จ
##5184240627 :MAJORNON-FORMALEDUCATION
KEYWORDS : NON-FORMAL EDUCATION PROGRAMS / SOCIAL RESPONSIBILITY / PEOPLE
ORGANIZING COMMUNITY RADIO
PUNSA EKPORNPRASIT : DEVELOPMENT OF A NON-FORMAL EDUCATION PROGRAM BASED
ONBOYLE ‘SAPPROACHTOENHANCE THESOCIALRESPONSIBILITYOFPEOPLEORGANIZING
COMMUNITY RADIO PROGRAMS. ADVISOR. ASSOC.PROF. ARCHANYA RATTANA-UBOL,
Ph.D. CO-ADVISOR : ASSOC.PROF. KIATAWANAMATAYAKUL, Ph.D. 437 pp.
The purposes of the researchwere to: 1) develop a non – formal education programs based onBoyle‘s approach
to enhance the capacity inmanaging community radio program and social responsibility of people organizing community
radio programs; 2) implement the non – formal educational programs based onBoyle‘s approach to enhance the capacity
in managing community radio program and social responsibility of people organizing community radio programs; and
3) study factors and conditions related to the use of non – formal educational programs based on Boyle‘s approach
to enhance the capacity inmanaging community radio program and social responsibility of people organizing community
radio programs. The samples were 60 community radio organizers. The experimental groups were 30 people and
control groupswere 30 people.
The research findingswere as follow:
1.
The components of a non-formal education programs based on Boyle‘s approach to enhance the social
responsibility of people organizing community radio programs consisted of objectives, learners, instructors, contents,
leaning activities, time duration, learning resources and media, environment, and assessment and evaluation. The social
responsibility learning model or ETHICAL model consisted of 7 essential components including: Experience,
Transformation, Hypothesis, Idea, Choice and decision, Avowal andLearning for change.
2.
The experimental results shown the experimental group post-test scores were higher than the pre-test scores.
The scores after treatment of the experimental group were also higher than the scores of the control group with
statistical significant at level of .50.
3.
The factors concerning the non-formal education programs were learners, instructors, content and
learning activities. The conditions related to the use of the programs were learners, instructors and
contents arrangement.
