressed opinions concerning the appropriate topics for the interesting and needs of lower secondary school students concerning the role of gender diversity in self-appreciation; the family relationship and adjustment and living together in family; the alternatives for an unprepared pregnancy in sex education; and the communication skills to prevent sexual abuse, the skills on accessing sexual health data sources and the communication skills for good relationship development life skills. They all agreed for curriculum development of life and family curriculum for lower secondary school students. 2. Results of the development of life and family curriculum according to theory of reasoned action in association with active learning concept for lower secondary school students, it was found that the developed curriculum was based on important principles in order for learners to realize on self-value and family, understanding of sex education to create good relationships within the family and an appropriate life skills in society by organizing learning activities according to theory of reasoned action in association with active learning concept. There were 16 lesson plans that consisted of overview, learning objectives, learning area/content, learning management activities, learning media/learning resources, measurement and evaluation. Moreover, it was indicated that the curriculum efficiency was overall at 85.20/77.52 passing the determined criteria 70/70. 3. Results of implementing life and family curriculum according to theory of reasoned action in association with active learning concept for lower secondary school students, it was found that 3.1) the average scores after learning life and family curriculum were higher than average scores before learning life and family curriculum all lower secondary school students; 3.2) The lower secondary school students were satisfied with learning management at a high level in the learning atmosphere., learning management activities, and the benefits; and 3.3) health education teachers were satisfied with the components of the developed curriculum in overall at a high level.