A crucially important quality student teachers preferably possess in order to facilitate their own learning and career relates to classroom action research skills. This study aimed to design learning modules for enhancing classroom action research skills among student teachers. This design-based research was divided into three phases. The first phase was the development of the design principle in order to form the conceptual basis for arguments in learning modules. The second phase involved the experiment on the implementation of the learning modules on five groups of student teachers in diverse contexts. Data were collected using observation and assessment of classroom action research reports. After that, the data content was analyzed. The final phase dealt with the presentation of the new design principle by adopting lessons from the learning modules. The results were as follows. First, there were six learning modules for classroom action research, and 14 weeks of treatment adaptation. The design principle of learning modules created knowledge and skills for classroom action research as well as improving awareness, attitudes, self-awareness and research commitment. Second, the result of the experiment of the learning modules revealed that student teachers held the opinion that classroom action research was not difficult and they understood its benefits. The result of the assessment revealed that student teachers had the right knowledge and products followed the principles of classroom action research. Third, the new design principle was the interaction between students and the classroom action research activities and that consistency was necessary throughout the whole process.
Suwimon Wongwanich, Chulalongkorn University, Thailand
Chayut Piromsombat, Chulalongkorn University, Thailand
Kanit Sriklaub, Chulalongkorn University, Thailand
Stream: Educational Research
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