Journal of Intellect Education

The Learning Management Based on Harrows’s Instructional Model for Psychomotor Domain on Learning Achievement and Practical Skill on Making Thai Desserts of Grade 8 Students

2024-05-18T08:04:11+07:00

The aims of this study were 1) to compare the learning outcomes in Occupations of 8^th Grade students before and after learning management with Harrow's instructional model for the psychomotor domain. 2) to compare 8^th Grade students' practical skills in making Thai desserts after learning management based on Harrow's instructional model for the psychomotor domain with the criteria of 80%; and 3) to examine students’ satisfaction with learning based on Harrow's instructional model for the psychomotor domain. The sample was 28 Grade 8 students, Songkhla Primary Educational Service Area Office 2, in the second semester of academic year 2023. The research instruments consisted of 1) five lesson plans using Harrow’s psychomotor domain instructional model for making a Thai dessert; 2) a learning achievement test for making a Thai dessert; 3) a practical skills test for making a Thai dessert; and 4) a satisfaction assessment form. The data were analyzed using the mean, standard deviation, and t-test. The results of this study show that 1) Learning performance after learning management based on Harrow's instructional model for the psychomotor domain was higher than before learning, with results statistically significant at the level of. 05. 2) Grade 8 students' practice skills after learning management based on Harrow's instructional model for the psychomotor domain were higher than the criteria of 80%, with the level being statistically significant. 05. 3) Grade 8 students' satisfaction with learning based on Harrow's model for the psychomotor domain was the highest.

Development of School Management Model to Create Good People by Integrating Sufficency Economy Philosophy Mattayomnongkait School

2024-05-29T11:16:28+07:00

The objectives of this research were to: 1) study the problems and guidelines of school management to create good people; 2) create a school management model to create good people; 3) study the results of using the school management model to create good people; and 4) evaluate and improve the management model of educational institutions to create good people by integrating Sufficiency Economy philosophy. There are 4 steps: Step 1: Study problems and approaches to promoting good people. Step 2: Develop a school management model to create good people. Step 3: Use the school management model to create good people. Step 4: Evaluate the use of the school management model to create good people by integrating the Sufficiency Economy philosophy. The results were as follows: 1) Problems and guidelines for school management to create good, divided into 5 aspects: (1) Management; (2) Curriculum; (3) Learning Activities; (4) Parent Engagement; (5) Teachers and educational personnel. 2) The management model of educational institutions to schools creates good people by integrating the Sufficiency Economy Philosophy (BTH Model) appropriate and useful at the highest level. 3) The results of the school management model to create good people by Integrating Sufficiency Economy Philosophy found that students after using the assessment are higher than before, and the results of the evaluation of student opinions of people participating in this project were found to have the highest level. 4). Satisfaction assessment results from education institution administration, teachers, academic staff, students, and parents were at the highest level. The objectives of this research were to: 1) study the problems and guidelines of school management to create good people; 2) create a school management model to create good people; 3) study the results of using the school management model to create good people; and 4) evaluate and improve the management model of educational institutions to create good people by integrating Sufficiency Economy philosophy. There are 4 steps: Step 1: Study problems and approaches to promoting good people. Step 2: Develop a school management model to create good people. Step 3: Use the school management model to create good people. Step 4: Evaluate the use of the school management model to create good people by integrating the Sufficiency Economy philosophy. The results were as follows: 1) Problems and guidelines for school management to create good people by integrating the Sufficiency Economy Philosophy, divided into 5 aspects: (1) Management; (2) Curriculum; (3) Learning Activities; (4) Parent Engagement; (5) Teachers and educational personnel. 2) The management model of educational institutions to schools creates good people by integrating the Sufficiency Economy Philosophy (BTH Model) appropriate and useful at the highest level. 3) The results of the school management model to create good people by Integrating Sufficiency Economy Philosophy found that students after using the assessment are higher than before, and the results of the evaluation of student opinions of people participating in this project were found to have the highest level. 4) The satisfaction assessment results from education institution administration, teachers, academic staff, students, and parents were at the highest level.

The Development of Learning Experience Model Based on Multiple Intelligences Combined with Science Skills Exercises to Enhance Basic Scientific Process Skills for the Second Year Kindergarten, Bantoom Municipal School

2024-07-19T12:22:40+07:00

This research aimed to (1) analyze basic information and the need for developing the Learning Experience Model to enhance basic scientific process skills, (2) design and develop the Learning Experience Model based on multiple intelligences combined with science skills exercises to effectively enhance basic scientific process skills according to the 80/80 criterion, (3) implement the Learning Experience Model based on multiple intelligences combined with science skills exercises to enhance basic scientific process skills, and (4) evaluate the Learning Experience Model based on multiple intelligences combined with science skills exercises to enhance basic scientific process skills. The target group consisted of 13 second-year kindergarten students during the second semester of the 2022 academic year. Research instruments included issue identification and cause analysis records, research problem analysis forms, problem-solving and activity design records, a model implementation manual, experience planning, basic scientific process skills exercises, and basic scientific process skills evaluation forms. Qualitative data were analyzed using content analysis, and quantitative data were analyzed using basic statistics. The research findings revealed that (1) there is an urgent need to develop basic scientific process skills in children through the Learning Experience Model based on multiple intelligences combined with science skills exercises, (2) the Learning Experience Model based on multiple intelligences combined with science skills exercises to enhance basic scientific process skills includes principles, objectives, learning management methods, measurement and evaluation, and factors and conditions for implementation, (3) the effectiveness of the Learning Experience Model based on multiple intelligences combined with science skills exercises for enhancing basic scientific process skills in second-year kindergarten students was found to be 85.56/85.52, exceeding the set criteria, and (4) the evaluation results indicated that students' average basic scientific process skills increased by 4.30, representing 47.78 percent, and 92.31 percent of students met the criteria, surpassing the set goal.

Improving the Literacy Abilities of Elementary School Students: Participatory Action Research

2024-07-22T09:23:01+07:00

This research aims to study the problems and development approaches for improving the reading and writing abilities of elementary school students through a participatory action research process with 2 circuits and 10 steps. The research participants are divided into two groups: 9 internal school personnel, including school administrators, the head of the academic department, the head of the Thai language curriculum group, and Thai language teachers, and 6 external school personnel, who are parents of the participating students in grades 1-6. The target group for development is 35 students in grades 1-6. The research tools used include interviews, surveys, recording forms, observations, and evaluations. The data analysis involves qualitative content analysis and quantitative data analysis using frequency, percentage, mean, and standard deviation. The research found that 28.00% of students did not pass the assessment of reading and writing abilities. Three development projects were proposed, including a project for digital reading and writing on YouTube and TikTok, a project for developing learning processes, and a project for the open house. The researchers and participants gained new knowledge from practical experiences in terms of knowledge, experience, and new knowledge from practice. These included the leadership principle of participatory action research in the specific context of the school, the new knowledge gained by the participants through daily reading and writing activities led by the class teacher, regular teacher meetings to solve problems together, and communication between teachers and parents through weekly student progress reports. Lastly, new knowledge was acquired from collaborative lesson planning, specifically in creating professional learning communities.