An Analysis of Stakeholders’ Perspectives on Experiential Learning-Based Curriculum Design to Enhance Reading and Writing Competencies in Early Primary School Students

Abstract

This study analyzes and explores stakeholder perspectives on designing an experiential learning-based curriculum to enhance reading and writing competencies among early primary students in a private school in Kalasin, Thailand. The researchers employed a phenomenological approach, collecting data through content analysis and focus group interviews with 75 participants from six stakeholder groups. They organized the findings into three dimensions. First, they identified problems such as students’ difficulties with reading fluency and spelling, as well as low writing accuracy and confidence. Second, they observed contextual disparities in family support, teacher expertise, and access to learning resources. Third, they noted stakeholder needs, including more targeted literacy activities, regular progress tracking, and better school-home collaboration. The findings emphasize the importance of integrating experiential learning, modern educational tools, and community engagement to improve literacy outcomes.