การพัฒนาจิตสาธารณะด้วยกระบวนการเรียนรู้จากประสบการณ์ของผู้นำานักเรียน ชั้นมัธยมศึกษาตอนต้น สังกัดสำานักงานเขตพื้นที่การศึกษา ประถมศึกษาสกลนคร เขต 3 Public Mind Development by Experiential Learning Process of Secondary Student Leaders under the Offi ce of Sakon Nakhon Primary Educational Service Area 3
The objectives of this study were: 1) to create and fi nd the efficiency of a public mind development training package by using experiential learning process of student leaders, 2) to compare the behavior of student leaders in public mind of the treatment and control groups between before and after implementation of the training package created by this author for developing public mind, 3) to compare the behavior of student leaders in public mind of the treatment group between after the implementation of training package and a lapse of one month afterwards. A sample used in study as selected by multi-stage random sampling was 50 junior secondary student leaders who were divided into 2 groups of equal number: treatment and control group. The experimental design was two-group pretest-posttest design. The instruments used comprised a training package with 10 activities for developing public mind of student leaders and a 25-item form for measuring student leaders’ public mind whose discrimination values ranged between 0.28 and 0.67 and reliability coeffi cient was 0.85. Statistics used in data analysis were mean, standard deviation and t-test.
The findings were as follows: 1) the public mind development training package by using experiential learning process of student leaders as created by the authors had effi ciency of 85.37/80.04, which was higher than the standard criterion of 80/80. It comprised 3 aspects and 10 activities, namely ‘sacrifi ce for society’ including 3 activities and ‘commitment to social development’ including 4 activities. The package was composed of 9 components: title, topics of content, concept, objectives, activity or process, task, media, equipment, learning sources, duration of training and evaluation. 2) Student leaders who got trained using the package created by the authors had signifi cantly higher public mind behavior after training than that before treatment at the .05 level; while student leaders in the control group who were taught according to the curriculum of Ministry of Education had no difference of public mind behavior between before and after getting trained. And 3) student leaders who got trained using the training package created by the authors had no difference in persistence of public mind behavior between after the implementation of training package and a lapse of one month afterwards.