Journal of UBRU Educational Review

The Integration of Davies's Concepts and Multimedia to Develop Practical Skills in Performing Arts

Traipop Boonlerd , Montree Wongsaphan — Mon, 08 Dec 2025 00:00:00 +0700

Dance is a subject that emphasizes practical skill development through the transmission of feelings via various forms of body movement performed hands-on. This academic article, titled "Integration of Davies' Concept and Multimedia to Develop Dance Performance Skills," aimed to study, analyze, synthesize, and present perspectives on the body of knowledge concerning: the meaning of Davies' practical skills learning management, the format and procedures for organizing Davies' practical skills learning activities, the roles of teachers and students in Davies' practical skills learning activities, multimedia concepts for learning, practical skills, and integration. The research sought to create clear understanding through academic document review, presented through content analysis, and derived guidelines for developing integrated lesson plans that align with the context of teaching dance in the digital era, which integrates Davies' practical skills development concept with multimedia to create effective learning experiences. The study employed a documentary research methodology, analyzing relevant academic literature to synthesize theoretical frameworks. The findings provide a comprehensive framework for integrating Davies' practical skills learning approach with multimedia technologies in dance education. This integration addresses the contemporary needs of dance instruction by combining systematic skill development procedures with digital learning tools, thereby enhancing student engagement and practical competency development in dance performance understanding.

The teachers in new age and building motivation in teaching for learners

Somjet Phiutongngam — Mon, 08 Dec 2025 00:00:00 +0700

In the field of educational psychology, motivation is considered a crucial component in instructional management and a key variable that significantly influences student learning. Modern teachers must possess the knowledge and deep understanding of motivation necessary to effectively engage and stimulate learners. This understanding should lead to the design of effective teaching methods, the implementation of powerful instructional strategies, and the creation of a supportive classroom environment and atmosphere that captures students' interest in learning. This academic article focuses on presenting five main issues: 1) The definition of motivation, 2) The elements of motivation, 3) The types of motivation, 4) The core concepts of motivation, and 5) The application of motivational concepts in teaching and learning management. The study concludes that an individual's motivation level profoundly affects their learning outcomes. It is therefore essential for modern teachers to understand and apply motivational principles in the classroom to ensure that every student can achieve their full learning potential.

The The Components of Resilience Quotient to Promote Mental recovery

Sitthiporn Wongsiri, Piyaporn Phitchayapirath — Thu, 11 Dec 2025 00:00:00 +0700

Resilience Quotient is one of the Ability, Skill, Process for helps prevent and resolve life crises and cope with stress and anxiety from threats. It consists of three important elements: durability/stability/emotional pressure resistance (endurance), encouragement (determination) and dealing with problems (fighting power) combined with 3 important internal and external factors: I have, I am and I can. The results of Development to promote Resilience Quotient will be reflected in the following 6 characteristics: Physical competence, Social and relation competence, Cognitive competence, Emotional competence, Moral competence and Spiritual competence. In summary, people who are Good Resilience Quotient tend to have strong physical and mental health, stable emotions, are cheerful, have a positive outlook on life, have a sense of humor, see self-worth, have goals in life, are proactive, have problem-solving skills, and can live well with others. Including much has endurance, determination and fighting power. It is an Exam of Life for those who want to change themselves to be more Resilience Quotient. By changing your overall attitude towards yourself, the thoughts of everyone around you, be ready to face any crisis that may come, stand firm and deal with every situation.

Development of Professional Practice Models in Educational Administration Master of Education Program in Educational Administration, Faculty of Education Chiang Rai Rajabhat University

Somkiet Tunkaew, Pairop Rattanachuwong, Phoochai Yawirach, Suwadee Ouppinjai4 — Wed, 05 Nov 2025 00:00:00 +0700

This research has the main objective to develop a model for professional practice in educational administration for the Master of Education Program in Educational Administration, Faculty of Education Chiang Rai Rajabhat University. Use the following 4 steps of research and development as follows: Step 1) Study of basic information for creating a model from a synthesis of documents reporting the results of professional operations in educational administration in the academic year 2018-2022 and interviewing 11 qualified persons involved in the operation. Step 2) Creation and verification of the model by 17 qualified persons. Step 3) Testing the model with 139 people involved in professional practice in educational administration in the academic year 2023. Step 4) Evaluation of the professional practice model in educational administration by 69 qualified persons with a stake in the matter. The research results found that 1) the model has 5 components as follows: Component 1: principles of professional practice in educational administration; Component 2: objectives of professional practice in educational administration. Component 3: Educational administration professional practice process; Component 4: Guidelines for evaluating educational administration professional practice; and Component 5: Factors affecting success in educational administration professional practice. 2) The model has overall accuracy and feasibility at a high level and in all items. 3) The results of the model trial show that the level of knowledge, understanding, and satisfaction with the model's use is at the highest level overall and in all items. 4) The model is appropriate and useful at a high level overall and in all items.

Development of Training Curriculum to Enhance Sexual Literacy For Middle School Student

Koragot Viboolwatanakul, Jakkrit Jantakoon — Sun, 07 Dec 2025 00:00:00 +0700

This research aims to: 1) Study the approaches for organizing learning activities to enhance sexual literacy for middle school student. 2) Develop and evaluate the quality of a training curriculum to enhance sexual literacy for middle school students 3) Implement the training curriculum to enhance sexual literacy for middle school students 4) Evaluate the training curriculum to enhance sexual literacy for middle school students. This study is research and development (R&D). The sample group consisted of 23 Mathayomsuksa 2 students from Ban Huai Mun School during the second semester of the academic year 2024. The research instruments included: an interview form for learning activity guidelines, the curriculum, the curriculum manual, a sexual literacy assessment, and a questionnaire on opinions. Data were analyzed using percentage, mean, standard deviation, and dependent t-test. The research findings: 1) The guidelines for organizing learning activities should incorporate experiential learning, questioning techniques, game-based learning, peer teaching, role-play, and case studies 2) The curriculum was rated at the highest level of appropriateness (= 4.64, S.D. = 0.63), and the curriculum manual was rated highly appropriate (= 4.47, S.D. = 0.50). The pilot study showed that the curriculum was feasible for implementation 3) Students overall had a relatively high level of sexual literacy (= 173.74, S.D. = 25.33), and their post-implementation sexual literacy was significantly higher than before implementation at the .05 level of statistical significance 4) Students’ opinions toward the training curriculum to enhance sexual literacy were at a high level (= 4.05, S.D. = 0.59)

A Curriculum Development Of Science Communicator By Using SSCS Learning Model With Visual Thinking To Enhance Science Communication Ability For Upper Secondary School Students

Kunlanit Tipwangmek , Jakkrit Jantakoon — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) identify current scientific issues with misconceptions for promoting scientific communication skills among upper secondary school students, 2) develop and validate the quality of a Science Communicators Club curriculum based on the SSCS learning approach combined with visualization strategies to enhance scientific communication skills for upper secondary school students, 3) implement the Science Communicators Club curriculum, and 4) examine upper secondary school students' opinions toward participation in the curriculum. The study employed a research and development (R&D) methodology. The sample consisted of 20 upper secondary school students from Rongkwang Anusorn School in the second semester of the 2024 academic year. The research instruments included: an interview protocol for identifying current scientific misconceptions, the Science Communicators Club curriculum, a curriculum implementation manual, a scientific communication ability assessment, and a student opinion survey. Data were analyzed using percentage, mean, standard deviation, and t-test. The research findings revealed that: 1) the study identified current scientific misconceptions used for curriculum development, resulting in a curriculum structure with four content topics: lemon soda cures cancer, boiled water from microwaves is dangerous, antibiotics need not be completed, and Shine Muscat grapes contain toxins, which formed the basis for learning activities; 2) the developed Science Communicators Club curriculum comprised six components: rationale, objectives, curriculum structure, learning activity guidelines, media and learning resources guidelines, and assessment guidelines, with overall curriculum appropriateness at a high level, and the curriculum implementation manual also demonstrating high appropriateness; 3) implementation results showed that students' scientific communication abilities in both writing and speaking dimensions were significantly higher than the criterion at the .05 level of statistical significance; and 4) students' overall opinions toward participation in the Science Communicators Club curriculum were at the highest level.

Educational inequality affecting the quality of small schools in Phetchaburi Province

Chirapon Sukjit , Samrit Sangthong , Kanchana Boonsong — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) examine the level of educational inequality in small schools in Phetchaburi Province, 2) investigate the quality level of small schools in Phetchaburi Province, and 3) determine the educational inequality factors affecting the quality of small schools in Phetchaburi Province. The sample consisted of 244 school directors and teachers, selected through multi-stage random sampling. The research instrument was a questionnaire with a reliability coefficient of 0.955, discriminant power for educational inequality of 0.946, and discriminant power for small school quality in Phetchaburi Province of 0.934. Data were analyzed using mean (x̄), standard deviation (S.D.), and stepwise multiple regression analysis. The research findings revealed that the overall level of educational inequality in small schools in Phetchaburi Province was at a low level. When considered by dimension, all aspects were at a low level, ranked as follows: economic and social status, environmental and residential conditions, school location and size, family culture, and personnel allocation. The quality of small schools in Phetchaburi Province was at a moderate level across all dimensions, ranked as follows: academic achievement, learner characteristics, community relations (repeated three times in original), school change and development, and personnel job satisfaction. Educational inequality factors affecting the quality of small schools in Phetchaburi Province included: economic and social status (X₄), personnel allocation (X₂), school location and size (X₃), and family culture (X₆), with a predictive efficiency of 61.40%. The prediction equation in raw score form was: This research aimed to: 1) examine the level of educational inequality in small schools in Phetchaburi Province, 2) investigate the quality level of small schools in Phetchaburi Province, and 3) determine the educational inequality factors affecting the quality of small schools in Phetchaburi Province. The sample consisted of 244 school directors and teachers, selected through multi-stage random sampling. The research instrument was a questionnaire with a reliability coefficient of 0.955, discriminant power for educational inequality of 0.946, and discriminant power for small school quality in Phetchaburi Province of 0.934. Data were analyzed using mean (x̄), standard deviation (S.D.), and stepwise multiple regression analysis. The research findings revealed that the overall level of educational inequality in small schools in Phetchaburi Province was at a low level. When considered by dimension, all aspects were at a low level, ranked as follows: economic and social status, environmental and residential conditions, school location and size, family culture, and personnel allocation. The quality of small schools in Phetchaburi Province was at a moderate level across all dimensions, ranked as follows: academic achievement, learner characteristics, community relations (repeated three times in original), school change and development, and personnel job satisfaction. Educational inequality factors affecting the quality of small schools in Phetchaburi Province included: economic and social status (X₄), personnel allocation (X₂), school location and size (X₃), and family culture (X₆), with a predictive efficiency of 61.40%. The prediction equation in raw score form was: Ŷₜₒₜ = 4.34 + (-0.113)(X₂) + (-0.115)(X₃) + (-0.180)(X₄) + (-0.101)(X₆).

The Relationship between 21st Century Strategic Leadership and the Implementation of Internal Quality Assurance in Schools under the Bueng Kan Primary Educational Service Area Office

Natthaphon Hongthong, Thirachot Lokkathat, Narongsak Rorbkorb — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) examine the level of 21st century strategic leadership among school administrators, 2) investigate the level of internal quality assurance implementation in schools, 3) explore the relationship between 21st century strategic leadership and internal quality assurance implementation in schools, and 4) compare internal quality assurance implementation across different school sizes. The sample consisted of 576 administrators, teachers, and educational personnel from schools under the Bueng Kan Primary Educational Service Area Office, selected through multi-stage random sampling. The research instrument was a questionnaire with a reliability coefficient of 0.76. Data were analyzed using descriptive statistics, Pearson's product-moment correlation coefficient, and one-way analysis of variance (ANOVA). The research findings revealed that: 1) the overall level of 21st century strategic leadership was at a high level (M = 3.51, S.D. = 1.13), 2) the overall level of internal quality assurance implementation in schools was at a high level (M = 3.53, S.D. = 1.13), 3) there was a statistically significant positive relationship between 21st century strategic leadership and internal quality assurance implementation in schools at the .01 level (r = 0.715), and 4) schools of different sizes demonstrated significantly different levels of internal quality assurance implementation at the .05 level, with large schools showing significantly different implementation levels compared to medium and small schools, while medium and small schools showed no significant differences in internal quality assurance implementation.

Study of Science for Industrial Career of Vocational Certificate Students at Ubon Ratchathani Technical College: Mixed Methods Research

Ittiwat Thaithae1, Theerawut Akakul — Sun, 07 Dec 2025 00:00:00 +0700

This research article aims to: 1) compare the opinions towards learning management in the subject of Science for Industrial Occupations among Vocational Certificate level students at Ubon Ratchathani Technical College, classified by major, and 2) study the needs for learning media in the subject of Science for Industrial Occupations among Vocational Certificate level students at Ubon Ratchathani Technical College. The researcher employed a mixed-methods research design, specifically the Explanatory Sequential Design, conducted in two phases: Phase 1: Quantitative Study. The sample consisted of 62 first-year Vocational Certificate level students in the Electronics major and the Machine Tool Technology major, obtained through proportional stratified random sampling. The research instrument was a 5-level rating scale questionnaire with a reliability coefficient for the entire instrument of 0.822. Phase 2: Qualitative Study. The informants were 5 students in total, comprised of 2 first-year Vocational Certificate students from the Electronics major and 3 first-year Vocational Certificate students from the Machine Tool Technology major, who had the lowest scores on the learning media section of the questionnaire. They were selected using purposive sampling. Data was collected through focus group discussions.The research findings revealed the following:The comparison of students' opinions towards learning management in the subject of Science for Industrial Occupations, classified by major, showed no statistically significant difference overall and in each aspect.For in-class learning, students needed instructional handouts and PowerPoint slides. They also required a summary of the subject content for post-class review that could be accessed online.

Awareness of Curriculum Public Relations among Undergraduate Students} Faculty of Technical Education, Rajamangala University of Technology Thanyaburi

Nadchar Deechai — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) investigate students' perception of information, 2) compare differences in personal factors affecting students' information perception, and 3) identify problems and recommendations for developing public relations regarding curriculum, criteria, and undergraduate admission procedures at the Faculty of Industrial Education, Rajamangala University of Technology Thanyaburi. The sample consisted of 325 students from the Faculty of Industrial Education, Rajamangala University of Technology Thanyaburi, enrolled during the 2017-2021 academic years, selected through stratified random sampling with 65 students per academic year. The research instrument was a questionnaire. Data were analyzed using descriptive statistics including frequency, percentage, mean, and standard deviation, as well as inferential statistics including t-test and one-way analysis of variance (ANOVA). The research findings revealed that: 1) the overall level of students' perception of public relations information across five dimensions was at a high level (x̄ = 4.08, SD = 0.86), 2) the analysis of differences in perception of curriculum public relations information among undergraduate students at the Faculty of Industrial Education, Rajamangala University of Technology Thanyaburi, classified by gender, year of study, type of previous educational institution, information channels, residential region, average monthly income, and admission channel, showed no statistically significant differences at the .05 level, and 3) recommendations for developing public relations emphasized three operational approaches: enhancing public relations effectiveness through online channels, promoting public relations through personal contact, and improving infrastructure and learning support facilities.

A Model of Adaptive Leadership Development for School Administrator Under Bueng Kan Primary Educational Service Area Office

Patchawan Promsiri, Pramook Chusorn — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) investigate the components and indicators of transformational leadership among school administrators under the Bueng Kan Primary Educational Service Area Office, 2) examine the goodness of fit between the transformational leadership indicator model for school administrators and empirical data, and 3) develop a transformational leadership development model for school administrators. This mixed-methods research involved a sample of 320 administrators and teachers. The research instruments included a 5-point Likert scale questionnaire with content validity ranging from 0.67 to 1.00 and reliability of 0.988, and a semi-structured interview protocol. Confirmatory factor analysis was conducted using M-plus software, and the model's appropriateness, feasibility, and usefulness were evaluated. The research findings revealed that: 1) transformational leadership among school administrators under the Bueng Kan Primary Educational Service Area Office comprised four components with 12 indicators: creating a transformational climate (3 indicators), creative teamwork (3 indicators), holistic vision (3 indicators), and digital skills development (3 indicators); 2) the researcher-developed measurement model of transformational leadership components for school administrators demonstrated good fit with empirical data (χ² = 50.597, df = 36, p-value = 0.054, RMSEA = 0.036, SRMR = 0.023, CFI = 0.996, TLI = 0.992); and 3) the evaluation of the proposed transformational leadership model for school administrators under the Bueng Kan Primary Educational Service Area Office showed appropriateness, feasibility, and usefulness at the highest level.

A Causal Relationship Model Affecting the Characteristics of Physical Education Students in the 21st Century

Pituck Vongvan, Prasart Nuangchalerm, Wee Wongtiankul — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to develop a causal relationship model of factors affecting 21st century characteristics of physical education student teachers and to examine the direct and indirect effects of factors influencing these characteristics. The sample consisted of 586 fifth-year Bachelor of Education students majoring in Physical Education from the Faculty of Education at the National Sports University of Thailand across three campuses: Chaiyaphum, Chonburi, and Sukhothai. The research instrument was a 105-item questionnaire on factors affecting 21st century physical education teacher characteristics. Data were analyzed using confirmatory factor analysis and path analysis to examine the model fit and causal relationships. The research findings revealed that the hypothesized model demonstrated good fit with the empirical data. The causal variables—curriculum acceptance (ACCEP), student background (BACK), instructor characteristics (CHARTE), attitudes toward the teaching profession (ATTI), and self-development (DEVEL)—all significantly influenced 21st century characteristics of physical education student teachers at the .01 level of statistical significance. The total effect sizes were: curriculum acceptance (ACCEP) = .89, student background (BACK) = .89, instructor characteristics (CHARTE) = .70, attitudes toward the teaching profession (ATTI) = .99, and self-development (DEVEL) = .71, respectively. The coefficient of determination (R²) was 0.67, indicating that the causal variables explained 67.00% of the variance in 21st century characteristics of physical education student teachers.

The Effect of SKT Meditation on Stress Management among Special needs teachers at Nakhon Ratchasima Panyanukul School

Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) compare the physical and mental health status of special education teachers before and after SKT meditation therapy, 2) examine the effects of SKT meditation therapy on stress levels among special education teachers, and 3) investigate behavioral changes and the application of SKT meditation therapy in teaching activities among special education teachers. The sample consisted of 26 special education teachers. The research instruments included: a health status questionnaire, a stress level assessment form, an SKT meditation therapy training program (SKT positions 1 and 2), and interview protocols. Quantitative data were analyzed using descriptive statistics and one-group repeated measures t-test, while qualitative data were analyzed through content analysis. The research findings revealed that: 1) comparison of health status before and after meditation therapy showed no significant differences in teachers' physical and mental health, 2) the effects of meditation therapy on stress management indicated that teachers' stress levels decreased significantly at the .05 level of statistical significance; qualitative data further revealed positive changes in physical, mental, and behavioral aspects, such as improved sleep quality, enhanced emotional control, and better management of chronic illnesses, and 3) regarding the application of meditation therapy in teaching activities, 38.46% of teachers implemented meditation therapy in their classrooms through various formats, including pre-class activities, flag ceremony exercises, and activities for students with behavioral problems or attention deficit; the remaining teachers had not yet implemented it due to time constraints. However, most teachers acknowledged the potential of meditation therapy for developing special needs students and recognized its feasibility for further development into classroom projects or research.

Development of Learning Activities using the Geographic Inquiry Process for Social Studies about Africa Continent to Promote Geo-Literacy for Grade 8 Students

Mukda Ekkamart , Montree Wongsaphan — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) determine the efficiency of learning activities using geographical processes in Social Studies on the topic of Africa for Grade 8 students according to the 80/80 efficiency criterion, 2) investigate geographical literacy development among Grade 8 students using geographical processes, and 3) examine Grade 8 students' satisfaction with learning activities using geographical processes in Social Studies on the topic of Africa. The study group consisted of 14 Grade 8 students from Nongbuakururatprachasarn School, Nongkungsi District, Kalasin Province, in the first semester of the 2024 academic year. The research instruments included: lesson plans using geographical processes, an achievement test, a geographical literacy assessment form, and a satisfaction questionnaire. Data were analyzed using mean, percentage, and standard deviation. The research findings revealed that: 1) the learning activities using geographical processes in Social Studies on the topic of Africa for Grade 8 students demonstrated overall lesson plan quality at a very appropriate level (x̄ = 4.39, S.D. = 0.05) with an efficiency of 87.27/78.81, which did not meet the 80/80 criterion, 2) the development of geographical literacy among Grade 8 students using geographical processes from Phase 1 to Phase 4 showed progressively higher mean scores, indicating improved geographical literacy development, and 3) Grade 8 students' satisfaction with learning activities using geographical processes was at the highest level (x̄ = 4.58, S.D. = 0.15).

The Development of English Communication Skills and Learning Motivation by Using Gamification Technique of Undergraduate Students of Chiang Mai Rajabhat University

Varaphon Boonyawongwiwat — Sun, 07 Dec 2025 00:00:00 +0700

The objectives of this research were 1) compare the English communication skills before and after using Gamification technique 2) to compare the learning motivation before and after using Gamification technique. The sample group consists of 26 second-year students enrolled in the Bachelor of Education program, Faculty of Education, who registered for the course ED 2202 Language for Communication for Teachers in the first semester of the academic year 2023. The research instruments include: 1) a set of 4 learning management plans using gamification technique over 8 weeks, totaling 32 hours, 2) an English communication skills test, and 3) an English learning motivation scale. Data were analyzed using mean, standard deviation, and t-test. The research found that 1) The posttest English communication skills test scores were significantly higher than the pretest scores at the significantly level of .05 2) Learning motivation in English before learning was at a moderate level compared to the criteria, and after learning, it was at a high level, with post-learning (X̅ = 4.21, S.D. = 0.47) being higher than pre-learning (X̅ = 3.11, S.D. = 0.72).

Development of learning activities using KWDL technique with application to promote the ability to solve problems of addition and subtraction of decimals in mathematics of grade 4 students

Sukchaidi Utsa, Bhumbhong Jomhongphibhat , Piyaporn Pichayapirat — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) determine the efficiency of lesson plans using the KWDL technique combined with mobile applications on decimal addition and subtraction word problems in mathematics for Grade 4 students according to the 75/75 efficiency criterion, 2) compare problem-solving abilities in decimal addition and subtraction word problems using the KWDL technique combined with mobile applications among Grade 4 students before and after instruction, and 3) examine student satisfaction with learning activities using the KWDL technique combined with mobile applications. The sample consisted of 30 Grade 4 students from Anuban Luea Amnaj School (Pueai Hua Dong Community) under the Amnat Charoen Primary Educational Service Area Office in the second semester of the 2024 academic year, selected through purposive sampling. The research instruments comprised: six lesson plans using the KWDL technique combined with mobile applications on decimal addition and subtraction word problems, an achievement test measuring problem-solving abilities in decimal addition and subtraction, and a satisfaction questionnaire. The research findings revealed that: 1) the learning activities using the KWDL technique combined with mobile applications on decimal addition and subtraction word problems in mathematics for Grade 4 students achieved an efficiency of 80.01/88.07, exceeding the established criterion, 2) the mean score for problem-solving abilities in decimal addition and subtraction increased from 6.17 (61.73%) in the pre-test to 8.81 (88.07%) in the post-test, representing an improvement of 26.34%, and 3) student satisfaction with the learning activities using the KWDL technique combined with mobile applications was at the highest level (x̄ = 4.86, S.D. = 0.06).

Relationship between Leadership Behavior of School Administrators and Organizational Commitment of Teachers in The Schools Under Sisaket Primary Educational Service Area Office 3

Sudarat Siriwong , Surasak Srikrachang, Jittimaporn Sihawong — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) examine the level of leadership behavior among school administrators, 2) investigate the level of organizational commitment among teachers in schools, and 3) explore the relationship between school administrators' leadership behavior and teacher organizational commitment. The sample consisted of 321 teachers in schools under the Sisaket Primary Educational Service Area Office 3, selected through stratified random sampling. The research instrument was a 5-point Likert scale questionnaire with an overall reliability coefficient of 0.985. Data were analyzed using percentage, mean, standard deviation, and Pearson's product-moment correlation coefficient. The research findings revealed that: 1) the overall level of leadership behavior among school administrators in schools under the Sisaket Primary Educational Service Area Office 3 was at a high level, 2) the overall level of organizational commitment among teachers in schools under the Sisaket Primary Educational Service Area Office 3 was at a high level, and 3) there was a statistically significant high positive relationship between school administrators' leadership behavior and teacher organizational commitment in schools under the Sisaket Primary Educational Service Area Office 3 at the .01 level of significance. These findings can be applied as guidelines for developing leadership skills among school administrators to further enhance teacher organizational commitment within the educational service area.

The Effect of Enhancing Learning Management Competencies in respect of Practical Skills: Designing Learning Management for Teacher Students of Bachelor Using the Learning Management Models : LCCRA MODEL

Supattra Kamsuk — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to compare practical skills competency in learning management design in the Learning Management Science course before and after implementing the LCCRA Model—a learning management model designed to enhance learning management competency among Bachelor of Education students at Surin Rajabhat University. The sample consisted of 30 second-year Bachelor of Education students enrolled in the Learning Management Science course across four sections during the second semester of the 2024 academic year, selected through multi-stage random sampling. The research instruments comprised: 1) the LCCRA Model for enhancing learning management competency among Bachelor of Education students, and 2) a learning management competency assessment form aligned with the learning model. Data were analyzed using mean, standard deviation, t-test, and content analysis. The research findings revealed that the experimental group of Bachelor of Education students at Surin Rajabhat University demonstrated significantly different practical skills competency in learning management design before and after the implementation of the LCCRA learning model at the .05 level of statistical significance, with post-implementation mean competency scores higher than pre-implementation scores.

The Relationship between VARK Learning Styles and HSK5 Examination Results of Chinese for Communication Students, Rajamangala University of Technology Krungthep

Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) investigate the relationship between VARK learning styles (Visual, Auditory, Reading/Writing, Kinesthetic) and HSK5 Chinese proficiency test performance, 2) evaluate student achievement based on VARK learning styles, and 3) explore factors contributing to test success from the perspectives of students who passed the examination. The sample consisted of 44 third-year students majoring in Chinese for Communication at Rajamangala University of Technology Krungthep, selected through purposive sampling. Research instruments included a 16-item VARK questionnaire and HSK5 test scores, supplemented by in-depth interviews with students who passed the examination. The findings revealed that most students exhibited unimodal learning preferences, particularly auditory and reading/writing styles, while the multimodal group demonstrated integration of diverse learning approaches. Statistical comparisons of test scores across learning style groups showed no significant differences in total scores or individual section scores (p > .05), both within the unimodal group and between unimodal and multimodal groups. However, interviews with students who passed the HSK5 examination revealed that utilizing their preferred VARK learning styles for self-directed practice outside the classroom, establishing clear goals and practice timelines, and receiving encouragement from instructors significantly contributed to their success. Therefore, instructors should help students understand their individual VARK learning styles and provide methods to enhance learning efficiency according to individual preferences, thereby facilitating more rapid improvement in Chinese language proficiency.

A Comparative Study of Learning Styles Based on the VARK Model Among High School Students Aged 16–18 in Thailand, the United States, and Canada

Athip Kraiwattanapong, Santi Ittipolnawakul — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to investigate and compare learning styles (Visual, Auditory, Read/Write, Kinesthetic: VARK) among high school students aged 16–18 years in Thailand, the United States, and Canada—an age group that continues to undergo developmental changes and has received limited attention in international comparative studies. The study employed the VARK Learning Questionnaire to collect data from 141 students: 49 from Thailand, 46 from the United States, and 46 from Canada. Data were analyzed using Pearson's chi-square and one-way ANOVA to compare differences in learning styles across countries. The findings revealed that primary learning styles did not differ significantly among the three countries. However, component-level analysis showed that Thai students had significantly higher mean scores in auditory learning (x̄±SD; 4.29±1.43) compared to students from the other two countries (USA: 2.73±1.92; Canada: 2.82±1.70) with statistical significance (p=.000). In contrast, students from the United States (4.38±1.41) and Canada (3.93±1.71) demonstrated a greater tendency toward kinesthetic learning compared to Thai students (3.42±1.80) (p=.019). Additionally, the study collected supplementary data by having students assess the proportion of lecture-based versus hands-on learning in their actual coursework to examine the relationship between instructional context and learning styles. Results indicated that Thailand had a significantly higher proportion of lecture-based instruction at 71.8%, compared to the United States (43.3%) and Canada (60.0%). This comparative data revealed a systemic relationship between instructional approaches and students' learning style tendencies in each country, suggesting new directions for developing learning environments tailored to learners' characteristics within different cultural contexts.

Effects of Akita Learning Management with Problem-Based Learning on the Development of Analytical Thinking Ability in Grade 3 Students

Apinya Sookchuay, Piyaphat Nithitakkharanon — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to: 1) compare the analytical thinking abilities of Grade 3 students before and after receiving active learning instruction based on the Akita approach combined with problem-based learning, and 2) examine students' satisfaction with the active learning instruction based on the Akita approach combined with problem-based learning for developing analytical thinking abilities. The researcher conducted a one-group pretest-posttest experimental design. The sample consisted of 33 Grade 3 students from the Demonstration School of Ubon Ratchathani Rajabhat University in the 2024 academic year. The research instruments included: 1) lesson plans using active learning instruction based on the Akita approach combined with problem-based learning to develop analytical thinking abilities, 2) an analytical thinking ability test, and 3) a satisfaction assessment form. Data were analyzed using mean, standard deviation, and t-test. The research findings revealed that: 1) Grade 3 students who learned through active learning instruction based on the Akita approach combined with problem-based learning demonstrated significantly higher post-test analytical thinking ability scores compared to pre-test scores at the .05 level of statistical significance, and 2) students expressed the highest level of satisfaction toward the active learning instruction based on the Akita approach combined with problem-based learning for developing analytical thinking abilities (x̄ = 4.75, S.D. = 0.34).

Analysis of Needs and Promoting Factors for the Application of Knowledge in Teaching Management among Teachers under the Sisaket Primary Educational Service Area Office 1

Chanapat Saengngam, Theerawut Akakul — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to compare and examine opinions regarding the analysis of needs and factors promoting knowledge application in teaching and learning management among teachers in the Si Sa Ket Primary Educational Service Area Office 1. The study employed a mixed methods research approach. The quantitative phase involved 102 teachers who had completed professional development training in the 2024 academic year. Statistical analyses included mean (x̄), standard deviation (S.D.), and inferential statistics. The qualitative phase consisted of interviews and focus group discussions with experts and trained teachers, analyzed through content analysis. The findings revealed that teachers required diverse training curricula covering various subject areas with flexible training formats emphasizing practical application adaptable to their specific contexts. Key factors promoting knowledge application included: clear observable outcomes after implementation, continuous support before and after training, and establishment of professional networks for knowledge exchange. The outcomes of classroom knowledge application showed increased student engagement and improved critical thinking skills. Policy recommendations for training curriculum development emphasize participatory learning processes, experiential learning, and long-term supervision and follow-up to ensure sustainability in teacher professional development, which serves as a crucial mechanism for elevating educational quality.

Training of Lead Guidance Teachers via Google Classroom in Schools under Ubon Ratchathani Primary Educational Service Area Office 1: A Mixed-Methods Research

Noppawan Chumphol, Theerawut Akakul — Sun, 07 Dec 2025 00:00:00 +0700

This research aimed to 1) compare satisfaction levels by gender and position of teachers toward the core guidance teacher training program through Google Classroom, and 2) examine the developmental needs of core guidance teachers. A mixed-methods research approach was employed. Quantitative data were collected from 121 participating teachers and analyzed using descriptive statistics including frequency, percentage, mean, and standard deviation, as well as inferential statistics using t-tests to compare differences between genders and positions. Qualitative data were gathered through focus group discussions with six teachers who did not major in guidance and counseling, comprising three male and three female teachers. Content analysis was used for qualitative data analysis. The findings revealed that overall satisfaction with the training was at a high level (M = 4.43). Teachers expressed the highest satisfaction with content (M = 4.48), followed by instructors (M = 4.44), systems and technology (M = 4.43), and post-training application (M = 4.35). Gender comparison showed that female teachers had significantly higher satisfaction than male teachers in training content and instructors (p < 0.05). Position comparison revealed no significant differences. Focus group discussions indicated that teachers had developmental needs in both content and training format. They expressed interest in additional content on student mental health care, guidance for students with special needs, and guidance in the digital era, which would be beneficial for developing teachers appropriately and meeting the needs of guidance teachers in the future.

Development of the Learning Activities Based on Project-Based Learning with Community Based learning and Graphic Organizers to Enhance Problem-Solving Skills on The way of life and Community Economy for Prathomsuksa 4 Students

Porames Krongyut, Sawettaporn Tangwancharoen, Bhumbhong Jomhongbhibhat3 — Mon, 08 Dec 2025 00:00:00 +0700

This study aimed to 1) develop and evaluate the effectiveness of a learning activity integrated with project-based learning community-based learning and graphic organizers to enhance problem-solving skills among fourth-grade students at Ban Laobak School, under the Office of Ubon Ratchathani Primary Educational Service Area 1, with a target efficiency criterion of 80/80 2) compare students problem-solving skills before and after participating in the learning activities 3) compare students academic achievement before and after learning about community lifestyles and economy through the designed activities 4) examine students satisfaction with the learning experience. The study involved nine fourth-grade students from Ban Laobak School, selected through cluster random sampling during the second semester of the 2024 academic year. The research tools included learning activities designed for this study, pre-test and post-test on problem-solving skills related to community lifestyles and economy, academic achievement test before and after the learning activities and student satisfaction questionnaire. The research findings were as follows: 1) The learning activities proved to be highly effective, achieving an efficiency score of 88.89/82.78, which met the set 80/80 standard. 2) Students problem-solving skills significantly improved after participating in the activities 3) Academic performance after the learning activities was significantly higher than before at the .01 level. 4) Students reported the highest level of satisfaction towards learning activities.

Development of Cooperative Learning Management Using Team Game Tournament Techniques with Gamification on the Topic of Asia to Enhance Teamwork Skills in Mathayomsuksa 1 Students

Sumaetinee Boontan , Sawettapon Tangwancharoen , Bhumbhong Jomhongbhibhat — Mon, 08 Dec 2025 00:00:00 +0700

This study aimed to 1) develop a cooperative learning using Team Game Tournament integrated with Gamification, with a target efficiency criterion of 80/80; 2) compare students’ teamwork skills before and after participating in this learning approach 3)compare students’ academic achievement before and after using this approach 4) examine students’ satisfaction with the cooperative learning management using Team Game Tournament techniques integrated with gamification on the topic of the Asian continent, aimed at enhancing teamwork skills in Mathayomsuksa 1 Students. The sample group consisted of 16 Mathayomsuksa 1 students from Ban Phakdeecharoen Huana Khokchangmanai School. The research instruments included eight lesson plans, a teamwork behavior assessment form, a teamwork skill evaluation form, an academic achievement test, and a satisfaction questionnaire. The data were analyzed using mean, standard deviation, percentage, and t-test. The research findings were as follows: 1) The cooperative learning using Team Game Tournament technique integrated with gamification achieved an efficiency of 83.79/81.25; 2) students’ teamwork skills after instruction were significantly higher than before instruction at the .01 level, and the overall level of teamwork skills was high; 3) students’ academic achievement after instruction was significantly higher than before instruction at the .01 level; and 4) students’ overall satisfaction with the learning model was at the highest level.

Effects of The Development of Learning Activity Packages Based on the CIPPA Model to Promote English Reading Comprehension for Matthayom Suksa 3 Students at the Lower Secondary Demonstration School, Pakse Teacher Training College, Lao People's Democratic

Saengmanisai Saengbandith1, Goachagorn Thipatdee, Savitree Thaotho — Mon, 08 Dec 2025 00:00:00 +0700

This study aimed to : 1) Develop a set of English reading comprehension activity packages for Mathayom Suksa 3 (Grade 9) students with an efficiency standard of 80/80, 2) Compare the students’ English reading comprehension achievement before and after participating in the activities. The sample group consisted of 30 Mathayom Suksa 3 students enrolled in the second semester of the 2025 academic year at the Lower Secondary Demonstration School of Pakse Teachers College, Lao People's Democratic Republic. The sample was selected using cluster random sampling. The research instruments included: A set of 12 English reading comprehension activity packages based on the CIPPA Model for Grade 9 students, An English reading comprehension achievement test comprising 30 multiple-choice items with four options each. The data were analyzed using mean, standard deviation, and t-test statistics. The results of the study revealed that: 1) The effectiveness of the English reading comprehension activity packages based on the CIPPA Model was 94.69/92.22, which exceeded the established criterion of 80/80. 2) The students’ post-test English reading comprehension scores were significantly higher than their pre-test scores at the .01 level of statistical significance.