Thesis (M.Ed.)--Chulalongkorn University, 2009

To study the state and problems of utilizing community learning resources in social studies instruction of Cambodian teachers and to propose the guidelines for Cambodian secondary school teachers. The samples were 28 teachers teaching history, geography, and morals-civics from 7 High Schools in Kampong Thom Province, Kingdom of Cambodia. The data were collected through interview and were analyzed by content analysis, frequencies, and percentage. The findings revealed that explanation and additional homework were mostly utilized, the field trips were rarely organized, and written test was mostly used to assess studentsA learning outcomes. No schoolAs policy and no budget for supporting on organizing activities outside the class, a short amount of time for organizing activities outside the class, and teachersA lack of knowledge on methods for organizing activities outside the class and on community learning resources were the main problems. In the guidelines, the contents of social studies curriculum related to community learning resources, a list of community learning resources, methods for organizing activities, and samples of organizing activities for utilizing community learning resources in social studies instruction were presented. The guidelines that were verified by three Cambodian experts in the fields of social studies instruction and educational administration indicated that they were very appropriate and were considered as instructional innovation.