Abstract

The purposes of this research were 1) to compare the knowledge and understanding of organizing English activities for young children before and after the learning, 2) to study the ability to design English activities for young children, and 3) to study the satisfaction towards active learning in English for early childhood courses. The sample group used in this research was 28 second-year Early Childhood Education students, Semester 2, Academic Year 2021, Faculty of Education, Pibulsongkram Rajabhat University, using the simple random sampling method. The research instruments included 1) a test to measure knowledge and understanding of organizing English activities for early childhood teachers, 2) an assessment form for the ability to design English activity plans for early childhood, and 3) an assessment form for students’ satisfaction towards active learning. The statistics used for data analysis were mean, standard deviation, and t-test.

The research results found that: 1) Before the experiment, the students’ knowledge and understanding had a mean of 17.59 and after the experiment, the students’ knowledge and understanding had a mean of 25.21. The t-test value of using active learning management was significantly higher at the .01 level. 2) The students were able to design English activities for early childhood. It was found that the students were able to design English activities for early childhood at the highest level, with a mean of 4.29. 3) The students’ satisfaction with the development of English activities for early childhood using active learning management were satisfied at the highest level, with a mean of 4.76. However, Active learning is a method of learning though experience, learning by doing. The learner remains engaged with a collaborative learning, become more critical and dynamic global environment that keeps them interested.

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