Journal of Education Rajabhat Maha Sarakham University

Development of Learning Activities Using the Synectics Approach Combined with Peer-Assisted Learning Techniques for Grade 5 Students

Ratchadaporn Sawkrathok — 2026-08-30

The purposes of this research were to: 1) develop learning activities using the Synectics approach combined with peer-assisted learning techniques for Grade 5 students to meet the efficiency criterion of 80/80; 2) investigate students’ creativity in artistic sculpture through learning activities using the Synectics approach combined with peer-assisted learning techniques; and 3) investigate students’ satisfaction with the learning activities. The sample consisted of 35 Grade 5/3 students studying in the second semester of the 2023 academic year at Mahasarakham University Demonstration School (Primary Division), selected using cluster random sampling. The research instruments consisted of: 1) 12 learning activity plans; 2) an artistic creativity assessment consisting of 5 items; and 3) a 10-item questionnaire assessing students’ satisfaction with the learning activities. The data were analyzed using percentage, mean, and standard deviation.

The results revealed that: 1) the learning activities using the Synectics approach combined with peer-assisted learning techniques achieved an efficiency of 88.91/95.20, which was higher than the established criterion of 80/80; 2) students’ creativity in artistic sculpture, as assessed from their final works after participating in the learning activities using the Synectics approach combined with peer-assisted learning techniques, was at a very good level; and 3) students’ satisfaction with the learning activities was at the highest level.

The Development of Mathematical Problem-Solving Ability in Statistics among Grade 7 Students through Project-Based Learning Combined with the STAD Cooperative Learning Technique

Sunisa Ravangjai — 2026-08-30

The objectives of this research were to: 1) develop learning activities on the topic of Statistics for Grade 7 students through Project-Based Learning (PBL) combined with the Student Teams-Achievement Divisions (STAD) cooperative learning technique; 2) compare the mathematical problem-solving ability of Grade 7 students after participating in the learning activities using PBL combined with the STAD technique with the 70 percent criterion; and 3) investigate students’ satisfaction with the learning activities on Statistics using PBL combined with the STAD technique. The population consisted of 17 Grade 7 students at Ban Kha School during the second semester of the 2024 academic year. The research instruments included: 1) lesson plans on Statistics using PBL combined with the STAD technique; 2) a mathematical problem-solving ability test; and 3) a student satisfaction questionnaire. The data were analyzed using the mean, standard deviation, percentage, and One-Sample t-test.

The research findings revealed that: 1) the learning activities using PBL combined with the STAD technique to develop mathematical problem-solving ability in Statistics among Grade 7 students were rated at the highest level of appropriateness; 2) the students’ mathematical problem-solving ability after participating in the learning activities was higher than the 70 percent criterion; and 3) the students’ overall satisfaction with the learning activities using PBL combined with the STAD technique was at the highest level.

The Effects of Learning Management Using the CIPPA Model Combined with Game-Based Learning on Learning Processes, Learning Achievement, and Satisfaction of Grade 6 Students in Three-Dimensional Geometry

Pakawadee Tiwong — 2026-08-30

This study aimed to: 1) evaluate the quality and appropriateness of the learning management plan; 2) examine students’ learning processes; 3) investigate and compare students’ learning achievement before and after the implementation of the learning management; and 4) examine Grade 6 students’ satisfaction with learning management using the CIPPA Model combined with Game-Based Learning (GBL) on the topic of three-dimensional geometric figures. The target group consisted of 15 Grade 6 students at Ban Rong Ha School during the second semester of the 2024 academic year. The students were selected through purposive sampling. The research instruments consisted of a learning management plan, a behavioral observation form, a 10-item four-option multiple-choice achievement test administered before and after the learning management, and a 14-item satisfaction questionnaire covering four aspects. The data were analyzed using the mean (x̅), standard deviation (S.D.), and dependent samples t-test.

The results showed that: 1) the learning management plan was rated at the highest level in terms of quality and appropriateness (x̅=4.57, S.D.=0.11); 2) the students’ overall learning processes were at the highest level (x̅=4.60, S.D.=0.08); 3) the students’ mean learning achievement score after the implementation of the learning management was 7.00, which was higher than the pre-intervention mean score of 5.73, with a statistically significant difference at the .05 level (t=4.01, p=.001); and 4) the students’ overall satisfaction with the learning management was at the highest level (x̅=4.55, S.D.=0.14), with mean scores across the four aspects ranging from 4.43 to 4.62. The findings indicate that learning management using the CIPPA Model combined with Game-Based Learning was appropriate for learning activities on three-dimensional geometric figures. Within the context of the target group, students demonstrated high levels of learning processes and satisfaction, and their mean learning achievement score was higher after the implementation of the learning management than before it. However, these findings should be interpreted within the context of the target group and the research design employed.

The Development of Flipped Classroom Learning Activities on Law and Life among Grade 10 Students

Phonaekkaphob Maiklang — 2026-08-30

The purposes of this research were to: 1) develop flipped classroom learning activities on Law and Life for Grade 10 students with an efficiency level of 80/80; 2) compare the learning achievement of students who participated in the flipped classroom learning activities with that of students who received traditional instruction; 3) examine the level of the desirable characteristic of being eager to learn among students who participated in the flipped classroom learning activities; and 4) investigate students’ satisfaction with the flipped classroom learning activities. The sample consisted of Grade 10/3 students, who served as the experimental group, and Grade 10/5 students, who served as the control group, at Srimahaphot School, Si Maha Phot District, Prachin Buri Province. The research instruments included: 1) 10 lesson plans; 2) a learning achievement test; 3) a scale measuring the desirable characteristic of being eager to learn; and 4) a satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, and an independent-samples t-test.

The results revealed that: 1) the flipped classroom learning activities on Law and Life for Grade 10 students achieved an efficiency level of 86.55/81.05, which met the specified criterion; 2) students who participated in the flipped classroom learning activities had significantly higher learning achievement than students who received traditional instruction at the .05 level of statistical significance; 3) students who participated in the flipped classroom learning activities obtained an average score equivalent to 79.01% of the total score on the desirable characteristic of being eager to learn, which was at the excellent level; and 4) the students’ overall satisfaction with the flipped classroom learning activities was at a high level.

The Development of Problem-Based Learning Activities on Buddhist Principles for Grade 8 Students

nopparada wannapho — 2026-08-30

The objectives of this research were to: 1) develop problem-based learning activities on Buddhist principles for Grade 8 students to achieve the specified efficiency criterion of 80/80; 2) compare the learning achievement of students who received problem-based learning activities with that of students who received conventional instruction; 3) compare the desirable characteristic of discipline between students who received problem-based learning activities and those who received conventional instruction; and 4) investigate students’ satisfaction with the problem-based learning activities. The sample was selected through cluster random sampling by drawing lots and consisted of Grade 8/7 students as the control group and Grade 8/3 students as the experimental group. The research instruments included 1) 10 learning management plans, 2) a learning achievement test, 3) a scale measuring the desirable characteristic of discipline, and 4) a satisfaction questionnaire. The data were analyzed using percentages, mean, standard deviation, and an independent-samples t-test.

The results showed that: 1) the problem-based learning activities on Buddhist principles for Grade 8 students achieved an efficiency level of 86.03/80.67, which met the specified criterion; 2) students who received problem-based learning activities had significantly higher learning achievement than those who received conventional instruction at the .05 level of statistical significance; 3) students who received problem-based learning activities demonstrated significantly higher levels of the desirable characteristic of discipline than those who received conventional instruction at the .05 level of statistical significance; and 4) students’ overall satisfaction with the problem-based learning activities on Buddhist principles was at the highest level.

Development of a Training Curriculum in Advanced Statistics to Enhance Research Competency in Educational Administration for Students at Rajapark Institute

Pichai Suriyasukprasert — 2026-08-30

This research aimed to study the current conditions and needs, develop and implement a training curriculum in advanced statistics to enhance research competency in educational administration, and evaluate the developed curriculum for students at Rajapark Institute. The research hypothesis was that, after receiving the training, all participants would demonstrate knowledge and understanding exceeding 80%. This research employed a research and development (R&D) approach consisting of four phases. Phase 1 involved studying the basic information. The sample consisted of 103 graduate students selected through quota sampling, and seven participants who took part in a focus group discussion. Phase 2 involved developing the training curriculum through an expert seminar with seven experts. Phase 3 involved implementing the training curriculum with 60 graduate students selected through simple random sampling. Phase 4 involved evaluating the training curriculum. The research instruments included a questionnaire, the training curriculum, a knowledge and understanding test, a satisfaction questionnaire, and a curriculum evaluation form. The data were analyzed using percentages, mean, standard deviation, and a one-sample t-test.

The results showed that, in Phase 1, the current conditions and problems related to curriculum development were overall at a high level, and the overall need for curriculum development was also at a high level. In Phase 2, the developed training curriculum consisted of seven components: (1) background and significance of the curriculum, (2) principles of the curriculum, (3) objectives of the curriculum, (4) content, (5) training activities, (6) instructional media and learning resources, and (7) measurement and evaluation. In Phase 3, the results of implementing the training curriculum showed that the trainees’ knowledge and understanding scores were significantly higher than the 80% criterion at the .01 level of significance (p<.01), and their overall satisfaction with the training was at a high level. In Phase 4, the overall evaluation of the training curriculum was at a high level.

The Development of Management Guidelines for School to Promote Involvement of Primary Students’ Parents in Mental Health Education at Zhuuhai Xiangzhou 1st Primary School, China

Li Hongxiao — 2026-08-30

The purposes of this research were: 1) to investigate the problems and needs for school to promote involvement of primary students’ parents in mental health education; and 2) to develop management guidelines for school to promote involvement of primary students’ parents in mental health education. The samples were 371 students’ parents and 106 advisor teachers, obtained through simple random sampling. The instruments used were questionnaires and a semi-structured interview form. The data were analyzed by descriptive statistics and content analysis.

The findings revealed that both primary students ‘parents and advisor teachers perceived the problems and needs for parental involvement in mental health education at the “highest” level. Key challenges identified included insufficient psychological staff and noisy physical environments. The results of the interview with five experts help enhance parents’ guidance in the mental health education for primary school students. Consequently, the management guidelines were developed focusing on five core aspects: (1) goal setting and planning, (2) home-school-community collaboration, (3) building a support network, (4) constructing psychological environments, and (5) training and empowerment. The guidelines were also evaluated by five experts for their suitability and feasibility. Therefore, the guidelines can be used in school practice, and they can promote parents’ involvement in primary students’ mental health education.

The Development of Cooperative Learning Activities Using the Teams-Games-Tournaments Technique Combined with Social Media to Enhance Media Literacy in Economics among Grade 9 Students

Kawin Savisit — 2026-08-30

The purposes of this research were to: 1) develop cooperative learning activities using the Teams-Games-Tournaments (TGT) technique combined with social media to enhance media literacy in Economics among Grade 9 students, with an effectiveness criterion of 80/80; 2) compare students’ media literacy before and after learning; 3) compare students’ learning achievement before and after learning; and 4) investigate students’ satisfaction with the learning activities. The sample consisted of 30 Grade 9 students in Class 3/1 at Burapha Pittayakarn Municipal School, selected through cluster random sampling. The research instruments comprised lesson plans, a learning achievement test, a media literacy test, and a satisfaction questionnaire. The data were analyzed using percentages, means, standard deviations, and
a dependent-samples t-test.

The findings were as follows: 1) the developed cooperative learning activities using the Teams-Games-Tournaments (TGT) technique combined with social media achieved an effectiveness of 84.51/84.44, exceeding the specified criterion of 80/80; 2) students’ media literacy after learning was significantly higher than before learning at the .05 level of statistical significance; 3) students’ learning achievement after learning was significantly higher than before learning at the .05 level of statistical significance; and 4) students’ overall satisfaction with the learning activities was at the highest level.

The Development of Problem-Based Learning Activities Integrated with Social Media to Enhance Media Literacy in Economics among Grade 7 Students

Thanarat Sripatchim — 2026-08-30

The purposes of this research were to: 1) develop problem-based learning activities integrated with social media to enhance media literacy in Economics among Grade 7 students according to the 80/80 efficiency criterion; 2) compare the students’ media literacy before and after learning through the developed learning activities; 3) compare the students’ learning achievement in Economics before and after learning through the developed learning activities; and 4) investigate the students’ satisfaction with the developed learning activities. The sample consisted of 33 Grade 7/1 students at Burapha Phitthayakhan Municipal School, selected through cluster random sampling. The research instruments included lesson plans, a learning achievement test, a media literacy test, and a satisfaction questionnaire. The data were analyzed using percentages, means, standard deviations, and a dependent-samples t-test.

The results revealed that: 1) the problem-based learning activities integrated with social media had an efficiency of 80.42/80.20, which was higher than the established 80/80 criterion; 2) the students’ media literacy after learning through the problem-based learning activities integrated with social media was significantly higher than before learning at the .05 significance level; 3) the students’ learning achievement in Economics after learning through the problem-based learning activities integrated with social media was significantly higher than before learning at the .05 significance level; and 4) the students’ overall satisfaction with the learning activities was at the highest level.

The Development of Community-Based Learning Activities on Living Well in Accordance with the Sufficiency Way to Promote the Desirable Characteristic of Living Sufficiency among Grade 4 Students

Nattanya Donkhun — 2026-08-30

The objectives of this research were to: 1) develop community-based learning activities on Living Well in Accordance with the Sufficiency Way to promote the desirable characteristic of living sufficiency among Grade 4 students, with an efficiency criterion of 80/80; 2) study the desirable characteristic of living sufficiency among the students; 3) compare the students’ learning achievement before and after learning through the community-based learning activities; and 4) investigate the students’ satisfaction with the learning activities. The sample consisted of 20 Grade 4 students from Chumchon Ban Pho Song Hong Wittaya School, selected through cluster random sampling. The research instruments consisted of 1) 10 lesson plans based on community-based learning; 2) a measure of the desirable characteristic of living sufficiency; 3) a learning achievement test; and 4) a student satisfaction questionnaire. The data were analyzed using percentages, means, standard deviations, and t-tests.

The results showed that: 1) the community-based learning activities on “Living Well in Accordance with the Sufficiency Way” designed to promote the desirable characteristic of living sufficiency among Grade 4 students had an efficiency of 81.07/82.17, which met the 80/80 criterion; 2) the students’ desirable characteristic of living sufficiency was at a very good level; 3) the students’ post-test learning achievement was significantly higher than their pre-test learning achievement at the .05 level of statistical significance; and 4) the students’ satisfaction with the community-based learning activities was at the highest level, with a mean of 4.66 and a standard deviation of 0.50.

Innovative Integrated Learning Management Based on the Concept of Sustainable Corporate Development (ESG) to Promote Socially Responsible Entrepreneurship for Undergraduate Students in Bachelor of Education

Suwicha Wansudon — 2026-08-30

The purposes of this research were to 1) develop and determine the efficiency of an integrated learning management innovation based on the ESG concept to promote socially responsible entrepreneurship; 2) compare students’ socially responsible entrepreneurship and learning achievement among the ESG with Design Thinking approach, the ESG with Project-Based Learning approach, and the conventional teaching method; and 3) study the changes in socially responsible entrepreneurship before and after learning. The sample, obtained through cluster random sampling, consisted of 83 third-year undergraduate students from the second semester of the 2024 academic year. The subjects were divided into Experimental Group 1 (n=27), Experimental Group 2 (n=28), and a Control Group (n=28). The research instruments comprised three types of learning management plans (IOC=0.60-1.00), a 5-level rating scale questionnaire measuring socially responsible entrepreneurship (α=.85), and a 40-item learning achievement test (p=.41, r=.34, KR-20=.83). Data were analyzed using mean, standard deviation, t-test, and Two-way ANCOVA.

The research findings revealed that: 1) the efficiencies (E1/E2) of the ESG with Design Thinking learning management and the ESG with Project-Based Learning management were 83.00/86.00 and 84.50/85.00, respectively, which were higher than the established criteria. 2) The comparison indicated a statistically significant difference in the mean scores among the groups (F=45.35, p<.001). Both experimental groups demonstrated significantly higher scores than the control group (p<.001), while there was no significant difference between the two experimental groups (p=.895). 3) The students’ socially responsible entrepreneurship after learning was significantly higher than before learning. In conclusion, the ESG-PED Model is effective in tangibly promoting socially responsible entrepreneurship and enhancing students’ learning achievement.

Development of Scientific Problem-Solving Ability through Problem-Based Learning Combined with Higher-Order Questioning Techniques among Grade 5 Students

Saowalak Suwannasri — 2026-08-30

This research aimed to develop scientific problem-solving ability through problem-based learning combined with higher-order questioning techniques in science. The target group consisted of five Grade 5 students at Ban Hua Chang Khok Muang School, Yang Si Surach District, Maha Sarakham Province, during the second semester of the 2024 academic year. The students were selected through purposive sampling because they were taught science by the researcher. The research instruments consisted of: 1) six problem-based learning plans combined with higher-order questioning techniques, totaling 14 hours; 2) a subjective assessment of scientific problem-solving ability comprising three scenarios, with one scenario administered in each of three action research cycles; and 3) field notes. The study employed an action research methodology. The data were analyzed using the mean, percentage, and standard deviation.

The results showed that all five Grade 5 students (100%) achieved scientific problem-solving scores of 70% or higher. These findings indicated that problem-based learning combined with higher-order questioning techniques could effectively develop students’ scientific problem-solving ability.

The Development of Learning Activities Based on Design Thinking Combined with Lateral Thinking Techniques to Enhance Creative Thinking of Pre-Service Teachers

Prawit Simmatun — 2026-08-30

The purposes of this research were to: 1) develop learning activities based on the design thinking process integrated with lateral thinking techniques to enhance the creative thinking of pre-service teachers; and 2) compare the participants’ creative thinking scores before and after the implementation of the developed learning activities. The participants consisted of 24 pre-service teachers from the Faculty of Education, Rajabhat Maha Sarakham University, selected through cluster random sampling. The research instruments included: 1) lesson plans based on the design thinking process integrated with lateral thinking techniques; 2) a lesson plan quality evaluation form; and 3) a creative thinking assessment. The data were analyzed using the mean, standard deviation, and a dependent-samples t-test.

The results revealed that: 1) the developed learning activities were evaluated as being appropriate at the highest level; and 2) the participants’ posttest creative thinking scores were significantly higher than their pretest scores at the .01 level of statistical significance.

Academic Leadership of School Administrators in the Disruptive Era Affecting Educational Quality in Primary Schools under the Sisaket Primary Educational Service Area Office 1

Patiphan Duangkaew — 2026-08-30

The objectives of this research were to: 1) examine the levels of academic leadership of school administrators in the disruptive era and educational quality in primary schools; 2) examine the relationship between academic leadership of school administrators in the disruptive era and educational quality in primary schools; 3) identify the aspects of academic leadership of school administrators in the disruptive era that significantly predict educational quality in primary schools; and 4) propose guidelines for developing academic leadership in the disruptive era to enhance educational quality in primary schools. The sample consisted of 34 school administrators and 300 teachers, for a total of 334 participants. The sample size was determined using the Krejcie and Morgan table and selected through stratified random sampling. The target group consisted of six school administrators and teachers selected through purposive sampling. The statistics used for data analysis included mean, percentage, standard deviation, index of item-objective congruence (IOC), reliability coefficient, Pearson’s correlation coefficient, and multiple regression analysis.

The findings revealed that: 1) the overall level of academic leadership of school administrators in the disruptive era was at the highest level, and the overall level of educational quality in primary schools was also at the highest level; 2) academic leadership in the disruptive era was positively correlated with educational quality at the .01 significance level, with a very high level of correlation; 3) academic leadership in the disruptive era significantly predicted educational quality at the .01 significance level, with a multiple correlation coefficient (R) of .846 and accounting for 71.60% of the variance in educational quality. The predictive equation in raw scores was Ŷ = 1.319 + 0.310(X₂) + 0.156(X₅) + 0.161(X₃) + 0.081(X₄), and the predictive equation in standardized scores was Ẑy = 0.369(Z_X2) + 0.299(Z_X5) + 0.230(Z_X3) + 0.109(Z_X4); and 4) the guidelines for developing academic leadership in the disruptive era to enhance educational quality focused on four dimensions: curriculum management emphasizing agility and modernization; academic atmosphere promotion to create a safe learning ecosystem; professional development emphasizing academic leadership and coaching; and instructional management focusing on active learning to sustainably improve student achievement.

Guidelines for Developing Agile Leadership among School Administrators under the Ubon Ratchathani Primary Educational Service Area Office 4

Kamonchanok Prasongsing — 2026-08-30

This research aimed to: 1) examine the level of agile leadership among school administrators; 2) compare the level of agile leadership among school administrators based on position, educational level, and work experience; and 3) develop guidelines for developing agile leadership among school administrators under the Ubon Ratchathani Primary Educational Service Area Office 4. The sample consisted of 291 school administrators and teachers under the Ubon Ratchathani Primary Educational Service Area Office 4. The sample size was determined using the Krejcie and Morgan table and selected through stratified random sampling based on position. The research instruments comprised: 1) a five-point Likert-scale questionnaire with an overall reliability coefficient of 0.98; and 2) a semi-structured interview. The data were analyzed using frequency, percentage, mean, standard deviation, an independent-samples t-test, one-way analysis of variance (ANOVA), and content analysis.

The research findings revealed that: 1) the overall level of agile leadership among school administrators was high; 2) school administrators and teachers with different positions, educational levels, and work experience differed significantly in their perceptions of the level of agile leadership among school administrators at the 0.01 level; and 3) the guidelines for developing agile leadership among school administrators consisted of five key guidelines: (1) developing the ability to analyze and adapt to the school context; (2) promoting stakeholder participation and building collaborative networks; (3) supporting creative and innovative thinking in school administration; (4) developing leadership based on morality, ethics, and continuous learning; and (5) developing communication skills, teamwork, and positive relationships within the organization to enhance administrative efficiency and educational quality.

A Study of Guidelines for Promoting Academic Administration of Science, Mathematics, Technology, and Environment Enrichment Programs in the Upper Central Region Network in the Era of Artificial Intelligence

Phuree Siritharongkeat — 2026-08-30

The objectives of this research were to: 1) investigate the academic administration of Science, Mathematics, Technology, and Environment Enrichment Programs in the Upper Central Region Network; 2) compare teachers’ opinions based on gender, school node, age, educational level, and work experience; and 3) develop guidelines for promoting academic administration of the Science, Mathematics, Technology, and Environment Enrichment Programs in the Upper Central Region Network. The sample consisted of 308 teachers who taught mathematics, science, and technology, selected through stratified random sampling based on school nodes, and five interview informants. The research instruments included a questionnaire with item-level content validity indices ranging from 0.67 to 1.00 and a reliability coefficient of 0.99, as well as an interview form. The data were analyzed using percentages, mean, standard deviation, an independent-samples t-test, one-way analysis of variance (ANOVA), the least significant difference (LSD) test for pairwise comparisons, and content analysis.

The results revealed that: 1) overall and individual aspects of academic administration were at a high level. The aspects with the highest mean were innovation, instructional media, and learning resource development to support education, followed by learning management and learner quality development, school curriculum development, and academic collaboration and quality assurance for school development, respectively; 2) there were no significant differences in teachers’ opinions based on gender, age, educational level, or work experience. However, significant differences were found based on school node. Teachers in the Lopburi and Pathum Thani nodes reported significantly higher opinions across all aspects than those in the Bangkok node at the .01 level; and 3) the guidelines for promoting academic administration emphasize the systematic integration of Artificial Intelligence (AI) across all dimensions, including curriculum development, learning management, media and innovation development, collaborative networking, and quality assurance systems. Clear goals and practical guidelines should be established in alignment with learners’ contexts, alongside continuous development of teachers’ competencies.

A Study of Teachers’ Needs for Active Learning Management under the Secondary Educational Service Area Office Loei–Nong Bua Lamphu

Kotchaphorn Maneepong — 2026-08-30

This research aimed to: (1) examine the current and desired states of active learning management among teachers, and (2) identify the priority needs for active learning management under the Secondary Educational Service Area Office Loei-Nong Bua Lamphu. The population consisted of 51 school administrators and 294 teachers, for a total of 345 participants. The 51 school administrators were selected through purposive sampling, representing all school administrators in the schools under the office, while the sample of teachers was determined using the Krejcie and Morgan table and selected through proportional stratified random sampling based on school size. The research instrument was a questionnaire assessing the current and desired states of active learning management. Data were analyzed using mean (x̅), standard deviation (S.D.), and the Modified Priority Needs Index (PNI_modified).

The overall current state of active learning management among teachers was at a moderate level (x̅ = 3.48, S.D. = 0.99). Among the dimensions, learning ecosystem development had the highest mean (x̅ = 3.52, S.D. = 1.01), whereas active learning strategies had the lowest mean (x̅ = 3.45, S.D. = 0.94). The overall desired state was at the highest level (x̅ = 4.59, S.D. = 0.53). Learning ecosystem development had the highest mean (x̅ = 4.67, S.D. = 0.51), while active learning strategies had the lowest mean (x̅ = 4.54, S.D. = 0.53). The priority needs for active learning management, ranked from highest to lowest based on the Modified Priority Needs Index (PNI_modified), were as follows: technology and digital media integration (0.329), learning ecosystem development (0.327), active learning instructional design (0.324), active learning strategies (0.316), professional learning community development (0.312), and learning measurement and evaluation (0.309).

A Comparative Study of Teachers’ Needs for Developing Competencies in Using Artificial Intelligence for Learning Measurement and Evaluation among Private School Teachers in Samut Prakan Province

Ekapon Sumananthakul — 2026-08-30

The purposes of this research were to: 1) investigate teachers’ needs for developing competencies in using artificial intelligence (AI) for learning measurement and evaluation among private school teachers in Samut Prakan Province; and 2) compare teachers’ needs for developing competencies in using AI for learning measurement and evaluation according to their personal factors. The sample consisted of 264 teachers who voluntarily participated in the study by completing an online questionnaire. The research instrument was a five-point rating-scale questionnaire. The data were analyzed using the mean, standard deviation, and one-way analysis of variance (ANOVA).

The findings revealed that: 1) the teachers’ overall needs for developing competencies in using AI for learning measurement and evaluation were at a high level (x̅=3.65, S.D.=0.89); and 2) teachers with different age groups, teaching experience, and experience in using AI had significantly different needs for developing competencies in using AI for learning measurement and evaluation.

A Study of Lifestyle-Base on Physical Activity Components and Synthesize Indicators for Schools under The Secondary Educational Service Area Office Mahasarakham

Kritchapol Arsapakdee — 2026-08-30

The purpose of this research was to investigate the components and synthesize indicators of physical activity based on active living for schools under the Secondary Educational Service Area Office Mahasarakham. This study employed a qualitative research methodology consisting of documentary research and semi-structured interviews. Documentary research involved the review and synthesis of policies, guidelines, academic reports, and related studies on school-based physical activity promotion from both national and international sources published between 2020 and 2026, totaling 21 studies. The key informants comprised nine physical activity experts and four school administrators, totaling 13 participants, who were selected through purposive sampling. The research instrument was a semi-structured interview. Data were analyzed using content analysis and analytic induction.

The findings revealed that the components of physical activity based on active living for schools consisted of six components: 1) Quality Physical Education 2) Active Travel 3) Physical Activity Opportunities Before and After School 4) Opportunities for Physical Activity at Recess and Lunch 5) Active Classroom, and 6) Policy and Environment within the School. The synthesis of documentary evidence, related research, and semi-structured interviews identified 36 indicators under the six major components.

Furthermore, the informants consistently agreed that physical activity promotion in schools should be implemented through a Whole School Approach, which promotes physical activity through a holistic system integrating school policies, learning management, the school environment, and the participation of school administrators, teachers, students, parents, and the community. This approach can serve as a framework for developing physical activity promotion strategies in schools and as baseline information for future policy development and implementation aimed at fostering active living. The approach can be explained through the 4PC framework, comprising Active Policy, Active People, Active Program, Active Place, and Active Classroom, which collectively represent a comprehensive framework for promoting physical activity within the school context.