Journal of Education Rajabhat Maha Sarakham University

A Construction of the Sepaktakraw Throwing Skills Test for Physical Education Students at Roi Et Rajabhat University

Apichat Deeminoi — 2025-12-30

The purposes of this classroom action research were: 1) to construct and find out quality of the Sepaktakraw throwing skills test and 2) to create norms of Sepaktakraw throwing skills for physical education students at Roi Et Rajabhat University. The research samples was 60 (51 men and 9 women) physical education students. Research instrument was the Sepaktakraw throwing skills test which researcher had constructed. The quality of the research instrument was examined including content validity carried out by 3 experts, test-retest reliability, and objectivity of 2 experts’ assessment. The norms of the Sepaktakraw throwing skills were developed by normalized T-score.

The research results revealed the constructed Sepaktakraw throwing skills test for physical education students at Roi Et Rajabhat University had content validity (IOC) of 1.00, reliability (r) of 0.91, and objectivity (r) of 1.00, indicating high correlation of the test. There were 5 levels of the norms of Sepaktakraw throwing skills consisting of very good skills, good skills, medium skills, low skills, and very low skills. These can be used to test Sepaktakraw throwing skills of the physical education students at Roi Et Rajabhat University efficiently.

The Development of a Coaching and Mentoring Model for University Supervisors and Mentor Teachers to Enhance Classroom Action Research Competency of Graduate Diploma in Teaching Profession Students

Ratchakorn Praseeratesung — 2025-12-30

This research and development aimed to develop a coaching and mentoring model for university supervisors and mentor teachers to enhance the classroom action research competency of students in the Graduate Diploma Program in Teaching Profession. The research was conducted in four phases: (1) A baseline study via interviews and focus group discussions with university supervisors and mentor teachers. The instruments included an interview guide and focus group discussion protocols. (2) Model development through content analysis and evaluation by seven experts. The instrument was a model quality assessment form. (3) Model implementation with 30 students from the 2024 academic year from cluster random sampling. The research instruments comprised of: 1) the model implementation manual, 2) a research competency test, and 3) assessment forms for research proposal and research report writing competency. (4) Effectiveness evaluation of the model by university supervisors, mentor teachers, and students. The instruments included: 1) a supervisory competency assessment for university supervisors and mentor teachers, and 2) a satisfaction questionnaire. All research instruments were validated for content validity (Index of Item-Objective Congruence: IOC) and reliability by experts. Quantitative data were analyzed using mean (x̅), standard deviation (S.D.), and One-Sample t-test compared against an 80% criterion. Qualitative data were analyzed using content analysis.

The findings revealed that: 1) The existing supervision for promoting CAR lacked a unified and systematic standard. 2) The developed coaching and mentoring model comprised 5 core components: principles, objectives, procedural activities (P-E-A-CA), measurement and evaluation, and conditions for success. 3) The model implementation led to a statistically significant increase in students’ CAR competencies in knowledge, skills, and personal attributes (p<.05). Their competency in research proposal and report writing was rated at a high level (x̅=4.18). 4) The effectiveness evaluation showed that the supervision competency of both university supervisors and mentor teachers was at the highest level (x̅=4.85). Moreover, the satisfaction of all stakeholders with the model was also at the highest level (4.91). These indicate that the developed model is highly effective and can be practically applied to strengthen students’ research competencies.

Developing Digital Media and Board Games to Enhance Learning Achievement on Local Rare Foods in Central Thailand for Upper Primary School

Withawat Penphu — 2025-12-30

This research aimed to: 1) develop and evaluate the effectiveness of digital media and educational board games focusing on rare local foods of Thailand’s Central Region based on the 80/80 efficiency criteria; 2) compare students’ learning achievement before and after using the developed media; and 3) evaluate learners’ satisfaction with these instructional tools. The sample consisted of 38 sixth-grade students from Thanyasitthasilp School, selected through simple random sampling using the classroom as the sampling unit. The research instruments included: 1) digital media and educational board games on rare local foods; 2) pre- and post-tests; and 3) satisfaction assessment forms.

The research findings revealed that: 1) the development of educational board games on rare local foods of the Central Region showed the highest quality level (x̅=4.90, S.D.=0.30), 2) the digital media and educational board games on rare local foods of the Central Region had an efficiency of 88.68/85.26, 3) the learning achievement of students showed that the average post-test scores after using the digital media and educational board games on rare local foods of the Central Region were significantly higher than pre-test scores (x̅=8.53, S.D.=1.47) at the .05 statistical significance level, and 4) the satisfaction assessment results regarding the use of digital media and educational board games were at a high level (x̅=4.38, S.D.=0.78). The research results demonstrate the effectiveness of the developed learning media in promoting learning about rare local foods of the Central Region.

Development of a Plyometric Training Program Combined with Resistance Bands on Lower Limb Power and Reaction Time in Female Youth Volleyball Athletes

Jetsada Papakang — 2025-12-30

The objectives of this study were 1) to develop a plyometric training program combined with resistance bands on lower limb muscular power and reaction time in female youth volleyball athletes, and 2) to examine lower limb muscular power and the and reaction time in the female youth volleyball athletes using the developed plyometric training program combined with resistance bands. The research sample consisted of two groups: the first group comprised of five key informants, and the second group was composed of 20 female youth volleyball players aged between 15-18, selected through Purposing Sampling, from Suranari Wittaya School, Nakhon Ratchasima Province. The research instruments employed in this study included: 1) the developed plyometric training program with resistance bands, 2) the OptoJump system, and 3) the Witty SEM device. Data collection instruments consisted of: 1) An assessment form for the appropriateness of the plyometric training program combined with resistance bands, 2) An evaluation form for the leg muscle power of female youth volleyball players, and 3) An evaluation form for the reaction time of female youth volleyball players. The collected data were analyzed using mean, standard deviation, and dependent samples t-test.

The findings were as follows: 1) The evaluation indicated that the developed plyometric training program combined with resistance bands was highly appropriate (x̅=4.78, SD=0.34). and 2) There was a statistically significant improvement at level .05 in lower limb muscular power and reaction time among the female youth volleyball athletes after completing the six-week training program compared to their pre-training without the program. Leg muscle power was assessed using the Opto Jump device, while reaction time was measured using the Witty SEM device.

Outcomes of an Outdoor STEM Education Camp Based on the PTRU Teacher Development Model for General Science Students at Lampang Rajabhat University

Duangjan Kaewkongpan — 2025-12-30

This research aimed to: 1) examine the competency of pre-service science teachers in integrating science into their teaching through an outdoor STEM education camp, 2) assess their ability to organize a science camp in terms of design, planning, and implementation, and 3) evaluate student satisfaction with the camp. The sample consisted of 32 first- to third-year general science students selected through purposive sampling. The research instruments included: 1) a learning activity plan for the outdoor STEM education camp; 2) a competency assessment for integrated science teaching; 3) a competency assessment for science camp organization; and 4) a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and a dependent t-test.

The results indicated that the pre-service science teachers exhibited significantly improved competency in integrating science into their teaching after participating in the outdoor STEM education camp (p<.01). Overall, the students’ ability to organize the camp was rated at a high level (x̅=4.47, S.D.= 0.54). Additionally, student satisfaction with the outdoor STEM education camp was at the highest level (x̅=4.55, S.D.=0.49).

Effects of Game-Based Physical Education Activities on Rugby Passing Skills: A Case Study of Primary School Students at Maha Sarakham University Demonstration School

Suriya Saman — 2025-12-30

The purposes of this research were: (1) to compare the rugby passing skills of primary school students before and after participating in game-based physical education activities, and (2) to investigate student satisfaction toward these activities. The sample consisted of 25 Grade 6 students from the Demonstration School of Rajabhat Mahasarakham University, selected through simple random sampling. The research instruments included: (1) eight lesson plans incorporating game-based learning for rugby passing skills (IOC values: 0.60-1.00); (2) a rugby passing skills test with a 3-item scoring criteria covering short, long, and moving passes (IOC=1.00 for all items); and (3) a 16-item satisfaction questionnaire (IOC values: 0.60-1.00; reliability coefficient: 0.98). Data were analyzed using mean, standard deviation, and a dependent t-test.

The findings revealed that: (1) students’ rugby passing skills significantly improved after the intervention (p<.001); and (2) student satisfaction with the game-based physical education activities was at a high level (x̅=4.43, S.D.=0.64).

The Study of Learning Achievement of Inquiry-Based Learning Approach Combined with the Team Word-Webbing in Biology Subject on Chromosomes and Genetic Material for Mathayomsuksa 4 students

Pornwimon Munman — 2025-12-30

The purpose of this research was to study learning achievements before and after learning management of inquiry-based learning model combined with Team Word-Webbing for Mathayomsuksa 4 students. The sample group of this research consisted of 40 Mathayomsuksa 4 students, which were obtained through Cluster Random Sampling, using classrooms as the sampling units. The research instruments included 8 learning management plans totaling 16 hours, knowledge maps, and a 30-items learning achievement test. Data analysis statistics included mean (x̅), standard deviation (S.D), percentage (%), and t-test for Dependent Samples.

The study found that students in inquiry-based learning model combined with Team Word-Webbing on chromosomes and genetic material had average biology learning achievement post-scores significantly higher than the average pre-score at the .05 level of statistical significance.

Digital Technology Learning Management to Promote Knowledge of the History of Sports Competitions among Physical Education Students

Thipharat Suriyanuwat — 2025-12-30

This research aimed to 1) develop a digital technology learning management to enhance knowledge of the history of sports competitions among Physical Education students to achieve the efficiency criterion of 80/80, 2) compare the students’ learning achievement before and after participating in the developed learning management, and 3) examine the students’ digital technology skills following the implementation of the learning management. The sample group were 30 first-year students enrolled in the Bachelor of Education Program in Physical Education at Rajabhat Maha Sarakham University, who registered for the course 106734101 “History and Principles of Physical Education” during the first semester of the 2025 academic year. They were selected using Cluster Random Sampling. The research instruments consisted of 1) digital technology learning management activities, 2) a learning achievement test, and 3) a digital technology skills assessment form. The statistics used in analyzing the collected data were percentage, mean, standard deviation, and the dependent samples t-test.

The results indicated that 1) the developed digital technology learning management achieved an efficiency level of 81.35/80.22, met the predetermined criterion, 2) the students’ post-test mean scores were significantly higher than their pre-test mean scores at the .05 level of significance, and 3) the students demonstrated overall digital technology skills at high level.

The Effect of Process and Product-Based Approach on Writing by Using Digital Storytelling to Enhance Third Grade Students’ Narrative Writing Skill

Sukwasa Thanakornroongrueng — 2025-12-30

The purposes of this research were: 1) To investigate the effect of process-based and product-based approaches on Grade 3 students’ writing accuracy. 2) To explore students’ attitudes towards the integration of process-based and product-based approaches by utilizing digital storytelling as motivation. Sixty Grade 3 students were selected to participate. The researcher observed the students’ English grammar skill and their workbooks. A systematic inquiry method was applied through purposive sampling from the IB curriculum of a KIS International School Bangkok. The pretest and posttest, using the mean scores, SD ,and a dependent t-test which represents the average score, and the self-reflection paper, were examined using mean scores to comprise the research instrument.

According to the research findings, integrating process-based and product-based teaching approaches has a significant effect on third-grade students’ narrative writing skills. The average pre-test score was 46.77%, and the average post-test score was 74.81%. Furthermore, participants had a positive attitude toward this strategy, finding it useful for understanding the stages of the writing process and enhancing narrative paragraphs to make them more successful. However, the use of purposive sampling in this study, which only included Grade 3 pupils from the IB curriculum at KIS International School Bangkok, may restrict the findings’ generalizability and applicability.

The Participative Administration Affecting the Effectiveness of Schools under Roi- Et Primary Educational Service Area Office 2

Bodin Tanumat — 2025-12-30

The objectives of this research were 1) to study level the participative administration in schools, 2) to study level the school effectiveness, 3) to examine the relationship between participative administration and school effectiveness, and 4) to construct a predictive equation for school effectiveness under Roi-Et Primary Educational Service Area Office 2. The sample consisted of 332 participants, including 31 school administrators and 301 teachers, determined using Krejcie and Morgan’s sample size table. The research instrument was a 5-point Likert scale questionnaire, with reliability coefficients of 0.962 for participative administration and 0.964 for school effectiveness. Data were analyzed using percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and stepwise multiple regression analysis.

The results revealed that; 1) the overall level of participative administration was at the highest level,; 2) the overall level of school ffectiveness was also at the highest level, 3) there was a moderate positive correlation between participative administration and school effectiveness with statistical significance at the .01 level, and 4) regarding the predictive equation for school effectiveness, Trust was found to be the strongest predictor, followed by Shared Goals and Objectives, Autonomy, and Participation in Decision-Making. These predictors collectively accounted for 33.10% of the variance in school effectiveness at a .01 level of significance. The predictive regression equations are as follows:

Raw score regression equation:

Y´ = 1.692 + 0.174(X3) + 0.149(X1) + 0.178(X5) + 0.122(X2)

Standard score regression equation:

Z´y = 0.187Z(X3) + 0.162Z(X1) + 0.194Z(X5) + 0.161Z(X2)

Digital Literacy of Teacher Students at Buriram Rajabhat University

Jarumas Sangsavang — 2025-12-30

The purposes of this research were: 1) to analyze the confirmatory components of digital literacy among teacher education students at Buriram Rajabhat University, and 2) to examine the level of digital literacy among teacher education students at Buriram Rajabhat University. The sample consisted of 390 fifth-year students in the Faculty of Education, selected through stratified random sampling. The research instrument was a questionnaire with discrimination power of the items ranged from 0.38 to 0.84 and a reliability coefficient of 0.95. Data were analyzed using mean, standard deviation, and second-order confirmatory factor analysis.

The results of the research found that: The digital literacy model of teacher education students was consistent with the empirical data, with Chi-square=620.735, df=394, p-value=.000, CFI=.975, TLI=.972, RMSEA=.038 and SRMR=.049 The components reflecting digital literacy could be ranked according to factor loadings from highest to lowest as follows: social awareness (=0.970), information technology literacy (=0.946), communication and collaboration (=0.942), creativity and innovation (=0.939), and critical thinking skills (=0.907). In addition, it was found that the overall digital literacy level of teacher education students was at the highest level (M=4.69, S.D.=0.58).

Situational Leadership of Education School Administrators Based on Teachers Opinions Secondary Education Service Area Office Songkhla Satun

Passakorn Chaoko — 2025-12-30

The objectives of this study were: 1) to examine teachers opinions regarding the situational leadership of school administrators, and 2) to compare teachers opinions on the situational leadership of school administrators classified by gender, age, work experience, and school size. The sample group consisted of 330 teachers under the Secondary Educational Service Area Office Songkhla–Satun in the academic year 2025. The research instrument was a 46-item questionnaire using a five-point Likert scale. The item-objective congruence (IOC) values ranged from 0.67 to 1.00, while the discrimination indices ranged from 0.38 to 0.62. The overall reliability coefficient of the instrument was .910. The statistical tools employed in data analysis included frequency, percentage, standard deviation, t-test, and F-test

The results of the research found that: 1) Teachers overall opinions on the situational leadership of school administrators were at a high level, and 2) The comparison of teachers opinions on the situational leadership of school administrators, classified by gender, age, work experience, and school size, showed statistically significant differences at the .05 level in both the overall scores and in each dimension.

The Development of Creative Productivity-based Learning on Virtual Learning Environment Model for Undergraduate Students

Piti Thammanoon — 2025-12-30

This research and development aimed to 1) study problems in learning management of undergraduate students, 2) develop a learning model, and 3) study the implementation results of the learning model. The sample group in Phase 1 was 400 undergraduate students in public higher education institutions, calculated from Taro Yamane table. The sample group in Phase 2 was five specialists and nine experts. The sample group in Phase 3 was 30 students in the experimental group. The research tools were 1) an opinion survey questionnaire, 2) an interview form, 3) a learning style assessment form, 4) a creativity test, and 5) a satisfaction questionnaire. The statistical methods used in the research were mean, standard deviation, and t-test for Dependent Samples.

According to the research findings in Phase 1, The current circumstances and requirements in learning management of undergraduate students revealed the field of measurement and evaluation at a commendable level of performance. The utilization of teaching media and teaching technology, and learning management were at a moderate level of performance. Overall, all aspects were at a moderate level of performance. Phase 2, The Creative Productive Learning Model was designed for undergraduate students in a virtual learning environment and consists of three main components: the principles, objectives, and process of the learning activity model. The model process involves three stages: the pre-activity stage and the activity implementation stage. The learning format is called CPV which includes 3 learning management methods, 4 main steps, 17 techniques and sub-steps, and measurement and evaluation of learning activities. The model was overall evaluated by the specialists and experts at very appropriate level. Phase 3, the comparison of the sample group’s pre-study and post-study creativity scores showed the arithmetic means of the scores in fluent thinking, flexible thinking, initiative thinking, and elaborative thinking of the pre-study higher than post-study at the .05 level of statistical significance. The results of opinion on teaching and learning according to the learning model were at the highest level (4.58 ± 0.89).

Vocational Education Management Model Based on Occupational Standards at Nongkhai Technical College

Dechvichai Pimkhot — 2025-12-30

This research employed a research and development (R&D) approach with the objectives to: (1) investigate the problems and management approaches of vocational education based on occupational standards at Nongkhai Technical College; (2) develop a vocational education management model and an implementation manual based on occupational standards; (3) examine the results of implementing the model; and (4) evaluate the model. The research was conducted in four phases: Phase 1 focused on studying problems and management approaches; Phase 2 involved developing the model and its implementation manual; Phase 3 examined the results of implementing the model through four major projects; and Phase 4 focused on evaluating the model. The data sources comprised relevant documents and textbooks, administrators and teachers of Nongkhai Technical College, key informants, experts, representatives from enterprises, and stakeholders. The research instruments included a document synthesis form, a problem-condition questionnaire, interview protocols and interview record forms, focus group discussion guidelines and focus group record forms, evaluation forms for appropriateness, feasibility, and utility, and project implementation report forms. Data were analyzed using descriptive statistics and content analysis.

The findings revealed that: (1) the overall problems of vocational education management based on occupational standards at Nongkhai Technical College were rated at the highest level. The management approach consisted of seven components, while the developed model comprised six components;(2) the vocational education management model based on occupational standards consisted of principles, goals, objectives, operational processes, measurement and evaluation, and conditions for success; (3) the results showed that 125 out of 135 third-year students (92.60%) passed the occupational standards assessment, exceeded the 80% criterion; and (4) the evaluation of the model in terms of appropriateness, feasibility, and utility by experts and stakeholders was at the highest level.

Social Studies Learning Management for Enhancing Soft Skills of Citizens in the Post-Digital Global Society

Wanlapa Intarong — 2025-12-30

This academic article presents a social studies learning management approach for enhancing students’ soft skills to prepare them for adaptation to the post-digital global society. In an era where technology and digital tools have become integral parts of daily life, developing social, emotional, and communication skills is no less important than developing technical competencies. This article proposes a conceptual framework for developing five dimensions of soft skills: emotional intelligence, social intelligence, digital literacy, work intelligence, and environmental intelligence through a Real-Life Education approach. This emphasizes hands-on practice in authentic or simulated situations, comprising four stages: issue identification and problem selection, learning resource preparation, hands-on learning process design, and reflection with authentic assessment. This approach enables students to develop the soft skills essential for adaptation and quality living in the post-digital global society.