Development of a Self-Learning Mathematics Module for Primary Teachers in Schools Under the Royal Education Fund Project in Thailand

Abstract

Background and Objectives: Rural schools in Thailand, particularly those under the Royal Education Fund Project, face significant challenges that hinder academic performance, including resource shortages, limited teaching support, and low student engagement. Despite these critical issues, such schools have been largely under-researched and lack targeted developmental interventions. This study aims to address these needs by developing and implementing a self-learning mathematics module. The initiative's primary objectives are twofold: first, to improve students' mathematics performance by actively engaging them and fostering their interest in the subject; and second, to reduce teachers' workloads by shifting their roles from traditional instructors to facilitators, thereby creating a more supportive and effective educational environment. Methodology: This research employed a two-phase research and development approach based on the ADDIE model. In the first phase, a self-learning module was designed and piloted with students from five schools in Nakhon Pathom, selected through a two-stage sampling process. The second phase employed a one-group pre-test and post-test, involving 465 students and 18 teachers from seven Royal Education Fund Project schools in Suphan Buri, selected through a multi-stage sampling process. Student performance was then analyzed using paired-sample t-tests, while teacher satisfaction was assessed with descriptive statistics. Main Results: The findings indicate the following: (1) students' mathematics scores improved significantly across all grades after the intervention; (2) students' mathematics scores in grade 4 were the only ones that did not meet the established criterion of 70; and (3) teachers' satisfaction with the self-learning mathematics modules was rated the highest. Discussions: This study demonstrates the positive impact of the self-learning mathematics module on both student academic performance and teacher satisfaction in Royal Education Fund schools. The module's success stemmed from its thoughtful design, which aligned with the national curriculum and incorporated engaging, interactive activities. This approach was crucial for improving student scores and fostering a positive classroom atmosphere. The findings confirmed that Grades 3, 5, and 6 met the performance benchmark, highlighting the module's effectiveness. Furthermore, the module makes a unique contribution by serving as a low-tech, practical solution to persistent issues, such as multi-grade classrooms and teacher shortages. However, a key limitation was the lower performance of Grade 4 students. This is likely due to language barriers, as their module focused on word problems that require a strong comprehention of the Thai language, a challenge for students from diverse linguistic backgrounds in the study area. Conclusions: The self-learning mathematics module has demonstrated significant potential as a practical and powerful tool for enhancing primary education in resource-limited environments. To ensure its continued effectiveness and broader adoption, future research should use pilot schools that share a similar context with the target demographic and adapt language-heavy content. For this initiative to achieve its full potential, the establishment of a dedicated fund for module development, the creation of a free and accessible online repository, and the provision of robust professional training for teachers are recommended. By supporting these efforts, the module can become a sustainable solution for bridging the educational gap in underserved communities.