Homeschooling in Southern Thailand: Status and proposed guidelines for learning process management

Abstract

The objectives were: 1) to examine the status of learning process management regarding homeschooling, and 2) to propose guidelines for homeschooling families in Southern Thailand. The research was divided into two phases: Phase 1 involved quantitative data collection from 25 homeschooling families in 10 southern provinces via a questionnaire, and Phase 2 concerned qualitative data gathered from focus group discussions with nine participants using printed handouts as a research instrument. Quantitative data were analyzed using frequency, percentage, mean, and standard deviation, with qualitative data processed for content analysis using constant comparative techniques. The findings revealed that homeschooling families agreed at a high level regarding learning process management. Within each domain, usage of media and learning resources, learning and instructional methods, and learning assessment were at high levels with only curriculum recorded at a neutral level. Qualitative data results suggested four learning process management guidelines: 1) families, homeschooling networks, and Educational Service Area Offices should research, develop the curriculum, and establish independent homeschooling centers; 2) public agencies should create channels to facilitate continuous learning among family communities; 3) families should be assisted and encouraged to access and share the learning resources of educational institutes through a Memorandum of Understanding; and 4) education officers should assess the needs and requirements of homeschooling families and maintain communication via simplified terminologies.