Needs Assessment of Classroom Action Research Among Pre-service Teachers in the Faculty of Education at Kanchanaburi Rajabhat University

Abstract

This research aimed to 1) study and prioritize the needs in conducting classroom action research among pre-service teachers in the Faculty of Education at Kanchanaburi Rajabhat University, and 2) compare the Priority Needs Index across different major fields of study. The target group consisted of 432 pre-service teachers from 11 major fields undertaking their teaching practicum in the academic year 2024, including Mathematics, Thai Language, English Language, Early Childhood Education, Social Studies, Physical Education, General Science, Industrial Arts, Music Education, Technology, and Home Economics Education. The research instrument was a needs assessment questionnaire for pre-service teachers regarding classroom action research, utilizing a 5-point rating scale covering three dimensions: knowledge, skills, and attitudes. The questionnaire demonstrated a reliability coefficient of 0.995, and all items achieved a content validity index of 1.00. Data were analyzed using the frequency, percentage, mean, standard deviation, and Modified Priority Needs Index ().

The findings revealed that 1) The skills dimension showed the highest need                   ( = 0.06), particularly in creating research presentation materials, developing online research instruments, and implementing reflective feedback for practice improvement. This was followed by knowledge and attitude dimensions, both showing equal needs ( = 0.05). In the knowledge dimension, the highest needs were understanding the meaning and significance of classroom action research and comprehending basic research ethics principles. For the attitude dimension, the greatest needs were enthusiasm for continuous learning and confidence in using research to improve teaching and learning. 2) When comparing needs across major fields, Mathematics and Home Economics Education showed the highest needs (= 0.13), particularly in result interpretation and conclusion, research report writing, and integration of research with teaching and learning. These were followed by Industrial Arts and Music Education (= 0.07), while Technology showed the lowest needs ( = 0.01). The findings of this research can be used as guidelines for developing the potential of pre-service teachers, especially in the area of classroom action research skills.