Journal of Education Rajabhat Maha Sarakham University

The Origins of Chinese Language Education in Thailand and Educational Policies Prior to the Enactment of the Private Schools Act

Piyathida Sangsikaew — Sat, 30 Aug 2025 00:00:00 +0700

The purposes of this article were to: 1) study and analyze the history of Chinese language education and education policy in Thailand before the promulgation of the first Private School Act in B.E. 2461, 2) collect the knowledge of Chinese language education in Thailand in the past where the management of Chinese language education in Thailand has been directly influenced by the China education model. In contrast, the current Chinese education model is teaching Chinese as a foreign language. Before Thai government promulgated the first Private School Act in B.E. 2461, Chinese language education organized in Chinese schools, which managed and administered among the Chinese and independent of government control. This article conducted a documentary research on the primary documents, which were the government official letter from the national archives, the royal gazette, and the secondary documents including books, academic articles, and related research papers, to obtain information and knowledge to answer the objectives of the article. This article divided topics of the study into 4 categories. They were: 1) The beginning and dynamics of Chinese language education in Thailand before B.E. 2461, 2) Sources of the establishment of Chinese school before B.E. 2461, 3) The pattern of Chinese education in Thailand in the past, and 4) The introduction of state policies to control education before B.E. 2461.

The Development of Critical Thinking and Science Creativity of Grade 9 Students with Project-Based Learning on STEM Education

Thidarat Srimeechai, Waraporn Erawan — Sat, 30 Aug 2025 00:00:00 +0700

The purposes of this research were to: 1) compare the grade 9 students’ critical thinking skill pre-test and post-test in learning by project-based learning on STEM education, 2) compare the students’ scientific learning creativity pre-test and post-test by using project-based learning on STEM education, and 3) compare the students’ academic achievement with the criteria of 70%. This study was a pre-experimental design. The sample consisted of 30, grade 9 students from Ban Si Suk Huai Mong School. The sample used the purposive sampling. The research instruments were 1) 6 PBL on STEM education lesson plans, over 20 hours; 2) a critical thinking assessment; 3) a scientific creativity assessment; and 4) a measuring academic achievement in science test. The statistics used mean, standard deviation, dependent t-test and one sample t-test.

The results of the research found that: 1) The grade 9 students who had learnt with the PBL on STEM education exhibited a statistically significant in critical thinking mean scores increased after the learning experience at the .05 level., 2) The sample who engaged in project-based learning based on STEM concepts demonstrated a statistically significant improvement in scientific creativity scores after the learning experience at the .05 level., 3) They earned higher academic achievement scored higher than the specified criteria at 70%, as the .05 level.

A Study of Relationship Between High School Students’ Decision Influencing Factors to Pursue Undergraduate Study in Maha Sarakham Province

Sat, 30 Aug 2025 00:00:00 +0700

This research aims to: (1) examine the relationship between the high school students’ decisions influencing factors to pursue undergraduate studies in Maha Sarakham province; (2) explore the key success factors of curriculum promotion through collaborative network schools in Maha Sarakham province; and (3) identify the appropriate strategies for curriculum promotion to increase the number of applicants and enrollment confirmations. The sample group consists of 480 high school students from three collaborative network schools in Maha Sarakham province: (1) Phadungnaree School in Mueang District, (2) Phayakkhaphum Witthayakharn School in Phayakkhaphum Phisai District, and (3) Kanthara-wichai School in Kantharawichai District. The research instruments included (1) a questionnaire, (2) an in-depth interview form, and (3) a structured interview form. The statistics were mean and standard deviation, as well as multiple linear regression analysis to examine the students’ decisions influencing factors to pursue higher education.

The research findings revealed that: 1) The sample’s decision influencing factors in Maha Sarakham Province, ranged to the higest to the lowest mean scores; the curriculum and environmental factors, the curriculum factor was the greatest influencer for their decision-making (x̄=4.19, S.D.=0.872), the economic and social conditions factor was at 4.09 (x̄=4.09, S.D.=0.845)., the expectations factor was at 3.96 (x̄=3.96, S.D.=0.942), and the physical characteristics of the curriculum was at 3.96 (x̄=3.96, S.D.=0.915) respectively. Regarding personal factors affected the students’ decisions was their grade point average was at 3.61 (x̄=3.61, S.D.=1.027), their parents’ occupations factor was at 3.34 (x̄=3.34, S.D.=1.136), their age at 3.08 (x̄=3.08, S.D.=1.090), and their gender was at 2.90 (x̄=2.90, S.D.= 1.168), respectively. 2) The overall for the appropriated curriculum promotion strategies to increase the number of applicants and confirmed enrollments was rated at a high level.

The Development of Total Physical Response (TPR) Learning Management Integrated with Gamification to Enhance Learning Achievement and Learning Retention of Grade 2 Students

Phatthanan Prasan, Jitraporn Wongkamjan — Sat, 30 Aug 2025 00:00:00 +0700

The purposes of this research were: 1) to develop a Total Physical Response (TPR) learning management integrated with gamification for grade 2 students with the effectiveness criterion of 80/80, 2) to compare the learning achievement of grade 2 students before and after the implementation of the TPR learning management integrated with gamification, and 3) examine the learning retention of students in TPR learning management integrated with gamification after a period of two weeks. The sample group consisted of 35 grade 2 students from a classroom at St. Mary’s School, Roi Et in second semester of 2024 academic year. They were selected through cluster random sampling using classroom as a sample unit. The research instruments included a TPR learning management integrated with gamification lesson plans and a learning achievement test. Data analysis statistics were mean, standard deviation, percentage, and the Wilcoxon non-parametric test.

The results of the research found that: 1) the effectiveness of the TPR learning management integrated with gamification was 83.01/82.29, exceeding the set criterion of 80/80, 2) the students’ post-learning achievement scores were significantly higher than their pre-learning scores at a statistical significance level of .05, and 3) the result suggests that the TPR learning management integrated with gamification effectively contributes to learning retention, as students maintained their acquired knowledge even after 14 days with no statistically significant difference at the .05 level.

An Effective Teacher Preparation Program Integrating Contemplative Education in Professional Teaching Experience Training: A Case Study of the Master of Education Program in Curriculum and Instruction (Teaching Profession Plan)

Samarn Ekkapim, Surakan Janghan, Suwit Khummanee, Kansiwakorn Khamwisettanaton — Sat, 30 Aug 2025 00:00:00 +0700

The research objectives were to: 1) design an effective teacher preparation program, 2) implement and evaluate the program, and 3) assess students’ satisfaction. The research employed an R&D approach based on the 10:20:70 learning model and was conducted in two phases: program design and program implementation. The participants were 18 volunteer graduate students in Curriculum and Instruction, undertaking teaching internship courses in the 2023 academic year. Research tools comprised of the program itself, observation forms, reflective journals, learning design assessment forms, self-assessment forms, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, percentage, and content analysis.

Findings showed that: 1) the program consisted of five components including principles, objectives, activity structure, learning management process, and evaluation. The program was rated by experts at highly appropriate level (x̅=4.23). 2) The implementation results indicated that; 2.1) students gained strong understanding of contemplative education and actively participated in all activities, 2.2) students demonstrated an improvement in the professional learning design across 40 learning activities. The most frequent types of activities involved Head-Heart-Hand, Celtic Wheel of Being, and teamwork, 2.3) students reported high perceived in changing to effective teacher (x̅=4.43). and 3) Students’ overall satisfaction with the program was at high level (x̅=4.30).

Developing of Learning Activities Using Educational Games to Enhance Math Skills for Early Childhood Children

Pornchanok Namprai, Jitraporn Wongkamjan — Sat, 30 Aug 2025 00:00:00 +0700

This research aims to 1) Using educational games activities to developing mathematical skills in early childhood to effective the criteria of 75/75. 2) To compare the mathematics skills of early Childhood with the 75 percent criteria after participating in educational game learning activities. The sample consists of 16, second year kindergarten students, Ban Na Sida School, Amnatcharoen Primary Educational Service Area Office, second semester academic year of 2024, which using the purposive sampling. The research tools included: 1) 15 learning activity plans by using educational games to improve early childhood mathematics skills, divided into 3 units as follows: Fun with Numbers Unit, Size Unit, Shape, figure, and Volume Unit, and Weigh. 2) Mathematics skills test, 20 questions with 3 choices, multiple choice test. The statistics used mean, percentage and standard deviation. The hypothesis testing used the Binomial sign test statistics.

The research found that 1) The learning activities and educational games activities to improve early childhood mathematics skills were as 89.98/85.31., 2) The sample who had learnt with the learning experience activities increased their mathematics skills more than 75 percent, and higher than the specified criteria as statistical significane at 0.5 level.

Problem-Based Learning Approach Using Motion Graphics on the Topic of ‘Technology Changes the World’ to Enhance Matthayom 3’ Students Academic Achievement at Khuean Pittayasat School

Thanachai Sonsala, Ratree Supahuang, Panyaphat Kanthong — Sat, 30 Aug 2025 00:00:00 +0700

This purposes of the reasarch were to 1) Develop problem-based learning (PBL) management by using the motion graphic media on the topic Technology Changes the World. 2) Compare students’ learning achievement before and after the PBL implementation on the same topic, and study the students’ satisfaction toward the learning management. The sample group consisted of 28 Matthayom suksa 3/2 enrolled in the subject Design and Technology 3 during the second semester of the academic year 2024 at Khuean Pittayasat School. The sample was obtained using a cluster random sampling method. The research tools were: the PBL lesson plans (2 instructional hours), a 20-items learning achievement test, and a 10-item satisfaction questionnaire. The statistics used for data analysis were: mean, percentage and standard deviation.

Research Findings 1) There were five main steps of the developed PBL lesson plans using motion graphics: (1) Presenting the problems by providing scenarios related to the topic through motion graphic media, (2) Analyzing and generating questions, (3) Researching and collecting data from various sources, (4) Presenting possible solutions, and (5) Reflecting on the learning outcomes. The total duration was 2 instructional hours. 2) The comparison of learning achievement found that the students’ post-test scores (x̅=14.37, S.D.=0.93) were significantly higher than their pre-test mean scores (x̅=12.37, S.D.=0.86) and 3) The students’ overall satisfaction toward the learning management was at the highest level (x̅=4.57, S.D.=0.48).

Development Guidelines for the School Administrators’ Principles of Good Governance under the Roi Et Secondary Educational Service Area Office

Kanyanat Lapa, Ratchaniphen Phonyiam — Sat, 30 Aug 2025 00:00:00 +0700

This mixed-method research design aimed to 1) investigate the current conditions, desired conditions, and the school administrators’ needs for good governance principle, the Roi Et Secondary Educational Service Area Office and 2) study the guidelines for the school administration as the good governance principle. The research divided into two phases. In Phase I, the study focused on study the current, desired states, and the school administrators’ needs. The sample consisted of 444 school administrators and teachers, determined using Krejcie and Morgan’s sample size table. The research instrument was a Likert’s five-scales questionnaire which its reliability coefficients was as 0.96, and the desired conditions current was as 0.98, and Phase II, study the good governance principles for school administration guidlines from school administrators. The informants consisted of 3 school administrators. The research instrument was structured interviews form with three key informants. Data were analyzed by using content analysis. The statistical were percentage, mean, standard deviation, and the Priority Needs Index.

The research results found that: 1) The overall for current state of school administrators’ good governance principles school administration was at a high level (x̅=3.75, S.D.=0.25). The desired state was at the highest level (x̅=4.75, S.D.=0.12). The highest priority needs index was found in the principle of “value for money” aspect, and 2) The proposed guidelines encompassed 6 aspects with 33 total development guidelines. The evaluation results indicated that the overall appropriateness and feasibility of the proposed guidelines were rated at the highest level.

A Study of Guidelines for Achievement-oriented Competency Development in the VUCA World of School Administrators Under the Secondary Educational Service Area Office Kalasin

Sayam Yuponboon, Amorn Malasri, Supot Duangnet — Sat, 30 Aug 2025 00:00:00 +0700

This research aimed to 1) study the level of achievement-oriented competency in the VUCA world of school administrators under the Kalasin Secondary Educational Service Area Office, and 2) study guidelines for developing achievement-oriented competency in the VUCA world of school administrators under the Kalasin Secondary Educational Service Area Office. The research was divided into 2 phases. Phase 1: study the achievement-oriented competency in the VUCA world of school administrators under the Kalasin Secondary Educational Service Area Office. The study was conducted with the entire population of school administrators under the Kalasin Secondary Educational Service Area Office in academic year 2023, totaling 54 persons. The research tool was a 5-levels rating scale questionnaire with index of item objective congruence (IOC) between 0.80-1.00, item discrimination power between 0.50-0.90, and reliability of 0.95. The data was analyzed using percentages, means, and standard deviations. Phase 2 study the guidelines for achievement-oriented competency in the VUCA world of school administrators under the Kalasin Secondary Educational Service Area Office. The data was collected using an interview form to interview 5 key informants who were selected purposively. The retrieved data then was analyzed using content analysis and presented in descriptive explanation.

The research results found that 1) The overall achievement-oriented competency of educational administrators in the VUCA world was at a high level. 2) Guidelines for achievement-oriented competency in the VUCA world of educational administrators under the Kalasin Secondary Educational Service Area Office were as follows: 2.1) the development guidelines for creativity of educational administrators were; the educational administrators should analyze changes occurring in the current society correctly identify challenges, solve them, and understand the issues that arise; find new and appropriate ways to solve problems; and promote the use of technology to develop for the higher quality of education. 2.2) the development guidelines regarding the continuous commitment of educational administrators were; the educational administrators should create works or innovations which are the focus of current educational administration in the present era; apply the PDCA cycle into the educational administration process for the achievement-oriented development; personnel in educational institutions need to be ready for the continuously improvement of themselves in new ways; and put the right man in the right job.

Project-Based Learning Management on Motion and Forces to Promote Computational Thinking Skills and Learning Achievement of Grade 8 Students

Kaewalee Khamsee, Panwilai Dokmai — Sat, 30 Aug 2025 00:00:00 +0700

The purposes of this research were to: 1) study Computational Thinking Skills of Grade 8 students in Project-Based Learning (PjBL), and 2) compare the students’ learning achievement after learning with the PjBL with the 65 percent criterion. The sample consisted of 27, Grade 8 students from Khattiyawongsa school, Roi-Et Province in the second semester, academic year of the 2024. The sample used the cluster random sampling. The research instruments included 1) Project-Based Learning (PjBL) lesson plans on the topic of Motion and Force for 19 hours, 2) the 12 items writting test of Computational Thinking Skills, comprising 3 situational-based essay questions, with 4 questions in each situation, and 3) the 20 items, four multiple choices learning achievement test. The data analysis statistics were mean, standard deviation, percentage and t-test (One-sample t-test).

The results of research found that: 1) Most of Grade 8 students in PjBL had Computational Thinking Skills at a good level, or 44.44 percent of all students and 2) After learning with the PjBL, the sample earned their learning achievement scores higher than the 65 percent criteria at the statical significance as .05 level.

The Study of Hearing Impairment Students’ Writing Competency by Using Thai Language Enhancement Exercise, Khon Kaen School for the Deaf

Sat, 30 Aug 2025 00:00:00 +0700

The purposes of this study were to develop the learning activity management by using Thai language writing exercise as the criteria standard of 70/70, and compare the students’ learning achievement scores after learning with the writing exercise with the criteria of 70. The sample of the study consisted of 5 Prathomsuksa 6 students, Khon Kaen School of Deaf, in second semester, academic year of 2022. The sample used the purposive sampling. The research tools were 4 lesson plans, and a 20 items achievement test. The statistics were percentage, mean, standard deviation and t-test (Dependent).

The research results were as follows: 1. The students’ learning achievement increased after learning with the writing exercises as 75.66/86.00 which higher than the research criteria, and 2. The students’ achievement mean scores were higher after learning with the writing exercises as the statistical significance as .05 level which higher than the specified criteria of 70 percent as 3.20 scores or 86 percent of all students.