กระบวนการเรียนรู้เชิงรุกตามหลักอิทธิบาท 4 เพื่อพัฒนาแรงจูงใจในการเรียน กลุ่มสาระการเรียนรู้สังคมศึกษา ศาสนา และวัฒนธรรมของนักเรียน ระดับชั้นมัธยมศึกษาปีที่ 5 โรงเรียนมัธยมประชานิเวศน์ สังกัดกรุงเทพมหานคร

            In this research, three objectives were purposely made: 1) to study the active learning processes that strengthen the incentive in learning the group of subjects on social studies, religion and culture from the model teachers with good practices, 2) to develop the active learning processes according to four kinds of Iddhipăda of the group of subjects on social studies, religion and culture of Secondary School year five students, Prachaniwet School under the Bangkok Metropolitan Administration, and 3) to compare the level of active learning processes according to four kinds of Iddhipăda to develop the incentive in learning the group of subjects on social studies, religion and culture of Secondary School year 5/2 students, Prachaniwet School under the Bangkok Metropolitan Administration. In this research, pre-test and post- test in active learning processes according to four kinds of Iddhipăda were made. The mixed method research methodology was also used through the quantitative research in order to extend the qualitative research results whereby they were divided as follows: 1) the quantitative research method used questionnaire and interview form, and 2) the qualitative research used the form of experimental research whereby its tools were made through the form of active learning process activities while conducting the research. Statistics used in this research was of: 1) Descriptive statistics used Frequency, Percentage, Mean, and Standard Deviation, and 2) Inferential statistic used T-test, F-test, and One -Way ANOVA, when statistically significant difference was found at .05, it would be tested in pair by means of LSD.

            The research results were found as follows:

            1. In the active learning processes that strengthen the incentive in learning the group of subjects on social studies, religion and culture gained from the model teachers with good practices, it showed that students were encouraged by teachers through the utilization of active forms in learning where the role model was exemplified by means of real experiences in order to motivate students to actively and endlessly think, act and learn things resulting in understanding the value of what one was assigned to perform by which the reward was used to motivate in learning by project works focusing on the mutual good relationship and benefit toward the educational institutions. In this, the self-responsibility and innovative teaching media were used to support the basic foundation of thought for problem solving of students, and the Jigsaw active learning style was also assigned to students to solve the problem systematically where integrated approaches were prioritized not texts through the solution of current social problems individually. What teachers were supposed to do is to coach and support the exchange of opinions of students so that learners could obtain the exact comprehension of what they have studied.

              2. In the results gained from the development of the active learning processes according to four kinds of Iddhipãda on the group of subjects on social studies, religion and culture of Secondary School year five students, Prachaniwet School under the Bangkok Metropolitan Administration, six levels of the active learning processes were considerably found as follows: 1) students were somehow motivated through certain activities that stimulate them to keep searching for the expected answers and help one another, 2) the desirable experiences were provided for students through assigning the current social problems whereby they are needed to make endless effort while examining and searching for information leading to the new body of knowledge and creative ideas, 3) students were incentivized by activities, performing the conventional role model and class-games, for instance, where reward was always given to actively motivate them, 4) the new body of knowledge was interestingly made through asking certain question wherein the systematic search for the right answer was assigned to students, 5) the exchange of knowledge between students was trained by teachers through certain activities, discussion, thinking, pairing one another while exchanging opinions, for instance, 6) the results of learning were evaluated through the evaluation of one another’s learning outcome between classmates where participatory learning was collectively focused.

             3) In the results gained from the comparison of the levels on the active learning processes in accordance with four kinds of Iddhipãda to develop the incentive in learning the group of subjects on social studies, religion and culture of Secondary School year 5/2 students, Prachaniwet School under the Bangkok Metropolitan Administration, it clearly showed that: on the one hand, overall students’ the levels on the active learning processes in accordance with four kinds of Iddhipãda were different which was of statistically significant difference being at 0.05., on the other hand, other sides concerning with the effort which was before and after doing the assigned activities possessed no difference that contradicted to the given hypothesis, as regards the will, thoughtfulness and investigation, they were at different level which was of the statistically significant difference at the 0.05 by which they corresponded to the given hypothesis respectively.