Effects of Experiential Learning on Knowledge and Practice of Kindergarten Teachers in Relation to Preschoolers’ Health Assessment for the Prevention and Control of Communicable Diseases

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อรอนงค์ ธรรมจินดา
กัญญาพัชญ์ จาอ้าย
พัชรกันย์ ฉัตรวิไลลักษณ์


          This quasi-experimental research with a two-group and pretest-posttest design was to compare knowledge and practice of kindergarten teachers in relation to health assessment of preschoolers for the prevention and control of communicable diseases. The sample of the study was 36 kindergarten teachers who worked at two selected kindergartens in San Sai district, Chiang Mai province. The experimental group (18) was taught health assessment using Kolb’s experiential learning method, whereas the control group was taught through lecture method. The researchers developed a test and checklist to assess knowledge and skills of the kindergarten teachers in relation to health assessment of the preschoolers for the prevention and control of communicable diseases. Data were analyzed using descriptive statistics and t-test.

          The results revealed that at the end of the educational interventions, knowledge and skills on health assessment of the experimental group were significantly higher than the control group (p < .001). Knowledge and skills of the experimental group after the experiential learning session were significantly higher and better than before (p < .001). The results indicated that Kolb’s experiential learning method helped improve knowledge and skills of kindergarten teachers in assessing the health of preschoolers for the prevention and control of communicable diseases. Kolb’s experiential learning method may be considered as an alternative effective learning method in other areas of kindergarten teacher development.


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