The Development of Teachers' Competencies through an Active Learning Instructional Manual Based on CEFR Framework for Grade 9 Students Using Online Supervision under The Secondary Educational Service Area Office Bangkok 2

Abstract

This research article aimed to study: 1) the implementation results of teacher development using an active learning instructional manual based on the CEFR framework for Grade 9 students through online supervision under the Secondary Educational Service Area Office Bangkok 2, and 2) the learning outcomes of students taught by teachers who implemented active learning based on the CEFR framework through online supervision. The target groups consisted of: 1) 30 assistant teachers and 2) 30 students selected from the first target group's classes. Student selection was conducted through purposive sampling, with 10 students from each achievement level (high, moderate, and low). The research instruments comprised: 1) an instructional manual, 2) a knowledge and understanding assessment test, 3) a teacher behavior assessment form, 4) a student behavior assessment form, 5) a teacher satisfaction assessment form for the instructional manual, and 6) a student satisfaction assessment form for learning management. The statistics used for data analysis included percentage, mean, standard deviation, and t-test. The findings revealed that 1) The instructional manual achieved an efficiency level of 81.23/82.44, which exceeded the prescribed criteria. The comparison of teachers' knowledge and understanding before and after using the manual showed significant improvement. The overall teacher satisfaction with the manual was rated at a high level, and the teaching behavior assessment results were also at a high level. 2) Students' academic achievement before and after learning through the CEFR-based active learning instructional manual showed significant differences. The overall assessment of student satisfaction and behavior was rated at a high level.