Journal of Education Rajabhat Maha Sarakham University

Development of Unplugged Coding Game Activities to Promote Problem-Solving Skills for Early Childhood Children

Suchada Wangsitthidet — 2026-04-12

This research aimed to compare the problem-solving skills of early childhood children before and after participating in activities using a set of Unplugged Coding games. The target group of this research was male and female early childhood children aged 5-6 years, studying in Kindergarten 3, Semester 2, Academic Year 2567, at the Demonstration School of Maha Sarakham Rajabhat University, Talat Subdistrict, Mueang Maha Sarakham District, Maha Sarakham Province. A total of 18 children from Kindergarten 3/1 were selected using purposive sampling. The research tools used in this study included two sets of Unplugged Coding game activity plans with an average suitability value (x̅) of 4.67., and 2) A situational tests measuring problem-solving skills, with an Index of Content Validity (IOC) between 0.60-1.00. The difficulty index (p) ranged from 0.45 to 0.80, the discrimination index (r) ranged from 0.28 to 0.72, and the reliability of the entire instrument was 0.86. The statistical methods used for data analysis included the mean, standard deviation, and the t-test for dependent samples.

The research results showed that: Early childhood children, after participating in activities using Unplugged Coding game activities, had significantly higher problem-solving skills than before participating in the Unplugged Coding games at the .05 level of significance. The average post-test score (x̅=16.83, S.D.=3.31) was higher than the pre-test score (x̅=12.05, S.D.=3.48).

The Development of Physical Fitness Promotion Activities Using Traditional Thai Sports for Lower Secondary School Students

Penporn Pimsan — 2026-04-30

The purposes of this research were: 1) to study guidelines for organizing physical fitness promotion activities using traditional Thai sports for lower secondary school students; 2) to develop physical fitness promotion activities using traditional Thai sports for lower secondary school students; and 3) to implement and evaluate these activities. The research was conducted in three phases: 1) studying activity guidelines through document synthesis and expert interviews; 2) developing the activities by evaluating their appropriateness and feasibility, and determining their efficiency; and 3) experimenting with the activities to evaluate students’ physical fitness and satisfaction. The sample consisted of 29 Grade 9 (Mathayom 3) students during the 2024 academic year. Data were analyzed using mean, standard deviation, efficiency index (E1/E2), and the dependent samples t-test.

The research findings revealed that: 1) The physical fitness promotion activities using traditional Thai sports were rated at a high level of appropriateness and feasibility (x̅=4.47, S.D.=0.11). 2) The lesson plans achieved an efficiency of 84.89/93.70, which exceeded the established 80/80 criterion. 3) After implementing the activities, students’ physical fitness performance showed a statistically significant improvement at the .05 level. 4) Overall student satisfaction with the activities was at the highest level (x̅=4.93, S.D.=0.11). It is concluded that the physical fitness promotion activities using traditional Thai sports are appropriate, efficient, and significantly enhance students’ physical fitness and satisfaction.

The Development of Chinese Vocabulary Memorization Ability through Total Physical Response (TPR) Learning Activities for Grade 10 Students at Huaiphuengpittaya School School

Nattawipa Thiamtan — 2026-04-30

This study aimed to: 1) develop Chinese vocabulary memorization ability of Grade 10 students at Huaiphung Pittaya School through Total Physical Response (TPR) learning activities to achieve the criterion of 80 percent; 2) compare students’ vocabulary memorization ability before and after the learning activities; and 3) examine students’ satisfaction on developing Chinese vocabulary memorization ability through the TPR learning activities. The research sample consisted of 27 students from Grade 10 Class 1 at Huaiphung Pittaya School, Kalasin Province, in the 2024 academic year, selected by simple random sampling. The research instruments included TPR lesson plans, a Chinese vocabulary memorization test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and t-test.

The findings revealed that: 1) students’ achievement in Chinese vocabulary memorization reached 80.56 percent, which was higher than the established criterion; 2) the post-test scores were significantly higher than the pre-test scores at the .05 level of significance; and 3) students’ satisfaction with the TPR learning activities was at a high level (x̅=4.50, S.D.=0.76). In conclusion, the TPR effectively enhanced students’ Chinese vocabulary memorization ability and promoted a high level of learning satisfaction.

The Development of Desirable Characteristics According the Professional Ethics of Technical Teachers through Group Process and Role-Playing

Pichanan Raksawong — 2026-04-30

The objectives of this research were: 1) to investigate the knowledge on characteristics according the teachers’ professional ethics among technical teachers following a teachers’ professional ethics development workshop, utilizing group processes and role-playing, for industrial arts students; and 2) to examine student satisfaction toward the workshop. The sample consisted of 65 industrial arts students, selected through purposive sampling. The research instruments included: 1) a semi-structured interview regarding the technical teachers’ professional ethics, 2) a characteristics test on technical teachers’ professional ethics, and 3) a questionnaire on satisfaction toward the teachers’ professional ethics development workshop. Data were analyzed using mean, standard deviation, percentage, and Paired Sample t-test.

The research findings revealed that: 1) the post-training scores of knowledge on characteristics according the technical teachers’ professional ethics of the students was significantly higher than their pre-training scores at the .05 level (t=27.84, Sig.=.000). The mean score increased from 12.92 before the training to 33.00 after the training, representing an average improvement of 20.08 points. 2) The overall students’ satisfaction toward the workshop was at a high level (x̅=4.38).

Game-Based Learning Management for Enhancing English Final Consonant Pronunciation

Naphatrarakorn Chaisa-Art — 2026-04-30

The purposes of this research were to: 1) develop Game-Based Learning (GBL) management for enhancing English final consonant pronunciation among students at Buakhao School, targeting an efficiency criterion of 70/70, 2) compare students’ pronunciation achievement before and after the intervention; and 3) investigate students’ satisfaction toward the implemented GBL model. This research instruments were 12 lesson plans, a pronunciation skill test with a discrimination power ranging from 0.25 to 0.75 and an IOC between 0.80 and 1.00, and a satisfaction questionnaire with an IOC between 0.80 and 1.00 and a reliability coefficient of 0.95. The sample consisted of 37 Grade 8 students at Buakhao School, Kalasin Province, selected through cluster random sampling. Data were analyzed using percentage, mean, standard deviation, and dependent-sample t-test.

The findings revealed that: 1) the GBL management efficiency for developing English final consonant pronunciation was 84.32/82.43, which exceeded the specified criterion; 2) students’ pronunciation achievement after the intervention was significantly higher than before at a statistical level of .05; and 3) the overall student satisfaction toward the GBL model was at a high level (x̅=4.14, S.D.=0.9).

Development of a Blocking Skill Training Program to Enhance Reaction Time in Beach Volleyball Athletes

Kijja Khantarak — 2026-04-30

This research aimed to: 1) develop a blocking skill training program designed to enhance the reaction time of beach volleyball athletes, and 2) evaluate the effectiveness of this program on athletes’ reaction performance. The study involved two groups: Group 1 consisted of five key informants who evaluated the program’s appropriateness, and Group 2 comprised 20 beach volleyball athletes aged 13–18 from Nong Ya Ma Municipal School, Roi Et Province, selected through purposive sampling. The research instruments included the developed blocking skill training program and a Witty SEM device. Data collection tools consisted of a program evaluation form and a standardized reaction time test for beach volleyball. Data were analyzed using mean, standard deviation, and t-test for dependent samples.

The results revealed that: 1) the blocking skill training program demonstrated a very high level of appropriateness for enhancing reaction performance, with an overall mean score of 4.90 (S.D.=0.16); and 2) after the 8-week training intervention, the athletes’ average reaction time significantly decreased from 7.89 seconds (S.D.=1.35) to 4.88 seconds (S.D.=0.65). This reduction indicates a significant improvement in reaction speed, with the post-training results being significantly better than the pre-training results at the .05 level.

Problem-Based Learning Management to Promote Creative Problem-Solving Ability and Learning Achievement on Force and Laws of Motion for Grade 10 Students

Kittichai Apaijit — 2026-04-30

The purposes of this research were: 1) to examine the creative problem-solving abilities of Grade 10 students following the implementation of Problem-Based Learning (PBL)., and 2) to compare their learning achievement on force and laws of motion against the 65% proficiency criterion. The sample consisted of forty Grade 10 students from Sarakhampittayakhom School, selected during the first semester of the 2024 academic year. The research instruments included five lesson plans totaling 15 hours of instruction; a 20-item subjective creative problem-solving test with an Index of Item-Objective Congruence (IOC) ranging from 0.67-1.00, discrimination indices from 0.43-0.81, and a reliability coefficient of 0.74; and a 30-item, 4-multiple-choice learning achievement test with an IOC between 0.67-1.00, discrimination indices from 0.25-0.59, item difficulty ranging from 0.68-0.75, and a reliability coefficient of 0.96.

The results of the research indicated that: 1) students demonstrated progressive improvement in their creative problem-solving abilities regarding force and laws of motion throughout the learning process., and 2) Students taught through Problem-Based Learning achieved significantly higher academic performance on force and laws of motion than the 65% proficiency criterion at the .05 level.

Development of the 5 STEPS Process Learning Activity in History for Grade 10 Students at Phadungnaree School

Thanyarat Nalee — 2026-04-30

The purpose of this research were: 1) to develop the 5 STEPS process learning activity in history for grade 10 students with an efficiency criterion of 80/80; 2) to compare the academic achievement of students who participated in the 5 STEPS process learning activity with those who learned through conventional methods; 3) to compare the analytical thinking skills of students who participated in the 5 STEPS process learning activity with those who learned through conventional methods; and 4) to investigate the students’ satisfaction with the 5 STEPS process learning activity. The research sample consisted of two groups of grade 10 students from purposive sampling: 40 students in class 4/12 as the experimental group, and 40 students in class 4/13 as the control group. Research instruments included: 10 lesson plans of the 5 STEPS process learning activity, a 30 items of 4 multiple choices academic achievement test in history, a 20 items of 4 multiple choices situation test of analytical thinking skills, and a 10 items of 5-points Likert scale questionnaire of satisfaction on the 5 STEPS process learning activity.

The research findings revealed that: 1) the lesson plans of the 5 STEPS process learning activity had an efficiency of 80.01/83.33, which was higher than the 80/80 criterion; 2) the academic achievement of grade 10 students who participated in the 5 STEPS process learning activity was significantly higher than the students who learned through conventional methods at the .05 level of statistical significance; 3) the analytical thinking skills of grade 10 students who participated in the 5 STEPS process learning activity was significantly higher than the students who learned through conventional methods at the .05 level of statistical significance; and 4) in overall, the students’ satisfaction with the 5 STEPS process learning activity was at the highest level, with a mean score of 4.68.

Development of Mandarin Chinese Listening-Speaking Ability Using Role-Play Activities Combined with Vocabulary Exercises of Grade 9 Students in the Foreign Languages Learning Area (Chinese)

Sawitree Phiraphatphong — 2026-04-30

This research aimed to 1) determine the effectiveness of role-playing activities combined with vocabulary exercises for Grade 9 students, meeting the 75/75 criterion; 2) compare the listening and speaking abilities of Grade 9 students in Mandarin Chinese using the developed role-playing activities combined with vocabulary exercises, meeting the 75% criterion; and 3) study the students’ satisfaction with learning using role-playing activities combined with vocabulary exercises. The sample consisted of 31 Grade 9 students from class 3/8 at Muang Kalasin School, selected using cluster random sampling. The research instruments included: 1) a lesson plan using role-playing activities combined with vocabulary exercises; 2) a listening and speaking ability assessment; 3) a Chinese speaking ability test; and 4) a questionnaire on student satisfaction with the role-playing activities combined with vocabulary exercises. The statistical methods used for data analysis were mean, percentage, standard deviation, and. One Sample t-test

The research findings revealed that: 1) The effectiveness of the learning activity plan for developing Mandarin listening and speaking abilities using role-playing activities combined with vocabulary exercises for Grade 9 students was 89.56/86.99, exceeding the set criterion of 75/75. 2) The Mandarin listening and speaking ability of Grade 9 students who learned using role-playing activities combined with vocabulary exercises was 83.76%, exceeding the set criterion of 75%. 3) Students’ overall satisfaction with the learning activities using role-playing activities combined with vocabulary exercises was at the highest level (x̅=4.72, S.D.=0.52).

The Achievement in English Vocabulary Learning of Grade 3 Students Through Task-Based Learning with Web Applications

Weeraphat Singwarach — 2026-04-30

This research aimed to investigate the effectiveness of Task-Based Learning (TBLT) integrated with web applications in improving Grade 3 students’ vocabulary achievement. The major objectives were: (1) to compare the students’ vocabulary achievement, and (2) to explore the students’ satisfaction toward the instructional method. The participants were 12 Grade 3 students from Bannongsang (Lai-Utid) Primary School, Prachinburi Primary Educational Service Area Office 2, during the second semester of the 2025 academic year. The research employed a one-group pre-test-post-test design with 8 lesson plans (16 hours) based on the TBLT framework: pre-task using Quizlet for vocabulary review, task cycle with Nearpod interactive activities, and post-task reflection and application. Research instruments included a 30-item vocabulary test (IOC=0.50-1.00, KR-20=0.9604) and an 11-item satisfaction questionnaire validated through IOC on a five-point Likert scale.

The results of the research showed that the mean pre-test score (12.33) increased to 20.25 in the post-test with a statistically significant difference at the .05 level using the Wilcoxon Signed-Rank Test. The finding showed very high satisfaction (x̅=4.72), highlighting engaging activities and the usefulness of web applications. In conclusion, TBLT supported by Quizlet and Nearpod effectively enhanced vocabulary learning, motivation, and digital literacy, suggesting its potential as an innovative approach for English instruction at the primary level.

Academic Management Model Based on Stakeholders Engagement for Enhancing Student Quality: Pathumratpittayakom School under the Secondary Educational Service Area Office Roi-Et

Praiwan Sompoonga — 2026-04-30

The purposes of this research were: (1) to examine the priority needs for academic management based on stakeholder perspectives; (2) to develop and validate an academic management model based on stakeholder involvement; (3) to investigate the results of implementing the model at Pathumratpittayakom School; and (4) to evaluate the effectiveness of the model. The study employed a Research and Development (R&D) design consisting of four phases. Phase 1 involved identifying the Modified Priority Needs Index (PNI_Modified) through questionnaires administered to 349 participants (IOC=0.60-1.00, Reliability=0.984 and 0.982). Phase 2 focused on developing the model via semi-structured interviews with experts (IOC=0.80-1.00), followed by content analysis and expert validation. Phase 3 involved implementing the model to enhance student quality and assessing stakeholder satisfaction using questionnaires (IOC=0.80-1.00, Reliability=0.984). Phase 4 evaluated the model’s overall effectiveness using questionnaires (IOC=0.80-1.00, Reliability=0.968).

The research results indicated that: (1) the highest priority need for academic management was academic participation; (2) the developed academic management model consists of six components: Model Name, Principles and Concepts, Objectives, Process, Results, and Conditions for Implementation. The model was rated at the highest quality level; (3) following implementation, student quality exceeded the school’s self-assessment targets, and stakeholder satisfaction was at the highest level; and (4) the overall effectiveness of the model in terms of propriety, feasibility, and utility was rated at the highest level.

The Relationship between Local Wisdom Based Learning Management and Design Thinking Process of Teachers in Schools under the Nakhon Rangsit Network, Pathumthani Primary Educational Service Area Office 2

Pakamat Chanket — 2026-04-30

The purposes of this research were to: 1) examine level of local wisdom based learning management in teachers, 2) investigate level of using design thinking process in teachers, and 3) study the relationship between local wisdom based learning management and the design thinking process of teachers in schools under the Nakhon Rangsit Network, Pathumthani Primary Educational Service Area Office 2. The sample consisted of 175 teachers from schools in the Nakhon Rangsit Network. The research instrument was a five-point rating scale questionnaire with an Index of Item Objective Congruence (IOC) ranging from 0.67 to 1.00 and a reliability coefficient of 0.94. The data analysis statistics included mean, standard deviation, and Pearson’s product–moment correlation coefficient.

The findings revealed that: 1) the overall level of local wisdom based learning management in teachers was at a high level (x̅=4.00, S.D.=0.48). All components were rated at a high level, with knowledge and the transmission of local wisdom receiving the highest mean scores; 2) the overall level of using design thinking process in teachers was also at a high level (x̅=4.27, S.D.=0.58), with the ideation stage as well as the testing and refinement stage receiving the highest mean scores; and 3) there was a positive relationship at a moderate level between local wisdom based learning management and the design thinking process of the teachers at .01 level of statistical significance.

Teachers’ Participation Affecting the Effectiveness of Academic Administration in Basic Education Institutions under the Sisaket Primary Educational Service Area Office 1

Chanitphak Sompanpiang — 2026-04-30

The purposes of this research were: 1) to examine the level of teacher participation; 2) to examine the level of academic administration effectiveness; 3) to analyze the relationship between teacher participation and academic administration effectiveness; and 4) to investigate the impact of teacher participation on academic administration effectiveness under the Sisaket Primary Educational Service Area Office 1. The sample consisted of 329 teachers, determined using the Krejci and Morgan table and selected through proportional stratified random sampling and simple random sampling. The research instrument was a five-point Likert scale questionnaire with a content validity (IOC) ranging from 0.60 to 1.00, an item discrimination index between 0.47 and 0.90, and a total reliability of 0.98. Statistics used for data analysis included mean, standard deviation, Pearson’s product-moment correlation coefficient, and Multiple Regression Analysis.

The results revealed that: 1) overall teacher participation was at a high level; 2) overall academic administration effectiveness was at a high level; 3) there was a significant positive relationship between teacher participation and academic administration effectiveness at a high level; and 4) teacher participation in evaluation, work performance, and decision-making significantly predicted academic administration effectiveness by 63% (R²=.63) at a .05 statistical significance level.

Effects of an Upper-Body Strength Training Program on Serving Performance in Woodball Athletes

Nutchanon Kongpolprom — 2026-04-30

This study investigated and compared the effects of upper body strength training on the serving performance of woodball athletes. The samples were 20 male youth woodball athletes from the northeastern region of Thailand, selected by purposive sampling. Participants were assigned into matched-pair groups and divided into two groups, 10 persons each. The experimental group was a combined of upper body strength training with serving performance training while the control group was the serving performance training only. The intervention lasted 8 weeks, with measurements taken before experiment and after the 4th and 8th weeks. Data analysis statistics included mean and standard deviation. Non-parametric statistics (Friedman Test, Wilcoxon Signed Ranks Test, and Mann–Whitney U Test) were used due to the non-normal distribution of the data (Shapiro–Wilk Test, Sig.<.05), with a significance at the .05

The results of the study found that: after the 8 week intervention, the experimental group showed significantly higher mean scores in serving performance, push-ups, and back extensions compared to the control group (p<.05). The combination of upper body strength training and woodball serving practice is effective in enhancing the strength and improving serving performance in terms of both accuracy and distance among woodball athletes.

Practical Implications: These findings suggest that woodball coaches and sports scientists should integrate targeted upper body strength exercises into the regular training regimens of athletes to maximize serving effectiveness and overall competitive advantage.

Teachers’ Academic Leadership of in Buachedwittaya School under the Surin Secondary Educational Service Area Office

Jenjira Wisetchart — 2026-04-30

This research aimed to: 1) study teachers’ academic leadership; 2) examine teachers’ perceptions of student quality; 3) compare teachers’ academic leadership levels; and 4) investigate the relationship between academic leadership and student quality at Buachedwittaya School, under the Surin Secondary Educational Service Area Office. The sample comprised 100 teachers at Buachedwittaya School, selected through stratified random sampling. The research instrument was a 5-point Likert scale questionnaire with a reliability coefficient of 0.962. Data were analyzed using mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression analysis.

The findings revealed that: 1) Teachers’ academic leadership, both overall and in individual aspects, was at a high level; 2) Teachers’ perceptions of student quality was overall at a high level. 3) A comparison showed no significant differences in academic leadership based on gender and educational level; however, teachers with different work experiences exhibited statistically significant differences at the .05 level. 4) There was a strong positive correlation (r=0.72) between teachers’ academic leadership and their perceptions of student quality at a statistically significant level of .01. Qualitative analysis from interviews emphasized that promoting curriculum development, learning management, and holistic student development is vital for achieving the school’s vision.

Teamwork of Teachers in Basic Education Institutions under Sisaket Primary Educational Service Area Office 3

Waratchaya Sureram — 2026-04-30

This research aimed to 1) study the teamwork of teachers, 2) compare the teamwork of teachers classified by gender, work experience, and school size, and 3) study guidelines for developing teamwork among teachers in basic education institutions under the Sisaket Primary Educational Service Area Office 3. The sample consisted of 321 teachers, selected using the Krejcie and Morgan table for determining sample size and proportional stratified random sampling based on school size. The research instrument was a five-point rating scale questionnaire with a reliability coefficient of .975. The data were analyzed by descriptive statistics including mean and standard deviation. The inferential statistics included independent samples t-test and one-way ANOVA. The target group for study of development guidelines consisted of 9 school directors in basic education institutions under the Sisaket Primary Educational Service Area Office 3, selected by purposive sampling. The research instrument was a structured interview, and the collected data were analyzed using content analysis.

The research findings revealed that: 1) The overall teamwork of teachers in basic education institutions was at the highest level. 2) A comparison of teamwork among teachers in basic education institutions, categorized by gender and school size, showed no significant differences in overall or in individual aspects. When categorized by work experience, there was no significant difference in overall, but when considering individual aspects, communication showed a statistically significant difference at the .05 level. 3) Five guidelines for developing teamwork among teachers were identified: transparent communication, clear goal-setting, sincere mutual recognition of knowledge and competence, supportive human relations, and participatory role assignment based on individual strengths and potential, all of which contribute to sustainable team success.

The Development of Ability to Use Fine Motor Skills by Using Creative Art Activities for Children with Intellectual Disability in Nakhon Phanom Provincial Special Education Centers

Thatcharapon Malaka — 2026-04-30

The purposes of this research were: 1) to examine the progression of ability to use fine motor skills in children with intellectual disability before and after participation in creative art activities, and 2) to assess their satisfaction with these activities designed to enhance fine motor skills development. The target group was four children with intellectual disability, aged 3 to 6 years. The research instruments consisted of Individualized Instruction Plans (IIPs) based on creative art activities, a fine motor skill ability assessment scale, and a children satisfaction assessment form based on observation. The data were analyzed using means, standard deviations, percentages, and the Wilcoxon Signed-Rank for hypothesis testing.

The results of the research found that: 1) Progress in fine motor skills of the four children with intellectual disability showed that their fine motor skills improved after participating in creative art activities. Before the activities, most children were at an average level and lacked hand control, accuracy, and movement continuity. During the activities, the children began to control their hand and finger movements more effectively and were able to independently perform some steps in activities. After the activities, they completed all five creative art activities sequentially with increased accuracy, precision, and continuity in their work. These findings suggest that creative art activities are effective in promoting fine motor skills development in children with intellectual disability. In addition, the overall satisfaction with the creative art activities of the children was at high level (M=4.43, S.D.=0.20).

A Study of Guidelines for Leadership Characteristics Development in School Administrators of World-Class Standard Schools under the Office of Secondary Educational Service Area Kalasin

Sarunya Chunpen — 2026-04-30

The objectives of this research were to: 1) examine the current and desirable situation of leadership characteristics in school administrators of World-Class Standard Schools; 2) investigate the priority needs of the leadership characteristics; and 3) propose guidelines for the leadership characteristics development in school administrators of World-Class Standard Schools under the Kalasin Secondary Educational Service Area Office. The sample consisted of 327 teachers and school administrators from World-Class Standard Schools in the 2025 academic year, selected through stratified random sampling. The five key informants were selected by purposive sampling. The research instruments included a five-point Likert-scale questionnaire and a semi-structured interview. The discrimination indices of the current situation questionnaire ranged from 0.47 to 0.86 with a reliability coefficient of 0.98, while those of the desirable situation questionnaire ranged from 0.31 to 0.77 with a reliability coefficient of 0.97. Data were analyzed using frequency, percentage, mean, standard deviation, and the Priority Needs Index (PNI).

The findings revealed that the overall and specific aspect of current situation regarding leadership characteristics in school administrators was at a high level, whereas the desirable situation was at the highest level. The highest priority need was English communication competency, followed by the development of digital networking for cooperation and professional development at the national and international levels, and motivation for leadership and continuous professional practice. Besides the visionary leadership, management based on OBECQA criteria, academic excellence, and the use of technology were demonstrated equal level in priority needs. In addition, 33 development guidelines were proposed, all of which were evaluated as having the highest levels of appropriateness and feasibility.

The Development of Creative Writing Skills in the 21st Century Using an Online Feedback Process for Undergraduate Students

Preampree Posritong — 2026-04-30

The purposes of this research were: 1) to evaluate the effectiveness of a 21st-century creative writing learning plan incorporating an online feedback process, based on an efficiency criterion of 85/85; 2) to compare students’ creative writing skills before and after participating in the program; and 3) to investigate students’ opinions toward the developed learning management system. The target group consisted of 34 second-year undergraduate students enrolled in the “Thai Language for Communication” course at Lopburi College of Dramatic Arts during the first semester of the 2025 academic year, selected through purposive sampling. The research instruments included: 1) the creative writing learning management plan with online feedback, 2) a creative writing skills test, and 3) an opinion questionnaire. Data were analyzed using mean, standard deviation (S.D.), percentage, and the dependent-samples t-test.

The results indicated that: 1) the learning plan, synthesized from creative thinking theories, 21st-century learning concepts, feedback mechanisms, and social media frameworks, comprised six phases: (1) Learning, (2) Idea Initiation, (3) Contemplation and Planning, (4) Creating, (5) Reflective and Creative Revision, and (6) Acceptance and Evaluation. The plan achieved an Item-Objective Congruence (IOC) index between 0.80 and 1.00 and reached an efficiency score of 82.85/85.60, which met the specified 85/85 criterion. 2) Students’ creative writing skills significantly improved after instruction at a .05 level of significance. 3) Overall, students expressed the highest level of satisfaction with the online feedback learning process (x̅=4.60, S.D.=0.38).

Food Literacy: Essential Skills for Early Childhood to Grow into Healthy Adults

Runglawan Laumka — 2026-04-12

This article aims to review the concept of food literacy, examine factors influencing food literacy in early childhood, and propose strategies for promoting food literacy through families, schools, and public policies. Food literacy is a fundamental skill essential for early childhood development. The period between birth and six years of age represents a critical stage when children’s brains and overall development grow rapidly. Instilling knowledge and skills related to food selection, consumption, and awareness of nutritional value at this stage fosters healthy eating habits and promotes lifelong well-being. This article explains the concept, meaning, and importance of food literacy, analyzes its influencing factors—biological, psychological, social, cultural, economic, and environmental—and proposes strategies for promoting food literacy through learning in families, schools, and communities under supportive public health and nutrition policies. Developing food literacy in young children not only helps prevent malnutrition and chronic diseases but also lays the foundation for them to grow into healthy, capable adults and valuable human capital contributing to sustainable national development.