Journal of Education and Innovation

DEVELOPING A CONCEPTUAL FRAMEWORK TO FOSTER CHINESE LANGUAGE AND CULTURE AMONG VOCATIONAL EDUCATION STUDENTS TO ALIGN WITH THE GROWTH OF CHINESE INVESTMENTS IN THAILAND

2025-02-24T22:20:26+07:00

The research study, developing a Conceptual Framework to Foster Chinese Language and Culture among Vocational Education Students to Align with the Growth of Chinese Investments in Thailand, aims (1) to examine the concepts and (2) to design a conceptual framework to foster Chinese language and culture for students under the Office of the Vocational Education Commission to align with the growth of Chinese investments in Thailand. The research methodology consists of 2 stages. In the first stage, concepts related to the promotion of Chinese language and culture were examined by interviews with 30 Chinese language teachers and educators from basic education, vocational education, and higher education levels, selected through purposive sampling. In the second stage, a conceptual framework of Chinese language and cultural promotion was developed by Delphi technique with insights from Chinese language experts. The findings revealed that (1) the concepts related to promoting Chinese language and culture consist of the current situation of Chinese language teaching, the importance of Chinese language and culture, strategies for enhancing teaching and learning, directions for curriculum development, policy formulation to promote Chinese language and cultural teaching, similarities and differences between vocational education and basic education, key strengths and unique features in Chinese language and culture teaching, critical organizations or agencies, supplementary skill-building activities, and essential competencies. (2) The conceptual framework to foster Chinese language and culture consists of the following dimensions: policies to foster Chinese language and culture instructions, factors to support Chinese language and culture instructions, and the enhancements of Chinese language and culture instructions.

THE DEVELOPMENT OF COMMUNICATION COMPETENCY EXERCISES IN THAI LANGUAGE WRITING SKILLS FOR 5TH GRADE STUDENTS

2025-04-22T13:05:16+07:00

The objectives of this research were 1) to develop communication competency exercises in Thai Language writing skills for fifth grade students that follow the 80/80 criteria, 2) to compare the results of communication writing competence between the experimental group students taught with developed exercise and taught through traditional learning approach and 3) to study satisfaction with the communication competency exercises in Thai Language writing skills for fifth Grade students. The sample in this study was fifth Grade students (60 students from 9 classrooms) who enrolled in Thai Language subjects at Prasarnmit Demonstration School (Elementary), Srinakharinwirot University in the second semester of academic year 2023. A purposive sampling technique was used to select thirty students in the experimental group and thirty students in the control group in this study. The research tools included 1) four sets of communication competency exercises in Thai Language writing skills for fifth grade students, 2) a communication writing competence assessment test, and 3) a questionnaire on satisfaction after learning through communication competency exercises. The data was analysed by using the efficacy determination E1/E2, mean (M), standard deviation (SD), the Wilcoxon signed-rank test and the Mann-Whitney U-Test. The results indicated that
1. the communication competency exercises in Thai Language writing skills for fifth grade students, the process efficiency (E1) was 81.27, and the outcome efficiency (E2) was 83.21, both of which met the established criteria of 80/80.
2. The students in the experimental group based on the communication competency exercises in Thai Language writing skills for fifth grade students were significantly higher than the students in the control group who received the traditional learning approach, at a statistically significant level of 0.01.
3. The students’ satisfaction in the experimental group after learning with communication competency exercises in Thai Language writing skills for fifth grade students on communication writing competence was at the high level. (M = 4.6, SD = 0.13).

A SYSTEMATIC REVIEW ON PREPARING TEACHERS FOR DIVERSITY: NGO-TEI PARTNERSHIPS FOR MULTICULTURAL COMPETENCE

2025-02-24T22:19:03+07:00

The objective of this study is to systematically explore the partnership between non-governmental organizations (NGOs) and teacher education institutions (TEIs) in preparing teachers with multicultural competence. Through a qualitative synthesis of 12 selected articles, the study identifies multiple forms of partnership, including pre-service teachers’ placements in NGOs, co-organized projects, co-planned curriculum, NGO mentorship programs, and policy advocacy collaborations. Key benefits inherent in these partnerships include enhanced knowledge and skill development, cultural relevance, professional support, and community engagement. However, significant challenges such as resistance from pre-service teachers, communication barriers, resource constraints, and socio-political factors persist. These findings underscore the importance of integrating NGO-TEI collaborations into teacher training programs to equip pre-service teachers with the necessary competencies to effectively navigate and respond to the complexities of diverse classrooms. Despite the challenges, NGO-TEI partnerships present a promising avenue for preparing pre-service teachers to effectively engage with the diverse classrooms of the 21st century.

DETERMINANTS OF MEDICAL STUDENT’S ATTITUDE TOWARD MOBILE ENGLISH LEARNING IN CHENGDU, CHINA

2025-02-06T10:33:19+07:00

This study aims to examine the factors influencing the attitudes and behavioral intentions of medical students in Chengdu, China, regarding their engagement in mobile English learning. The conceptual framework posits direct and indirect relationships among performance expectations (PE), social influence (SI), facilitating conditions (FC), perceived playfulness (PP), attitude (ATT), perceived usefulness (PU), perceived ease of use (PEOU), and behavioral intention (BI). A quantitative survey was conducted involving 500 undergraduate medical students. The data were analyzed using structural equation modeling (SEM) and confirmatory factor analysis (CFA). The findings indicate that attitude, perceived usefulness, and perceived ease of use are significant predictors of behavioral intention, with perceived usefulness exerting the strongest impact (β = 0.634, p < 0.001). Performance expectations, social influence, facilitating conditions, and perceived playfulness collectively account for 12.9% of the variance in attitude (R² = 0.129). Furthermore, perceived usefulness, perceived ease of use, and attitude explain 43.9% of the variance in behavioral intention (R² = 0.439). The statistical results substantiate the seven research hypotheses and the final recommendations. To enhance the adoption of mobile English learning, it is recommended that institutions invest in reliable technological infrastructures, design user-friendly and interactive learning platforms, and promote positive social interactions to improve students' attitudes and behavioral intentions. Additionally, further studies are necessary to explore the long-term impact of mobile learning on academic performance and professional development, as well as to investigate the potential of emerging technologies, including artificial intelligence and virtual reality, in enhancing mobile learning experiences.

ACTIVE LEARNING THROUGH THE STEM PROCESS USING THE FRAMECOUNT APPLICATION TO INCREASE LEARNING ACHIEVEMENT IN FREE FALL MOTION

2025-02-27T14:55:26+07:00

This research examined the integration of high-speed video analysis with the Framecount application to enhance Mathayomsuksa 4 students' understanding of free fall motion. Three objectives were pursued: 1) to study free fall motion using high-speed video analysis, 2) to develop supplementary learning activities based on this technique, and 3) to assess the impact of these activities on students' conceptual understanding and academic achievement. A high-speed video camera (using a smartphone at 60 fps) and the Framecount application were employed to record and analyze free fall experiments. The results demonstrated the feasibility of determining gravitational acceleration with an error of less than 5%. Furthermore, students who engaged in the developed learning activities exhibited significantly improved problem-solving skills and academic achievement compared to a control group (p < .05). This study highlights the potential of combining active learning strategies with technology-enhanced analysis to deepen students' conceptual understanding of physics.

AUGMENTED REALITY TEACHING MEDIA FOR ASTRONOMICAL SYSTEMS WITH SIGN LANGUAGE COMMUNICATION FOR THE HEARING IMPAIRED

2025-01-08T10:35:20+07:00

Astronomy education for hearing-impaired students presents significant challenges due to complex concepts and teaching materials not designed to accommodate their specific needs. This research developed an augmented reality (AR) application that integrated sign language interpretation with three-dimensional astronomical system visualizations to address these limitations. Results revealed statistically significant improvement in post-study scores (M = 14.93) compared to pre-study scores (M = 12.09), p < .05. Students demonstrated higher academic achievement after engaging with the AR-based astronomy teaching materials with sign language interpretation (M = 13.16) compared to their pre-study performance (M = 11.29), p < .05. Student satisfaction with the materials was high (M = 4.27 on a 5-point scale). These findings suggest that astronomy teaching materials incorporating AR technology and sign language interpretation effectively support the learning of hearing-impaired students. This innovation aligns with experiential learning theory and universal design principles, promoting inclusive education and potentially serving as a model for developing teaching aids for students with special needs.

THE DEVELOPMENT OF TEACHER’S QUALITY OF WORK LIFE ASSESSMENT UNDER THE DEPARTMENT OF LEARNING ENCOURAGEMENT: A USERS EXPERIENCE RESEARCH

2025-03-31T16:20:17+07:00

The objectives of this research were 1) to analyze components and indicators of the quality of work life for teachers under the Department of Learning Encouragement, utilizing user experience research; 2) to develop an assessment form for the quality of work life for these teachers under the Department of Learning Encouragement; and 3) to establish and verify the quality of the evaluation manual for the quality of work life for teachers under the Department of Learning Encouragement. The target group consisted of 918 teachers under the Department of Learning Encouragement. Research tools used include interviews form, data analysis was performed using content; assessment forms, data analysis was confirmatory factor analysis, content validity index: cvi, discriminative power, reliability; and manual assessment form, data analysis was mean, and standard deviation. The research findings revealed that 1) the components of the quality of work life for teachers consisted of seven main components, aligned with empirical data, with Chi-Square = 1.783, df = 4, /df = 0.445, P-Value = 0.775, RMSEA = 0.000, SRMR = 0.003, CFI = 1.000, TLI = 1.003; 2) the assessment form for the quality of work life for these teachers was developed as a 5-point rating scale questionnaire; its content validity index (CVI) ranged from 0.850 to, with discriminative power between 0.566 - 0.893 and overall reliability at 0.958; and 3) the assessment manual for teachers' quality of work life showed high appropriateness and feasibility upon overall examination.

DEVELOPMENT OF A COMMUNITY - BASED LEARNING MODEL TO PROMOTE THE RESEARCH COMPETENCY OF DUSIT THANI COLLEGE PATTAYA STUDENTS

2025-03-15T16:26:47+07:00

This research aims to 1) develop a community-based learning model to promote research competency, 2) to study the level of students' research competency, and 3) compare research competency before and after implementing the community-based learning model. The sample consisted of 30 students enrolled in BA4110 Business Research Methodology in the first semester of 2023. The research instruments included a lesson plan and a research competency questionnaire. The statistical methods used in the study were mean, standard deviation, and paired–sample t-test. The results indicated that a community-based learning model for enhancing the research competency consists of the following: 1) A learning activity model comprising four components: Part 1 Learning content, Part 2 Learning process, Part 3 Learning activities and materials and Part 4 Learning assessment and evaluation. 2) The experiential learning management process consists of four stages: Stage 1 Concrete Experience, Stage 2. Reflective Observation, Stage 3 Abstract Conceptualization and Stage 4 Active Experimentation. The Research competency consists of three dimensions were examined: research knowledge, skills and Attributes. The results showed that the overall average score after implementation the model was significantly higher than the before implementation, when considering the average scores of model implementation by component, it was found that research knowledge before using the model ( = 3.41) and after using the model ( = 4.24), research skills before using the model ( = 3.61) and after using the model ( = 4.25), and research attributes before using the model ( = 3.78) and after using the model ( = 4.37). 3) The comparison of research competency before and after using the community-based learning model revealed that the average score after implementation was significantly higher than before at the 0.01 significance level.

A CONSTRUCY VALIDITY TESTING OF SELF-EFFICACY SKILLS MEASUREMENT MODEL CASE STUDY THE HIGH SCHOOL STUDENTS’ OF SCIENCE-MATHEMATICS PROGRAM IN LOCAL

2025-02-19T11:48:46+07:00

The aim of this study was to examining the construct validity of self-efficacy skills of the high school students of science-mathematics program in local. The study involved 1,000 students in high school of science-mathematics program from multi-stage sampling. The instrument used to collect data that could measure the psychological properties of self-efficacy skills consisted of 3 main components: 1) self-regulation ( = .992), 2) accessibility of educational information ( = .985), and 3) self-directed learning ( = .962), with a reliability of the entire instrument ( = .880). The data was analyzed by descriptive statistical analysis and confirmatory factor analysis (CFA). The research findings were as follows: The result of the confirmatory factors revealed that the model fit with the empirical data ( = 363.124, df = 141, /df = 2.58, P-value = 0.000, GFI = 0.996, AGFI = 0.995, SRMR = 0.016, RMSEA = 0.037) at the .05 level of significance.

DEVELOPMENT AND QUALITY EVALUATION OF A THAI LANGUAGE LEARNING MODEL BASED ON CREATIVITY-BASED LEARNING AND TECHNOLOGY- BASED LEARNING TO PROMOTE CREATIVE SPEAKING ABILITY IN STUDENTS

2025-04-03T19:56:29+07:00

The objectives of this research were (1) to develop a Thai language instructional model based on Creative-Based Learning (CBL) integrated with Technology-Based Learning (TBL) to enhance secondary students’ creative speaking abilities, and (2) to evaluate the quality of the developed instructional model. This study employed a Mixed Methods Research design consisting of two main phases Phase 1 involved gathering foundational data through in-depth expert interviews, focus group discussions with Thai language teachers and supervisors, and a student opinion survey. Phase 2 focused on the development and validation of the instructional model. Five experts evaluated the quality of the model using a rating scale, and the model was further validated through a connoisseurship seminar with nine subject-matter experts. The research instruments included a document analysis form, interview protocol, student opinion questionnaire, focus group discussion guide, and model evaluation form. Data were analyzed using mean (M), standard deviation (SD), and content analysis. The findings revealed that the developed instructional model comprises five key components: Model rationale Objectives Learning process – structured under the SPEAK Model, which includes five stages: 1) Spark imagination with digital tools; 2) Plan goals and conduct research; 3) Engage in creative digital storytelling; 4) Articulate and share collaboratively; 5) Keep reflecting and assessing through digital platforms Assessment and evaluation Supporting conditions. The overall quality of the instructional model was rated at the highest level (M = 4.75, SD = 0.44), with the learning process receiving the highest appropriateness score (M = 4.76, SD = 0.44). Moreover, the expert seminar highlighted that the SPEAK Model is innovative in its integration of technology throughout all instructional stages, particularly in the effective application of digital storytelling. The model was deemed highly applicable and effective in enhancing students’ creative speaking skills.

DEVELOPING OF ENGLISH-SPEAKING ABILITY USING COMMUNICATIVE LANGUAGE TEACHING APPROACH FOCUSED ON INTERACTIVE ACTIVITIES FOR PRATHOMSUKSA 5 STUDENTS, WATDONJAN SCHOOL, CHIANGMAI PROVINCE

2025-03-06T19:14:03+07:00

This research aimed to: 1) compare English - Speaking ability before and after using Communicative Language Teaching approach through Interactive Activities and 2) study the satisfaction of students received English instruction using Communicative Language Teaching approach through Interactive Activities. The sample group consisted of 30 fifth-grade students at Watdonchan School in the first semester of the 2024 academic year, selected through cluster random sampling. The instruments used in this research were: 1) four Communicative Language Teaching Approach through Interactive Activities lesson plans, 2) pre-posttest of English - Speaking ability and 3) the questionnaire for collecting students’ satisfaction of developing of English – Speaking ability using Communicative Language Teaching approach through Interactive Activities. The research data were analyzed using the independent t-test, mean and standard deviation (SD) The research findings presented that: 1) the English - Speaking Ability after using Communicative Language Teaching Approach through Interactive Activities of the experimental group was significantly higher at .05 significant level; and 2) students indicated their overall satisfaction toward developing of English – Speaking ability using communicative language teaching approach through interactive activities at the highest level ( = 4.75, S.D. = 0.42).

FLIPPED CLASSROOM LEARNING MANAGEMENT INTEGRATED WITH ONLINE LEARNING LESSON BASED ON CONSTRUCTIVIST THEORY TO ENHANCE TECHNOLOGY SKILL OF GRADE 7 STUDENTS

2025-04-22T11:57:36+07:00

The objectives of this research were 1) to develop and evaluate the effectiveness of an online lesson based on the constructivist approach on the topic “Essential Technology,” aiming to meet the efficiency criterion of 75/75, 2) to compare students technological skills after learning with the criterion of 70%, 3) to compare the learning achievement of grade 7 students who learned through flipped classroom instruction combined with the constructivist-based online lesson, against the 70% criterion, and 4) to study students satisfaction toward the flipped classroom instruction integrated with the constructivist-based online lesson. The sample group consisted of 34 grade 7 students. Research instruments included the constructivist-based online lesson, 12 flipped classroom instructional plans, a technology skill assessment form, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, Shapiro-Wilk normality test, Wilcoxon Signed-Rank Test, and t-test. The research findings revealed that: 1) the effectiveness of the online lesson based on the constructivist approach was 77.07/78.80, exceeding the set criterion, 2) the overall post-instruction technological skills score was 78.55%, which was statistically significant at the .05 level, 3) the post-instruction learning achievement score was 78.82%, also statistically significant at the .05 level, and 4) students’ overall satisfaction toward the flipped classroom instruction integrated with the constructivist-based online lesson was at the highest level.

DEVELOPMENT OF UNIVERSITY STUDENTS’ EMOTIONAL AND SOCIAL INTELLIGENCE ENHANCEMENT PROGRAM

2025-01-24T09:17:14+07:00

The purpose of this research was to develop an emotional and social intelligence enhancement program for university students. The research methodology was divided into four phases. Phase 1, the review of the research literature on the definition of emotional and social intelligence, Emotion Regulation Theory, and life skills concepts was conducted. In phase 2, the contents were analyzed and summarized. After that, an emotional and social intelligence enhancement program was developed in phase 3. In phase 4, the quality of the program was analyzed and evaluated by a panel of five experts in terms of content validity. The program was revised accordingly. It was subsequently used in an experiment where the participants were ten university students who had lower emotional and social intelligence than usual, to further investigate the suitability of the activities and time spent in organising such activities. Lastly, the experiment results were taken into account to improve and complete the enhancement program. The findings of the research were as follows: 1. Factors affecting student emotional and social intelligence consisted of self-awareness, social awareness, relationships, and self-emotion management. In addition, Emotion Regulation Theory together with life skills concepts were an appropriate basis for developing emotional and social intelligence enhancement program. 2. Program components included Names, Objectives, Concepts, Procedures of activities, and Activity materials. 3. Ten activities under the enhancement program were developed. The duration of the program was six weeks, three days a week, and one hour per day. 4. The developed program had content validity of the components of the activity equal to 1.00. The content validity of these 10 activities had an average consistency index equal to 0.94. The consistency of the activity scheduling program developed was 1.00.

THE UTILIZATION OF GENERATIVE AI AS A LEARNING PARTNER OF STUDENTS: A SYSTEMATIC LITERATURE REVIEW

2025-02-13T19:38:58+07:00

Generative AI represents one of the emerging technologies with significant potential for growth across various aspects of life. Within the realm of education, it serves as a valuable tool for collaboration among teachers, educational personnel, and especially students. As an accessible resource for all students, it is essential to understand the current applications of generative AI in educational contexts. This study employed a systematic review approach to examine empirical research by analyzing and synthesizing 20 articles selected from a pool of 1,037 articles published between 2020 and 2025. The articles were drawn from academic journals and research publications. The findings revealed that students widely utilized generative AI in numerous ways, including supporting personalized learning, assisting with various forms of writing, conducting analysis and research, answering questions ranging from simple to complex, and facilitating brainstorming, ideation, and artistic creation. The utilization of generative AI in learning was found to enhance higher-order thinking skills, such as critical thinking and creative thinking, improve learning efficiency, and enable learners to comprehend complex content. Furthermore, its use fostered increased motivation for learning, promoted collaborative learning, and supported continuous and lifelong learning. Despite these benefits, the study also identified several limitations associated with the use of generative AI in education. These include concerns regarding the reliability of the information provided, the lack of diversity in perspectives, the constraints of its scope of application, the risk of over-reliance on technology, and issues related to privacy and the ethical use of AI. Limitations can significantly affect learners. The absence of well-defined references in AI-generated content may result in students relying on potentially inaccurate information without verifying its authenticity. Furthermore, the use of AI to complete students' academic tasks may undermine their development of critical thinking skills.

DEVELOPMENT OF ACTIVE LEARNING CAPACITY FOR TEACHERS AT SARABURI TOWN MUNICIPAL SCHOOL THROUGH REFLECTIVE COACHING AND MENTORING SUPERVISION

2025-04-03T19:51:05+07:00

This study was to develop teachers' abilities in active learning management through reflective coaching and mentoring supervision. The study targeted two groups: (1) 30 teachers participating in the training program, and (2) 9 teachers who served as mentors to the groups, along with the researcher. Data were collected using Teacher knowledge survey and the achievement of the competency-based active learning lesson plan on evaluation instruments and designed by the researchers. The results of the study revealed the following: (1) Teachers acquired substantial knowledge of active learning management and demonstrated a highness ability to apply this knowledge in practice ( = 4.63, SD = 0.48), (2) The design of active learning lesson plans involved using real-life situations as problem-based scenarios. Assessment and evaluation were conducted promptly, considering real-world contexts, and provided immediate feedback to support student development. Various methods of measurement and assessment were employed to reflect on the learning outcomes. (3) The achievement of the competency-based active learning lesson plan was rated as high ( = 4.19, SD = 0.17). The implementation of active learning strategies in the classroom led to positive outcomes. Students were able to independently develop conceptual understanding in the subjects they studied, actively participated in the learning process based on their abilities, and took pride in their achievements. Furthermore, the assessment process prioritized learning outcomes over performance achievements. The supervisory process also noted that: the participation of teachers in Professional Learning Communities (PLC) significantly contributed to the development of lesson plans.

DEVELOPING SITUATIONAL-BASED LEARNING UNITS TO ENHANCE COMMUNICATIVE ENGLISH SKILLS IN THE WORKPLACE FOR VOCATIONAL CERTIFICATE STUDENTS AT SINGBURI TECHNICAL COLLEGE

2025-03-07T09:52:38+07:00

This research aimed to: 1) develop and evaluate the quality of authentic situational-based learning units to enhance English communication skills for vocational certificate students; 2) study the results of authentic situational-based learning units to enhance communication English skills in the workplace for vocational certificate students with a 70 percent criterion, and 3) study satisfaction with the learning process using authentic situational-based learning units. The sample group consisted of 33 second-year automotive vocational certificate students at Singburi Technical College in the first semester of the 2024 academic year, selected through cluster random sampling. The instruments used in this research were: 1) The authentic situational-based learning units suitability assessment, 2) the authentic situational-based learning units, and a speaking assessment, and 3) a satisfaction survey. The research data were analyzed using statistics, percentage, mean, standard deviation and One sample t-test. The results of the study showed that: 1) The authentic situational-based learning units and its components were highly suitable for enhancing English communication skills among vocational certificate students ( = 4.34, SD = 0.54); 2) the mean post-test score ( = 77.61, SD = 3.36) significantly exceeded the70% criterion at the .01 level; and 3) The students’ satisfaction towards the authentic situational-based learning units was at the highest level ( = 4.55, SD = 0.81).

DEVELOPMENT OF A COMPUTER- BASED VIRTUAL SIMULATION FOR INTERPROFESSIONAL EDUCATION

2025-02-24T15:18:47+07:00

The objectives of this research were 1) to develop a computer-based virtual simulation for interprofessional education 2) to study satisfaction with a computer-based virtual simulation for interprofessional education. The methodology consisted of two stages. First, designing a scenario and develop a computer-based virtual simulation for interprofessional education. Second, evaluating satisfaction with the computer-based virtual simulation for interprofessional education. A purposive sampling of 8 experts from interprofessional faculty members was involved in designing the virtual simulation. The test group consisted of 230 students from the faculties of Medicine, Nursing, Pharmacy, Medical Technology, and Radiological Technology. Data were collected using the student satisfaction questionnaire on using computer-based virtual simulation and analyzed using descriptive statistics. The research findings are as follows: 1) the computer-based virtual simulation for interprofessional education serves as an innovative learning tool designed to enhance the competency of interprofessional collaborative in managing a virtual patient with coronavirus disease 2019 (COVID-19) in an emergency room setting, with a duration of 30 minutes. 2) The level of students' satisfaction with the computer-based virtual simulation was high. Therefore, this computer-based virtual simulation can be effectively utilized for interprofessional education.

DEVELOPMENT OF AN E-BOOK ON DESIGNING WORK WITH ADOBE PHOTOSHOP FOR INDUSTRIAL ART STUDENTS

2025-04-11T16:15:10+07:00

This research aimed to: (1) develop and evaluate the efficiency of an electronic book on design work using Adobe Photoshop in accordance with the 80/80 efficiency criteria; (2) study students’ learning outcomes before and after using the e-book; and (3) examine the satisfaction of industrial art students with the e-book. The sample consisted of 38 industrial art students selected through purposive sampling. The research instruments included: (1) the e-book; (2) pre- and post-tests to measure academic performance; and (3) a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and the Wilcoxon Signed-Rank Test. The research results found that 1) The effectiveness of the e-book on the design of works with Adobe 18 Photoshop for industrial art students is 83/87.81, which meets the specified criteria. 2) Academic achievement 19 following the study were than pre-study values, with significant. 3) Satisfaction of industrial art students with the e-book media on the subject of designing work with the Adobe Photoshop program in terms of content is at a high level. Media design has high level. The usability aspect has high level. The overall satisfaction level has high level.

DEVELOPMENT OF A SOCIAL COMPARISON MEASUREMENT INSTRUMENT FOR SECONDARY SCHOOL STUDENTS

2025-02-25T11:14:26+07:00

This research aimed to develop an instrument for measuring social comparison among high school students. The research sample consisted of students from secondary schools under the Office of the Secondary Educational Service Area in Bangkok, selected using stratified random sampling. A total of 216 students participated. The results revealed that the social comparison measurement tool comprised 20 items, utilizing a 5-point Multidimensional Within-item rating scale. Each item had an I-CVI value between .75 - 1, and the S-CVI value was .95. The instrument of social comparison consists of two dimensions. The first dimension consists of three components including ability comparison, body image comparison, and lifestyle comparison. The second dimension consists of two components: upward comparison and downward comparison. The omega coefficient for the ability comparison was .86, for the body image comparison was .93, for the lifestyle comparison was .91, for upward comparison .88, and for downward comparison .93. And the examination of construct validity revealed that the social comparison measurement model showed a good fit to the empirical data ( (124, N=198) = 140, p = .14, CFI = .99, TLI = .99, SRMR = .04, RMSEA = .03)

THE DEVELOPMENT OF THE LEARNING ACTIVITIES USING STORIES FOR THAI LANGUAGE LEARNING WITH GENERATIVE AI THE 5W1H LEARNING MANAGEMENT TECHNIQUE TO PROMOTE ANALYTICAI THINKING ABILITY FOR GRADE 5 STUDENTS

2025-04-03T18:13:18+07:00

This research aimed to: (1) develop and evaluate the effectiveness of learning activities using Thai language instructional storytelling integrated with Generative AI and the 5W1H questioning technique, based on the efficiency criterion of 75/75; (2) compare students’ analytical thinking abilities before and after the implementation of the instructional storytelling activities using Generative AI and the 5W1H technique, and assess whether the post-learning performance met the 70% threshold; and (3) study students’ opinions towards the learning activities using Thai language storytelling with Generative AI and the 5W1H instructional technique. The target group in this study consisted of Grade 5 students from Wat Ko Noi School, Sukhothai Province, selected through purposive sampling. The research instruments included lesson plans, an analytical thinking ability test, and a satisfaction questionnaire. The statistics used in the data analysis were mean, standard deviation, and paired-sample t-test. The research findings revealed that: (1) the developed learning activities demonstrated an effectiveness of 81.64/81.23, exceeding the set criterion; (2) students' post-test scores were significantly higher than their pre-test scores at the .05 level. The mean post-test score ( = 24.69, SD = 1.34) was also significantly higher than the 70% criterion at the .05 level; and (3) students’ overall opinions towards the learning activities were at the highest level ( = 4.60, SD = 0.48).

THE GUIDELINES FOR PROMOTING TRANSDISCIPLINARY TEAM IN EARLY INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS OF REGIONAL SPECIAL EDUCATION CENTER NETWORK GROUP 7 UNDER SPECIAL EDUCATION BUREAU

2025-03-06T17:45:56+07:00

The purposes of this research were to 1) study the transdisciplinary team in early intervention for children with special needs. and 2) study the guidelines for promoting transdisciplinary team in early intervention for children with special needs. The research could be divided into 2 steps: Step 1: study the transdisciplinary team in early intervention for children with special needs. There were total of 341 individuals, stratified random sampling. The data were collected through surveys using a 5-point Likert scale and analyzed using mean values and standard deviation; Step 2: study the guidelines for promoting transdisciplinary team in early intervention for children with special needs. There were five key informants for this phase. The data were collected through interviews and analyzed using content analysis. The research findings indicated as follows 1) The overall results of the transdisciplinary team in early intervention for children with special needs were at a high level. When examining the specific steps of early intervention for children with special needs, it was found that the area with the highest average score was designing of Individualized Education Program (IEP), while the area with the lowest average score was managing learning environment. 2) The study of the guidelines for promoting transdisciplinary team in early intervention for children with special needs revealed school administrators should encourage transdisciplinary teams have knowledge and skills, hold meetings to exchange knowledge. They should assign responsibilities for collaboratively leveraging each individual’s expertise or specialization. Additionally, administrators should establish regularly supervise and monitor operations according to the steps of early intervention to ensure continuous improvement.

THE DEVELOPMENT OF SCIENCE LEARNING HANDS-ON ACTIVITIES PACKAGE USING ENGINEERING DESIGN PROCESS ON FORCE AND EQUILIBRIUM TOPIC TO ENHANCE CREATIVE AND INNOVATIVE THINKING SKILLS OF HIGHER VOCATIONAL CERTIFICATE STUDENTS

2025-02-27T14:59:35+07:00

The objectives of this research were to 1) develop and examine the effectiveness of science learning hands-on activities package using engineering design process, 2) compare creative and innovative thinking skills of higher vocational certificate students before and after learning, 3) compare creative and innovative thinking skills of higher vocational certificate students after learning according to 75 percent standard criteria, and 4) study the students’ attitude towards science construction and interior design course after using activities package. The target group in this research was 29 higher vocational certificate students in the first year of architecture, Yala Technical College, obtained by a purposive sampling technique. The research tools included science learning hands-on activities package using engineering design process, learning management plans, a creative and innovative thinking skills test, and an attitudinal survey. The data were analyzed using percentage, mean, standard deviation, one sample t-Test, and paired sample t-Test. The research findings showed that
1) The learning activities package created by the researcher reached efficiency of 80.86/80.75 standard criteria. 2) The creative and innovative thinking skills scores of students after learning using activities package higher than before learning at a statistically significant level of .05. 3) The creative and innovative thinking skills scores of students after learning using activities package were exceeded 75 percent criteria at a statistically significant level of .05. 4) The students’ attitude towards of science for construction and interior design course after using activities package were totally high level ( = 4.11, S.D = 0.93)

THE EFFECTS OF LEARNING MANAGEMENT BY USING RAFT STRATEGY WITH MAGIC IF CONCEPT ON IMAGINATIVE WRITING ABILITIES OF GRADE 5 STUDENTS

2025-02-17T18:20:41+07:00

This study aims to compare the ability to write imaginative stories under two conditions: (1) before and after implementing the RAFT strategy with Magic If concept, and (2) between students taught using the RAFT strategy with Magic If concept and those taught using traditional writing. The sample consisted of 60 Grade 5 students from the Demonstration School of Srinakharinwirot University, Prasarnmit (Elementary), selected through cluster random sampling. The research instruments included: (1) lesson plans utilizing the RAFT strategy with Magic If concept and traditional writing, (2) an imaginative writing ability assessment, and (3) evaluation criteria. The findings revealed that: (1) post-instruction writing ability scores were significantly higher than pre-instruction scores at the .05 level, and (2) students taught using the RAFT strategy with Magic If concept achieved significantly higher scores than those taught using traditional writing at the .05 level.

DIGITAL COMPETENCIES TOWARDS INNOVATIVE BEHAVIOR

2025-08-27T09:14:19+07:00

This article aims to develop a conceptual framework and study the effect of digital competence on innovative behavior of academic support personnel at Suan Sunandha Rajabhat University. The first step is documentary research to synthesize concepts, theories, and related research. The documentary research results revealed that the appropriate digital competence conceptual framework consists of four components: 1) digital literacy, 2) media and digital skills, 3) problem-solving with digital tools, and 4) digital transformation adaptation. The conceptual framework of innovative behavior consists of four components: 1) opportunity seeking, 2) initiative, 3) opinion leadership, and 4) application. This synthesis framework was used to create a quantitative research instrument, a questionnaire, to collect data from a sample of 231 academic support personnel. The data were analyzed using multiple regression analysis. The synthesis results provide a clear conceptual framework for studying the empirical relationship between the two variables, which will lead to recommendations for developing personnel potential to promote an innovation culture in the university in a more directional manner.