Journal of Intellect Education

THE GUIDELINES FOR COMPETENCY DEVELOPMENT OF MOTIVATION OF EDUCATION ADMINISTRATORS UNDER LOEI PRIMARY EDUCATIONAL SERVICE AREA

Jarinya Baboon — 2025-03-31

The purposes of this research were 1) to study the current condition Desired condition and the necessary needs of developing the motivational competencies of educational institution administrators, 2) to design guidelines for developing the motivational competencies of educational institution administrators, and 3) to evaluate guidelines for developing the motivational competencies of educational institution administrators. The research was conducted in three phases using Mixed Methods Research. The first phase involved studying the current state, desired state, and needs in the internal of developing the motivational competencies of educational institution administrators. The sample group comprised 337 teachers and school administrators under the Area Office of Loei Primary Educational Service, derived from stratified random sampling. The research instrument used was a questionnaire with five rating scales. For the current state, the index of discrimination was between 0.37 - 0.88 with a reliability of 0.96. For the desired state, the index of discrimination was between 0.75 - 0.97, with a reliability of 0.97. Data analysis included finding percentages, means, standard deviations, and the modified priority needs index (PNI Modified). The second phase focused on designing the guidelines using semi-structured interviews. The informant group consisted of directors. with three person each, selected through purposive sampling and analysis of the data. The third phase, aimed to evaluate the guidelines for competency development of motivation of education administrators under Loei primary educational service area. The instrument was used to evaluate with five rating scales, including: suitability, possibility, and usefulness.

The results of the research were as follows:

The current state of development of motivational competencies of educational institution administrators. Overall it is at a high level. and desirable conditions for the development of motivational competencies of educational institution administrators. Overall it is at a high level. and the necessary needs of developing the motivational competencies of educational institution administrators Arrange needs and necessities from highest to lowest as follows: as follows: 1) needs 2) motivational goals 3) driving forces 4) acceptance of advancement opportunities and 5) social working conditions.
Results of the study of guidelines for developing motivational competencies of educational institution administrators. by semi-structured interviews sample group Educational institution administrators, 5 people, consisting of: as follows: 1) needs 2) motivational goals 3) driving forces 4) acceptance of advancement opportunities and 5) social working conditions.
Guidelines for developing the motivational competencies of educational institution administrators Overall, it is at the highest level. And when considering each aspect, it was found that 1) Appropriateness is at a high level 2) feasibility at a high level and 3) the aspect of usefulness At the highest level

Keywords: The guidelines, Competency of educational administrators, Motivation

The Comparison of Achievement in Chinese Subject on Chinese for Communication of Primary 3 Students between teaching with The series of E-Book "Daily Chinese" and Regular Teaching

Pimlada Kittiisariyaphon — 2025-04-03

This research aims to 1) Create and measure the efficiency of the series of E-book "Daily Chinese" on the topic of "Chinese for Communication for Primary 3 students, ensuring it meets the 80/80 efficiency standard. 2) Compare the learning achievement in the Chinese language subject of Primary 3 students between teaching using the "Daily Chinese" E-book and Regular Teaching. The sample group consisted of Primary 3 students, selected through simple random sampling method, and divided into two groups: The experimental group, consisting of 35 students from Class 3/2, who were taught using the E-book "Daily Chinese." and the control group, consisting of 35 students from Class 3/1, who were taught using Regular teaching. The research instrument comprised 1) The series of E-book titled "Daily Chinese" for Primary 3 students. 2) learning management plan on topic of "Food and Drinks" for Primary 3 students. 3) learning achievement test on the topic of "Food and Drinks" for Primary 3 students, with the reliability of 0.94. The study employed a two-group experimental design using the Randomized Control Group Pretest-Posttest Design method. The statistics used are percentage, mean, standard deviation and t - test.

The research results indicated that:

1) The series of E-book titled "Daily Chinese" on the topic of Chinese for Communication for Primary 3 students in the Chinese language subject, was 80.08/81.86 (E1/E2).

2) The learning achievement of students in the Chinese language subject on Chinese for Communication of Primary 3 students taught using the series of E-book titled "Daily Chinese" was higher than that of students taught using a Regular Teaching at the .05 level of statistical significance.

A CURRICULUM EVALUATION FOR GARDUATE DIPLOMA PROGRAM IN TEACHING PROFESSION (NEW CURRICULUM, B.E. 2566) FACULTY OF EDUCATION, RAMKHAMHAENG UNIVERSITY

Yasa Mahamarn — 2025-04-03

The purpose of this study was to evaluate the graduate diploma program in teaching profession curriculum (new curriculum, B.E. 2566) at the Faculty of Education, Ramkhamhaeng University, using the CIPP Model, which was divided into four parts: context evaluation, input evaluation, process evaluation, and product evaluation. The target group included 95 second-year students and 75 stakeholders. The research instruments were the students’ and stakeholders’ graduate diploma program in the teaching profession curriculum (new curriculum, B.E. 2566) evaluation questionnaire. Data was analyzed by percentage mean and standard deviation. The study's findings indicated that the graduate diploma program in the teaching profession curriculum (the new curriculum, B.E. 2566) at the Faculty of Education, Ramkhamhaeng University, was evaluated at the highest level overall. Through the investigation of all aspects, it was found that the context had the highest level of evaluation, the process, the product, and the input, respectively. The students’ knowledge and attributes were evaluated at the highest level, while all aspects were examined, and the students had generosity and kindness towards learners at the highest level.

THE DEVELOPMENT OF GEO-LITERACY USING SSCS MODEL WITH STORYTELLING THROUGH MAPS IN S23101 SOCIAL STUDIES 5 OF GRADE 9 STUDENTS AT DEMONSTRATION SCHOOL OF KHON KAEN UNIVERSITY, SECONDARY (SUKSASART)

Jarinya Sikeaw — 2025-04-04

The objective of this research is to develop geo-literacy and improve learning achievement using SSCS Model with Storytelling Through Maps in S23101 Social Studies 5 of grade 9 students and 70 percent of students obtaining score passing more than 70 percent The target group consisted of 35 in Grade 9 studying in the first semester of 2024 academic year of Demonstration school of Khon Kaen university, secondary (Suksasart) were obtained by purposive Sampling. The research methodology was Classroom Action Research. The research instruments included: 1) Experimental tools: 8 lesson plans designed using the SSCS model with Storytelling Through Maps, spanning 12 instructional hours. 2) Reflection tools included learning activity result recording form, classroom observation form by research assistants, interview form, Geo-literacy assessment forms at the end of the cycle, and end-of-cycle test. 3) Assessment tools for evaluating included Geo-literacy tests and learning achievement tests. The statistic used percentages and the mean. The results showed that. 1) The students that passed the criteria scores of Geo-literacy accounted for 29 students or 82.86 percent with an average score of 25.46 points, accounting for 70.71 percent, which higher than the prescribed criterion 2) The students that passed the criteria score of Learning Achievement accounted for 26 students or 74.29 percent with an average score of 21.54 points, accounting for 71.81 percent which higher than the prescribed criterion.

THE DEVELOPMENT OF CRITICAL THINKING ABILITY AND DIGITAL LITERACY USING HISTORICAL METHOD WITH CHATGPT IN THE SUBJECT S32103 INTERNATIONAL HISTORY OF GRADE 11 STUDENTS AT NON SUNG PHITTHAYAKHOM SCHOOL

Tussanuphon Butsarakham — 2025-04-04

This research aimed to develop critical thinking skills and digital literacy among Grade 11 students through a historical methodology integrated with ChatGPT in the course S32103: World History. and 70 percent of students obtained a score passing more than 70 percent. The study adopted a classroom action research approach, targeting 18 Grade 11 students at Non Sung Phitthayakhom School during the first semester of the 2024 academic year. The research instruments included: 1) Experimental tools: 9 lesson plans designed using a historical methodology integrated with ChatGPT, spanning 12 instructional hours. 2) Data collection tools: Post-activity reflection forms, classroom observation forms completed, student interview guides, critical thinking skill tests administered at the end of the instructional cycle, and digital literacy tests administered. 3) Evaluation tools: Critical thinking skill tests and digital literacy tests. Data was analyzed using qualitative descriptive methods for qualitative data and quantitative methods for statistical measures, including mean, percentage, and standard deviation. Research Findings: The results showed that fourteen students (77.78%) met the critical thinking skill criterion, averaging 21.83 out of 30 (72.78%), which exceeds the established standard. Fifteen students (83.33%) met the digital literacy criterion, with an average score of 30.33 out of 40 (75.83%), which exceeds the established standard.

THE DEVELOPMENT OF TEAMWORK AND COLLABORATION COMPETENCY USING POSITIVE PSYCHOLOGY PERMA MODEL WITH WOOCLAP APPLICATION IN S14102 HISTORY OF GRADE 4 STUDENTS

Nipada Nimitmuenwai — 2025-04-04

This research aimed to 1) develop the teamwork and collaboration competency of grade 4 students in a history course (S 14102) using positive psychology PERMA model with Wooclap application, with a target of at least 70% of students achieving a level 5 or above in teamwork and collaboration competency and 2) improve students' academic achievement after participating in learning activities based on using positive psychology PERMA model with Wooclap application, with a target of at least 70% of students achieving a score of 70% or above. The participants were 10 grade 4 students. The research design was action research with 3 cycles of action. Research instruments included 1) 8 lesson plans for 10 hours, 2) reflection tools such as post-activity logs, observation checklists, student interviews, and end-of-cycle quizzes, and 3) evaluation tools such as teamwork and collaboration competency rubrics and achievement tests. Quantitative data were analyzed using mean, standard deviation, and percentage, while qualitative data were analyzed using content analysis. The results showed that 1) All 10 students met the criteria for Teamwork and Collaboration Competency at level 5 or above, accounting for 100% of the students exceeding the set criteria. 2) A score of 70% or above for all 10 students, accounting for 100% of the students. The average score was 23.20, representing 77.20% of the full score, exceeding the set criteria.

THE DEVELOPMENT OF CRITICAL THINKING ABILITY USING CHALLENGE–BASED LEARNING WITH GENERATIVE AI IN THE S33103 WORLD HISTORY SUBJECT OF GRADE 12 STUDENTS

Thidarat Uraruen — 2025-04-04

The objectives of this research were to develop critical thinking ability, and develop Learning Achievement using challenge-based learning with generative AI in S33103 world history subject of grade 12th. The target group consisted of 35 in Grade 12 studying in the first semester of 2024 academic year of Muangmitwitthayakhom School. The research tools consisted of experimental tools which included lesson plans using the challenge-based learning with generative AI, recording form, classroom observation, interview form, challenge-based learning with generative AI forms at the end of the cycle and end-of-cycle test, Critical thinking tests, and Achievement test, critical thinking ability tests, and learning achievement test. The statistic used mean standard deviation, and percentage. The results showed that; 1) The students achieved an average score of 21.60 on the critical thinking assessment, representing 72.00% of the total score. A total of 25 students exceeded the passing criterion, accounting for 71.43%. 2) The students achieved an average score of 23 on the academic achievement test, representing 76.67% of the total possible score. A total of 27 students met the academic achievement criteria, accounting for 77.14%.

A COMPARISON OF CHINESE READING ABILITY BEFORE AND AFTER LEARNING WITH TASK-BASED LEARNING ACTIVITIES OF MATHAYOM 3 STUDENTS

Sunattakul Meephayung — 2025-04-04

This research aimed to compare the Chinese reading ability of Mathayom 3 students before and after engaging in task-based learning activities. The sample group consisted of 23 Mathayom 3 students from Chan Krong School during the first semester of the 2024 academic year, selected using a specific method. The primary focus was on using task-based learning activities to enhance the Chinese reading skills of these third-year high school students. To assess their reading ability in Chinese, statistical analysis was conducted using mean, standard deviation, and t-tests to evaluate the results. The findings demonstrated a significant improvement in students' Chinese reading abilities after the learning activities, with a noteworthy increase at the .01 level.

The Needs Assessment to Development English Teachers’ Competency in Schools under Nakhon Phanom Primary Educational Service Area Office 2

Pajaree Promsila — 2025-04-10

The purpose of this research aimed to 1) study the current and desired state of English Teachers’ competency in schools under Nakhon Phanom primary educational service area office 2, 2) study needs of development English Teachers’ competency in schools under Nakhon Phanom primary educational service area office 2. and 3) propose study guideline to improve of English Teachers’ competency in schools under Nakhon Phanom primary educational service area office 2. This research was a needs assessment for developing English Teachers’ Competency in Schools under Nakhon Phanom Primary Educational Service Area Office 2. The study's samples comprised 226 school administrators and English teachers in schools under Nakhon Phanom Primary Educational Service Area Office 2. The instrument used in data collection was a questionnaire. The statistical methods used in data analysis were frequency, percentage, mean, standard deviation, and Modified Priority Need Index. The findings were as follows. 1. The current state and the desirable state of English Teachers’ competency in schools under Nakhon Phanom primary educational service area office 2, overall, was at high level. 2. The needs of English Teachers’ competency are prioritized as 1) Skills, 2) Knowledge, and 3) Personal Characteristics, respectively. 3. The guideline to improve of English Teachers’ competency in schools under Nakhon Phanom primary educational service area office 2, comprised 1) Skills included 1.1) Measurement and evaluation, 1.2) Learning Management, and 1.3) Use of instructional media and technology, 2) Knowledge included 2.1) Instructional method and 2.2) Students and learner.