EXTRA-CURRICULAR ACTIVITIES ORGANIZING STRATEGY FOR PROMOTING THE IDENTITY OF POSTGRADUATE USING COMMUNITY-BASED LEARNING, PHAYAO PROVINCE IN THAILAND

Abstract

This study aimed to examine the priority needs and develop strategies for organizing extracurricular activities to promote the identity of postgraduate students using community-based learning in Phayao Province, Thailand. The sample comprised graduate students from the School of Education, University of Phayao, across all academic years in the Educational Administration, Curriculum and Instruction, STEM Education, and Educational Innovation programs. The sample size was determined using Krejcie and Morgan’s (1970) sample size table at a 90% confidence interval, and participants were selected through simple random sampling, resulting in a total of 67 participants. This study employed a mixed-research methodology. The research instruments included questionnaires (quantitative research), interviews (qualitative research), and assessments of suitability and feasibility. Data analysis included descriptive statistics (percentages, means, standard deviations), the Modified Priority Needs Index (PNImodified), and Pearson’s Correlation Coefficient between Strengths and Opportunities (SO), Strengths and Threats (ST), Weaknesses and Opportunities (WO), and Weaknesses and Threats (WT). The findings indicated that the overall Modified Priority Needs Index (PNImodified) was 0.188. When ranked from the highest to lowest, the area with the greatest need was Handicrafts/Craftsmanship (PNImodified = 0.226), followed by Food (PNImodified = 0.201), while the area with the lowest need was Customs and Traditions (PNImodified = 0.162). Based on these results, three strategies were developed for extracurricular activity development.