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The purpose of this paper was to 1) investigate the issues and requirements for enhancing the elderly's quality of life, 2) develop the supplementary course "Context and Lifestyle Based Elderly Care," 3) try out the supplementary course "Context and Lifestyle Based Elderly Care" and assess the satisfaction of Grade 1- 3 secondary school students with the supplementary course in order to promote social competence and quality coexistence.
This type of research and development was carried out in the following way: Step 1: Research the issues and requirements for enhancing the elderly's quality of life in order to utilize them as a guideline for the supplementary course development "Context and Lifestyle Based Elderly Care," which aims to increase social competence and quality cohabitation for students in grades 1–3 to study. The population for the questionnaire comprised of 4,187 elderly people who were randomized into 351 samples. In addition, another 30 elderly people from Sadiang Subdistrict, Mueang District, Phetchabun Province were interviewed. Step 2: Develop the supplementary course "Context and Lifestyle Based Elderly Care” to increase social competence and quality cohabitation for students in grades 1–3 to study assessed by 5 experts to check the validity and consistency of the course. Step 3: Try out the supplementary course "Context and Lifestyle Based Elderly Care." The population was 30 students in grades 1-3 at Ban Sadiang School in the second semester of the academic year 2021.
The research instruments used to collect the data were classified as follows: Step 1 applied a questionnaire and analyzed its data using frequency, percentage, mean ( x̄ ), and standard deviation (S.D.), as well as an interview form and analyzed its data using content summary analysis. Step 2 used an assessment form of the Item-Objective Congruence Index (IOC) and analyzed its data using mean ( x̄ ) and standard deviation (S.D.). Step 3 used a cognitive test and analyzed its data using mean ( x̄ ) and standard deviation (S.D.), testing t-test statistics; also, it applied an evaluation form of social competence and coexistence and analyzed its data using percentage and specified criterion, and used a satisfaction questionnaire to survey the students’ satisfaction with the supplementary course and analyzed its data using mean ( x̄ ) and standard deviation (S.D.).
The research findings showed:
1. The overall level of the elderly’s issues in 4 dimensions: physical health, mental health, society, and economy, was high ( x̄ = 3.76, S.D = 0.81). By mean, economy issue leveled highest ( x̄ = 4.42, S.D = 0.82), and the lower mean sequenced physical health (x̄ = 3.79, S.D =. 0.83 ), mental health ( x̄ = 3.56, S.D =.0.84 ) , respectively. Meanwhile, the overall level of the elderly’s requirements in 4 dimensions: physical health, mental health, society, and economy, was high (x̄ = 4.25, S.D = 0.68). By mean, mental health leveled highest x̄ = 4.38, S.D = 0.65), and the lower mean sequenced society issue ( x̄ =4.28, S.D = 0.79), physical health ( x̄ = 3.98, S.D =.0.66 ), and economy issue ( x̄ = 3.40, S.D = 0.75), respectively. The data from the interview showed that the elderly had health problems and needed basic health care. Most of the diseases that required treatment were high blood pressure, obesity, diabetes, and high cholesterol. The elderly applied local folk wisdom and first aid for treatments when they were sick. Economy issue: they had no income, were dependent on their children and relatives, lived on an unstable income, were in debt, and had no savings to live on to maintain good health. Mental health: the elderly needed close supervision and family acceptance and care. Society issue: the elderly needed to meet with family members and children to relieve loneliness and needed to visit distant relatives or friends but were not receiving escort care or cost support. The elderly agreed to have a school near the community arrange a course to educate students to have knowledge and understanding of elderly care at home. In addition, the course contents should involve the significance of elderly care, environmental management for the elderly, health care, first aid, local wisdom for the elderly's health treatment, diseases in the elderly and basic treatments, exercise for the elderly, communication and listening to problems and solving problems for the elderly. All of these should be collaborations between students, schools, families, and society.
2. The development of the supplementary course "Context and Lifestyle Based Elderly Care" established 9 significant components: concept, principles, aims, learning outcomes, course description, course structure, guidelines of learning management, learning media and sources, evaluation and assessment. The quality of the supplementary course was evaluated by 5 experts and it showed the developed curriculum is appropriate and consistent with a consistency value between 0.80-1.00.
3. The tryout of the supplementary course "Context and Lifestyle Based Elderly Care" showed that the students had the knowledge and realized on the course of "Context and Lifestyle Based Elderly Care", indicating from their averaged posttest scores higher than the averaged pretest scores at significantly statistical level of .05. Meanwhile, the results of the Grade 1-3 secondary school students’ social competence and coexistence after using the supplementary course met the specified criterion at 90%, with only 10% failing. Finally, the overall level of the students’ satisfaction with the supplementary course on three aspects: factors, process, and outcomes, was high ( x̄ = 4.18, S.D =0.68).
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