Journal of Education and Innovation

BIOMIMICRY DESIGN SPIRAL INSTRUCTIONAL METHOD FOR SCIENCE TEACHER

2024-03-19T15:38:11+07:00

This article introduces a new instructional method for learning management that incorporates the concept of biomimicry design spiral or designs inspired by nature. The method aims to motivate students to apply their scientific knowledge related to living things and ecosystems to tackle human problems. The article provides valuable information for science teachers who wish to use this learning management method in their teaching and learning practices. It covers the history of design inspired by nature, the biomimicry design spiral concept, examples of learning management activities based on the biomimicry design spiral concept instructional method, evaluation of learning outcomes, and suggestions for implementation in a classroom.

TEACHING AND LEARNING ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) FOR ENHANCING LIFELONG LEARNING SKILLS: A CASE STUDY OF PALMERSTON NORTH, NEW ZEALAND

2024-02-12T11:34:03+07:00

English for Speakers of Other Languages (ESOL) is a teaching method that helps new residents of English-speaking countries develop practical English language skills they need for daily life. The key emphasis of ESOL curriculum is how students can apply their learned skills outside of the classroom. This article explores the use of lifelong learning skills by teachers in teaching English to ESOL learners in educational institutions. It presents a case study of Palmerston North and online learning in New Zealand to illustrate this approach. By applying lifelong learning skills to ESOL teaching, we can help students develop the English language skills and knowledge they need to succeed in their personal and professional lives. This approach can also be applied in English language teaching in Thailand to cultivate both English language skills and sustainable lifelong learning skills.

AN APPLICATION AND IMPACT OF GENERATIVE ARTIFICIAL INTELLIGENCE ON LEARNING AND TEACHING IN HIGHER EDUCATION: A SYSTEMATIC REVIEW

2024-01-28T11:33:30+07:00

Generative artificial intelligence is a revolutionary force in the rapid technological advancement. It attributes to a shift in human lifestyle in various facets and has influenced several industries including education. In this context, higher education must face educational challenges in the era which the access to generative artificial intelligence tools is pervasive. Therefore, it is crucial and necessary to have comprehensive knowledge and understanding on the application and impact of generative artificial intelligence on learning and teaching in higher education. To this end, this systematic review examined empirical research studies by analyzing and synthesizing 44 out of 550 selected articles and publications during 2019–2023 based on PRISMA principle. The results unveiled eight distinctive applications of generative artificial intelligence in higher education learning and teaching including creation, texts, images, sound, music, video, 3D models, coding, and others. This substantiated that there was the usage of generative artificial intelligence in both learning and teaching. Furthermore, it elucidated the impacts of incorporating generative artificial intelligence in higher education, shedding light on its effects on students, teachers, management educators, institutes, and at the national and international levels. This systematic review contributes to an enhanced understanding of the application and impact of integrating generative artificial intelligence in higher education.

COGNITIVE DIAGNOSTIC ASSESSMENT: CONCEPTS FOR APPLICATION IN DIAGNOSIS READING COMPREHENSION ABILITY

2024-03-01T13:38:41+07:00

Cognitive diagnostic assessments have two important purposes: 1) to identify areas in which students are not yet well-versed and 2) to provide suggestions about the causes or possible reasons for the student's lack of knowledge. Teachers can use the results of the diagnosis to develop students in the areas where they are lacking. There is a method for synthesizing diagnostic information with statistical analysis using Cognitive Diagnostic Models (CDMs). Analyzing respondents' responses to exams according to IRT Response Theory through complex statistical models characterized as models. A latent layer that can classify test takers into the latent layer. It specifies those who are knowledgeable and non-knowledgeable in each ability attribute.
A cognitive diagnostic assessment is a type of assessment used to explore the relationship between mental processes and the strategies test takers use to solve problems or answer questions on a test. The information obtained is feedback on the strengths and weaknesses of each test taker's sub-skills or characteristics. Therefore, it is appropriate in the context of assessing reading, which is a brain process according to cognitive theory. There are many ways to apply cognitive diagnostic assessments to language abilities, but one that provides high construct validity is by designing assessments using a cognitive design system (CDS). The relationship between questions and ability characteristics is used to create a cognitive diagnostic test used in cognitive assessment.

SHARE: A MENTORING STRATEGY FOR PRE-SERVICE TEACHERS

2023-07-26T10:48:05+07:00

The preparation of fourth-year education students to bridge the gap between theoretical knowledge and practical application in the context of teaching and learning is greatly aided by student internship. This is the process where the pre-service teachers are exposed to a diverse range of competencies required for the real world of teaching. The purpose of this study is to learn more about how SHARE, a cutting-edge mentoring program specifically designed for aspiring teachers, has affected student teachers' experiences. In addition to exploration, the study looks deeper into the mentoring process itself, looking at how this ground-breaking approach encourages the growth of vital 21st-century abilities like teamwork, communication, and original problem-solving among trainee teachers. The study aims to provide important insights for boosting the efficiency of teacher preparation programs and ultimately elevating the standard of instruction in our classrooms through a thorough analysis of these experiences.

TOWARDS THE ENHANCEMENT OF PHYSICAL EDUCATION CURRICULAR PROGRAMS BASED ON CMO 39, S. 2021 AND THE OBE FRAMEWORK

2024-03-06T14:38:24+07:00

This study wants to realign physical education (PE) curricular programs with Commission on Higher Education Memorandum Order (CMO) no.39, s.2021 and Outcomes- Based Education (OBE) framework. It determines the challenges encounter, the extent of alignment of the state university OBE Curriculum in PE courses, process of integrating the key competencies into the aligned curriculum program design.The researchers utilized descriptive-developmental research design and purposive sampling in choosing participants. They were involved in the needs analysis and strengths, weaknesses, opportunities and threats (SWOT) analysis. The content analysis was the primary source of data about the existing and related documents of physical education program and CMO 39, s.2021. It also employed face to face focus group discussion with the PE teachers and an interview guide for SWOT analysis and Needs analysis. The interview guide was underwent content analysis with the three field expert and pilot testing to secure that the questionnaire is valid and reliable. The data revealed that the participants acknowledged CMO 39's legitimacy and applicability based on the legal requirements. However, they point out implementation flaws, including a lack of knowledge, a lack of benefits for active participation, a limited scope, and a need for more personnel and resources. They stressed the need for workshops and training to improve comprehension, especially with regard to Physical Activities Towards Health and Fitness (PATHFIT). Moreover, the university demonstrate that the curriculum program for PATHFIT is closely aligned with the requirements of CMO 39. The foundation of a successful educational experience is the alignment of targeted learning outcomes with key competencies.

TRACING THE CAREER TRAJECTORIES OF DOCTOR OF EDUCATION (Ed.D.) GRADUATES: EVIDENCE FROM A STATE UNIVERSITY IN THE PHILIPPINES

2023-08-07T00:01:39+07:00

This tracer study sought to describe the career trajectories of graduates of a state university's Doctor of Education (Ed.D.) program in Central Visayas, Philippines. The study utilized online surveys and focus group discussions for data collection from 104 graduates who completed the program from 2017 to 2022. Descriptive and thematic analyses were employed to derive significant insights from the results. The findings revealed that the graduates were passionate about teaching and the doctorate program and exhibited positive attributes such as working with less supervision and being committed to excellence. They also acquired quality skills, including critical thinking and research skills, and were promoted and assigned to management roles, as well as received awards on instruction and research. Furthermore, qualitative feedback from employers highlighted the graduates' outstanding work performance, ethics, and leadership. The graduates recommended flexible teaching and updated program curricula focusing on research, publication, and current trends and issues. The study concluded that the Education doctorate program of the state university produced quality graduates who excelled in teaching in their respective institutions. Further research could be done in other settings by looking into the possible effect of the doctorate program graduates on the alumni, students, faculties, and communities, as well as on their contributions to domestic and international educational practices policies.

THE STUDY OF EFL STUDENTS' PUBLIC SPEAKING ANXIETY AND ACADEMIC ORAL PRESENTATION STRATEGIES AT A TERTIARY LEVEL IN THAILAND

2024-02-21T12:08:57+07:00

Public speaking is challenging for EFL learners unfamiliar with presentation norms and conventions. The difficulty of an oral presentation is higher when anxiety is involved. To assist novice speakers with their speaking worries, teachers and educators must understand the types of anxiety that can influence an individual's speaking performance. Therefore, the objectives of this study were twofold: 1) to explore factors contributing to anxiety in Science major students in giving an academic English oral presentation and 2) to investigate the strategies that EFL students employ to reduce anxiety during such presentations. Four newly graduated participants majoring in Textiles participated in a focus group interview using a semi-structured interview. The research instruments consisted of the focus group interview. The qualitative data were transcribed and analyzed using thematic analysis. The results reveal that the participants were worried about their oral presentation in several ways, including their lack of language resources, subject knowledge, few opportunities to speak English, and self-perception of pronunciation competence. Furthermore, the interviewees shared their public speaking strategies and how they managed to reduce their anxiety when speaking. The outcomes of this study provide valuable techniques for teachers and educators to help students overcome their speaking anxiety and increase their confidence.

SERVANT LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER SAMUTPRAKAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2024-01-31T10:43:59+07:00

The purpose of this research was to study and compare the teachers’ opinions on the Servant leadership of school administrators under Samutprakarn Primary Educational Service Area Office 2, classified by level of education, group of school and work experience. The sample group consisted of 306 teachers of schools under Samutprakarn Primary Educational Service Area Office 2 derived from multi-stage random sampling. The instrument was 40-items questionnaire with Item-Objective Congruence Index (IOC) between 0.6 – 1.0 and the questionnaire reliability or Cronbach’s alpha coefficient, was equivalent to .984, The statistics were frequency distribution, percentage value, mean, standard deviation, t-test, one-way analysis of variance (ANOVA). When the differences in means were found to be at significance level of .05, comparing the differences of means scores with pair comparison by Scheffe's method. The research results showed as follows: 1) The Servant leadership of school administrators overall and in each aspect, were at a high level. 2) The comparison of teachers’ opinions on the servant leadership of school administrators, were found that; 2.1) teachers with different levels of education, had opinions on the servant leadership of school administrators, overall and in each aspect, at non-significant differences; 2.2) teachers in different schools had different opinions on the servant leadership of school administrators, overall and each aspect at significant level of .05; and 2.3) teachers with different work experience had opinions on the servant leadership of school administrators overall and in each aspect, at non-significant differences.

WHOLE SCHOOL PROFESSIONAL DEVELOPMENT FOR COMPENTENCY-BASED INSTRUCTION THROUGH PROFESSIONAL LEARNING COMMUNITY IN PHUKET PROVINCE

2023-12-25T13:55:44+07:00

In Thailand, reform efforts are often unsuccessful because they failed to understand that teachers play a key role in making educational reforms successful. The competency-based school curriculum development is a key mechanism for successful implementation of the national curriculum framework. However, the problem discovered is that schools continue to lack knowledge and clear guidelines. Teacher and School Quality Program (TSQP) was continuous project that funded by the Equitable Education Fund (EEF), Thailand. This project was a long‐term school professional development program (PD) that aimed to educating and coaching teachers and school principal to conduct competency- based instruction (CBI) through active learning. Whole school approach was used as PD design framework. The research objective was to identify, follow and document the processes that science teachers went through as they assimilated. The research accompanied the PD program throughout its 2‐year period. There were 25 science teachers, 25 school principals and 4 supervisors who took part in the PD program, were exposed to CBI including coaching skills. The research instruments included teacher portfolios, which contained projects and reflection questionnaires, classroom observations, teacher interviews, and teachers feedback questionnaires. The portfolios contained the projects that the teachers had carried out during the PD program, which included case studies and accompanying student activities. We found that the teachers gradually moved from exposure to new teaching methods and subject matter, through active learning lessons that were an integration-based project, to interdisciplinary, active classroom teaching using the real world situation/ phenomena they developed. Their teaching plans were flexible to student’s learning that these teachers gathered along with their practices. Qualitative and Quantitative data confirms these science teachers have positive prospective on CBI and their practices are moving forward to more open-inquiry instruction through providing active learning with overlapping multiple disciplines that are examined.

IMPLEMENTATION OF SQ3R IN DEVELOPING EFL UNIVERSITY LEVEL STUDENTS’ ACADEMIC READING ABILITY

2024-04-01T10:23:42+07:00

In higher education context, academic reading ability is crucial as it is correlated with academic success. By comprehending complex materials, students tend to become successful in their coursework. They are well-prepared to participate effectively in class discussions, complete high-quality assignments. This present study was to investigate effects of SQ3R implementation in developing undergraduate students’ academic reading ability. The quasi-experimental research design was conducted using two research instruments namely 1) the 44-hour English academic reading syllabus and 2) the English academic reading ability evaluation (EARAE) task. The samples comprised 64 English majors, who enrolled to the Academic Reading Integrating English Teachers Development course in the academic year of 2022 at the faculty of Education, Pibulsongkram Rajabhat University. They were selected by purposive sampling technique. The main analysis was carried out using Mean (), and Standard deviation (SD) to analyze the sample’s academic reading achievement mean score obtained from the EARAE task. The finding showed that their English academic reading achievement mean scores were at the excellent level ( = 4.42, SD = 0.73) reflecting that they accomplished the academic reading abilities with the use of the interactive SQ3R method. The analysis also confirmed that the SQ3R methods could strengthen the samples’ subskills; questioning ( = 4.89, SD = 0.71), surveying ( = 4.48, SD = 0.77), reciting ( = 4.47, SD = 0.60). Therefore, they were able to develop such systematic reading strategies which they interacted with the text by setting goals, related to the important information to acquire the learnt topics or concepts. Eventually, they could benefit on these productive reading outcomes out of their reading.

A FACTOR ANALYSIS OF CLASSROOM ACTION RESEARCH COMPETENCY FOR DEMONSTRATION SCHOOL TEACHERS UNDER AUTONOMOUS UNIVERSITY

2023-12-27T09:59:10+07:00

The purpose of this research was to analyze the components and determine the weight of each component of classroom action research competency of teachers at Demonstration School. Under autonomous university, the sample group were teachers at a demonstration school. 600 people belonging to state-run higher education institutions in Thailand were obtained from stratified random sampling. Data were collected and compiled using questionnaires. which has the characteristics of a 5-level rating scale and analyzes the data using exploratory factor analysis. By extracting the main components and the obtained components were rotated on the orthogonal axis (Orthogonal Rotation) by rotating the axis orthogonally with each variable being independent of each other using the Varimax method. The results of the research found that a total of 40 variables studied were observed. Created 3 components, able to explain the variance in 35 observed variables at a high level, with a cumulative percentage of variance equal to 74.245. The results of this study reveal that Components of classroom action research competency for Demonstration School teachers include: Component 1 is Ability to do classroom action research (explains 41.266% of the variance), Component 2 is Innovative creativity characteristics in education (explains 17.104% of the variance), and component 3 is Ethics and characteristics of successful classroom action research (explains 15.875% of the variance) respectively.

THE STUDY OF HIGH SCHOOL STUDENTS’ MATHEMATICAL COMPETENCY ON INTEREST AND TIME VALUE OF MONEY BY TEACHING THROUGH PROBLEM SOLVING

2024-04-01T14:09:46+07:00

This research aims to study the mathematical competency on interest and time value of money of high school students by teaching through problem-solving. The target group consists of 16 children who are grade eleven students in the first semester of the 2023 academic year at school in Bangkok. Research instruments include teaching mathematics through problem-solving lesson plans, worksheets, test of mathematical competency and observation form. The quantitative data is analyzed by using mean, standard deviation, and frequency, and qualitative is analyzed by content analysis. The results of this research reveal that 1) the majority of students’ mathematical reasoning competency (56.25%) is in unsatisfied level, and 2) Each student’s mathematical competencies (mathematical thinking and handling competency, mathematical reasoning competency and mathematical communication competency) are slightly difference.

MODEL FOR THE WHOLE SCHOOL APPROACH OF SCHOOL TO DEVELOP THE RESPONSIBILITY STUDENTS IN PRIMARY SCHOOL

2023-12-15T01:34:25+07:00

This research aimed at developing model for the whole school approach of school to develop the responsibility students in Primary School. The research methodology had three phases: 1) Study component characteristics responsibility of the whole school approach of school to develop the characteristics responsibility Elementary school students from document and research. Using an interview form conduct a content analysis, from transcripts based on interview forms. 2) Create and checking of model for the whole school approach of school to develop the responsibility students in Primary School. Bring the data obtained from the study in step 1 to draft of model for the whole school approach of school to develop the responsibility students in Primary School, and conducted a group discussion from 9 experts to analyze the content. Then examined the draft of model, using the appropriate evaluation. Data were analyzed using statistics, arithmetic mean and standard deviation. 3) There was the evaluation of model for the whole school approach of school to develop the responsibility Elementary school students in accuracy, suitability, usefulness and possibility. Assessed by school administrators and teachers in educational institutions participating in the leader School of 3 schools, 1 of which were school administrators and 2 teachers in the total 9 persons. Data were analyzed using statistics, arithmetic mean and standard deviation. The findings were as follows: 1) The component analysis of the whole school approach of school to develop the responsibility Elementary school students of 4 components which were: Component 1: Educational Institution Management, Component 2: Learning Management, Component 3: Organizing Activities to Promote Learning, Component 4: Organizing community relations activities and participation of parents and communities. The components of the nature of 3 aspects of responsibility were self-responsibility, family responsibility, social responsibility. 2) Model which were: 1) Principles, 2) Objectives, 3) Components, and 4) Results. The result of examining the draft model for the whole school approach of school to develop the responsibility Elementary school students found that; the draft model was suitability at the highest level. 3) Model for the whole school approach of school to develop the responsibility Elementary school students were accuracy at a high level, suitability at the highest level, usefulness at the highest level and possibility at the highest level. The handbook of Model for the whole school approach of school to develop the responsibility Elementary school students overall of accuracy at the highest level, suitability at a high level, usefulness at the highest level and possibility at the highest level.

DEVELOPMENT OF LEARNING ACHIEVEMENT AND SCIENCE PROCESS SKILLS OF MATHAYOMSUKSA 4 STUDENTS ON THE TOPIC OF EVOLUTION BY USING PROBLEM BASED LEARNING COMBINED WITH TPACK

2023-09-17T17:30:05+07:00

The purposes of this research were to 1) compare students’ learning achievement before and after the intervention, and 2) compare students’ science process skills before and after the intervention. The sample, obtained through cluster random sampling, consisted of 30 students from Mathayomsuksa 4/1 at Sawangdaendin School, Sawangdaendin District, Sakon Nakhon Province, in the second semester of the academic year 2022. The instruments used in this research included 1) lesson plans based on problem based learning combined with TPACK, 2) a learning achievement test, and 3) a science process skill test. The statistics used in research were percentage, mean, standard deviation, and t-test for Dependent Samples. The results were as follows: 1) The learning achievement of students after the intervention was higher than that of before intervention at the 0.1 level of significance, and 2) The science process skills of students after the intervention was higher than that of before intervention at the 0.1 level of significance.

THE GUIDELINES FOR SCHOOL-BASED CURRICULUM MANAGEMENT OF WORLD-CLASS STANDARD SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAN

2024-02-21T11:54:57+07:00

The purposes of this research were to 1) study the school-based curriculum management of world-class standard schools under the Secondary Educational Service Area Office Nan, and 2) propose the guidelines for school-based curriculum management of world-class standard schools under the Secondary Educational Service Area Office Nan. The research could be divided into 2 steps: Step 1: study the school-based curriculum management, in which the sample group included school administrators and teachers in world-class standard school under the Secondary Educational Service Area Office Nan. There were total of 242 individuals, divided into 2 categories: 14 school administrators selected through targeted selection, and 228 teachers selected through random stratified sampling. The data were collected through surveys using a 5-point Likert scale and analyzed using mean values and standard deviation; Step 2: propose the guidelines for school-based curriculum management of world-class standard school. The group of information consisted of qualified individuals with experience in managing the curriculum of world-class standard schools, totally 6 people. The data were collected through interviews and analyzed using content analysis. The research findings indicated as follows 1) The overall results of the school-based curriculum management of world-class standard schools under the Secondary Educational Service Area Office Nan were at a high level. When examining the specific aspects, it was found that the area with the highest average score was planning of implementation of the school-based curriculum, while the area with the lowest average score was evaluation of the school-based curriculum. 2) The propose of the guidelines for school-based curriculum management of world-class standard school under the Secondary Educational Service Area Office Nan revealed that the curriculum management committee should consistently foster understanding of the school-based curriculum among teachers and staff. School administrators should regularly conduct classroom visits to provide guidance and support for teachers. The secondary educational service area office should allocate budgetary support for training programs to enhance the knowledge of teachers and staff, regularly visit and monitor the work performance of school administrators and prioritize curriculum development as a key policy for effective implementation.

THE MODEL OF DEVELOPING VISUAL ARTS UP SKILLS FOR A NON-CREDENTIAL ART TEACHER IN PRIMARY SCHOOL GRADE 4-6

2024-02-28T10:41:40+07:00

The objectives of this research are as follows: (1) to study current and desired conditions for teaching visual arts skills for non-credential art teachers in primary school, grades 4-6; (2) to create a model of developing visual arts upskills; and (3) to study the effectiveness and certify a model of developing visual arts upskills. The sample group were teachers or educational staff who graduated in different fields. There are 390 people teaching the visual arts in primary schools nationwide and under the authority of the Office of Primary Educational Service Area Office. The tools used to collect data are questionnaires, interview forms, and data recording forms. Group discussion by focus group analyzed data by frequency distribution, finding percentage, mean, standard deviation and PNI Modified index value. The development elements were in this order, as follows: creation experience, conceptualization, knowledge creation in terms of demonstration and application, and it was found that the guidelines for developing the teaching skills of art teachers were artistic skills, art knowledge, artistic identity, and the behavior of art teachers. It was passed by experts to evaluate the model with seven components: (1) name of the model; (2) model for development; (3) components of the teaching skills of art teachers; (4) components of art teachers and learning in the 21st century; and (5) components of pictures. The context of the teacher should be considered to determine a time frame for development. Executives should focus on development through models that are appropriate for each area. In order to achieve the most efficient and effective development, and knowledge should be managed continuously and technology used to support teaching and learning.

THE RELATIONSHIP BETWEEN THE CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS AND RESEARCH AFFAIRE FOR EDUCATIONAL QUALITY DEVELOPMENT OF PHETCHABUN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2024-01-31T10:38:27+07:00

The objectives of this research are to 1) study the level of creative leadership of educational administrators, 2) examine the research management in developing the quality of education in schools, and 3) investigate the relationship between the creative leadership of school administrators and research affaire for educational quality development of Phetchabun Primary Educational Service Area Office 1. The sample group includes 97 school directors in the academic year 2566. The research tools consist of a questionnaire with a 5-point Likert scale. Data analysis involves calculating the mean, standard deviation, and Pearson's correlation coefficient. The research findings reveal that: 1) Overall, the creative leadership of educational administrators are at a high level. When considering specific aspects, the highest average is in flexibility, followed by vision, and creativity, while imagination has the lowest average. 2) The research management in developing the quality of education in schools is also at a high level. Examining specific aspects, the highest average is in setting policies and plans to promote research, followed by developing teachers' knowledge of research and fostering them to become researchers. The aspect with the lowest average is support for research funding or operational factors. 3) There is a positive relationship between the creative leadership of school administrators and research affaire for educational quality development of Phetchabun Primary Educational Service Area Office 1, at a statistically significant level of .01 (r = .698**).

THE EFFECT OF FLIPPED CLASSROOM ACTIVITIES COMBINED WITH BRAINSTORMING TECHNIQUES ON MEDIA LITERACY OF THIRD-YEAR JUNIOR HIGH SCHOOL STUDENTS

2024-02-27T14:23:34+07:00

This research aims: 1) to compare the learning effectiveness of students before and after engaging in flipped classroom activities combined with brainstorming techniques to promote media literacy among third-year junior high school students; 2) to investigate the media literacy learning skills of students; 3) to evaluate the academic performance of students in media literacy. The sample group consisted of 38 third-year junior high school students from the Naresuan University Secondary Demonstration School in the academic year 2023, selected through simple random sampling. The research utilized the following tools: (1) the "Enhancing Media Literacy" (MeLit Project) curriculum using the flipped classroom learning method combined with brainstorming techniques, comprising six modules on media literacy content; (2) a 60-question multiple-choice test measuring learning effectiveness; (3) an assessment of media literacy learning skills; (4) an evaluation of student performance; and (5) a satisfaction survey. The research findings indicate that: 1) Comparative results of student academic achievement before and after studying with flipped classroom learning activities combined with brainstorming techniques to promote media literacy of third-year junior high school students in all 6 modules showed that the academic achievement of students after studying was higher than before studying at a statistical significance level of .05. The greatest skill is Analysis and evaluation of digital media content, followed by access to digital media, and digital media creation; 2) the media literacy learning skills of the sample group were generally high; 3) the overall academic performance of the sample group in media literacy received a score of 86.28 percent.

CREATING A TRAINING MANUAL ON THAI WISDOM FOR MAKING THONG YIP SWEETS IN THE GROUP OF CENTRAL PROVINCES

2024-02-28T17:23:37+07:00

This research aims to 1) create a training manual on Thai wisdom for the production of Thong Yip sweets (pinched gold egg yolks) in the central provinces, and 2) and compare (pre-posttests) the knowledge before and after the use of the training manual on Thai wisdom for the production of Thong Yip sweets in
the central provinces, and 3) examine the satisfaction with the training manual on Thai wisdom for
the production of Thong Yip sweets in the central provinces, who voluntarily participated in the training.
The research instruments used in the study included the training manual, knowledge tests (pre-posttests), and a satisfaction questionnaire, which passed quality checks according to the criteria standard. The statistics used for data analysis included percentage, mean, standard deviation, t-test, and content analysis. The results showed that: firstly, the training manual on Thai wisdom for producing Thong Yip sweets in the central provinces had an effectiveness index (E.I.) at 0.70 level, indicating that the participants' knowledge increased 70.27%. Secondly, the participants’ knowledge scores after the training were significantly higher than those of before the training at .05 level of statistical significance. Thirdly, the participants' satisfaction with the training manual was at the highest level ( = 4.75, SD = 0.29). Therefore, the training manual was an effective medium that enabled participants to make Thong Yip sweets independently, resulting in the complete Thong Yip production, consistent with the desired characteristics of Thong Yip sweets. According to the characteristics of Thong Yip sweets, Thai wisdom in the central provinces.

INDICATOR DEVELOPMENT OF UPRIGHT SCHOOL IN THE PRIMARY SCHOOL GOVERNMENT INSPECTORATE AREA 5

2024-01-16T18:21:37+07:00

This research aimed at 1) developing Indicators of Upright School in the primary schools under Government Inspectorate Area 5, and 2) validating the structure of the model of indicators of Upright School in the primary schools under Government Inspectorate Area 5. The 5-point scale questionnaire was distributed to 849 respondents including school directors, teachers and members of education committee. The data was analyzed using Confirmatory Factor Analysis (CFA). The results indicated that:
1. The indicators of Upright School in the primary schools under Government Inspectorate Area include 5 main components, 20 sub-components, and 90 indicators, which were 1) Transparency including 4 sub-components and 19 indicators; 2) public mind including 4 sub-components and 16 indicators; 3) Honesty including 4 sub-components and 19 indicators; 4) Discipline including 4 sub-components and 17 indicators; and 5) Justice including 4 sub-components and 19 indicators.
2. The measurement model of indicators of Upright School was highly consistent with empirical data, as indicated by a Chi-square () value of 24.623, degrees of freedom (df) of 18, a P-value of 0.136, implying that the Chi-square () was not statistically significant. The Goodness of Fit Index (GFI) was 0.997, the Adjusted Goodness of Fit Index (AGFI) was 0.966, and the Root Mean Square Error of Approximation (RMSEA) was 0.021. Factor loading (λ) include 5 main components have positive values ranging from 0.87– 1.00. 1) Transparency (λ was 1.00, R2 was 1.00), 2) public mind ( λ was 0.98, R2 was 0.96), 3) Honesty ( λ was 0.90, R2 was 0.81), 4) Discipline ( λ was 0.90, R2 was 0.82), and 5) Justice ( λ was 0.87, R2 was 0.76).

SCIENCE TEACHERS’ PERSPECTIVES AND TEACHING GUIDELINES ON STEM EDUCATION IN LARGE HIGH SCHOOLS IN THE LOWER NORTHERN PART OF THAILAND

2023-08-29T17:42:49+07:00

This research aimed to explore science teachers’ perspectives and guidelines on STEM education in large high schools in the Lower Northern part of Thailand. Seven teachers in the Department of Science and Technology who were experienced in teaching for 2–26 years were pleased to participate in in-depth interviews. The researchers collected data through interviews and document analysis, which were then analyzed by content analysis, member check, and peer debriefing. The findings indicated that 1) the participants understood that STEM education is mixing science, technology, engineering, and mathematics and constructing innovations for solving daily problems. However, they were unclear how to integrate technology and engineering to science; 2) they perceived that STEM education was crucial for the enhancement of higher-order thinking skills when they employed project-based learning, but the collaboration among teachers with is different disciplines was rarely found due to time limitations and lack of facilities; and 3) they did project-based learning activities as STEM-based learning activities if their schools required a student project as an academic evaluation. Some teachers used steps of the engineering design process for STEM education based on the Institute for the Promotion of Teaching Science and Technology guidelines.

DEVELOPMENT OF QUESTION-ANSWER-RESPONSE (QAR) & COLLABORATIVE STRATEGIC READING (CSR) INSTRUCTIONAL MODEL TO ENHANCE ENGLISH READING COMPREHENSION SKILLS AND READING STRATEGIES FOR UNDERGRADUATE STUDENTS

2024-01-31T10:21:32+07:00

The question-answer-response (QAR) & collaborative strategic reading (CSR) instructional model is developed by combining QAR & CSR to enhance English reading comprehension skills and reading strategies to be more effective. The purposes and results of this article were as follows: The purposes of this article were: 1) to examine efficiency with an 80/80 criteria and effectiveness of QAR & CSR instructional model according to social interaction theories to enhance English reading comprehension skills and reading strategies emphasizing on reading strategies; and 2) to measure students’ satisfaction towards the QAR & CSR instructional model after using it. The samples were 19 Physical-Education-major students randomly selected a public university in Thailand in the academic year 1/2023. The data was analyzed by percentage, average, standard deviation and t-test dependent. The results were as follows: 1) The QAR & CSR instructional model reached the efficiency at 91.76/85.61, and in terms of the effectiveness of QAR & CSR instructional model based on the comparison the students’ English reading comprehension skills and reading strategies before and after the instructional model implementation, it was found out that all scores of the reading strategies were significantly higher at the .05 level; and 2) The students’ satisfaction after using the QAR & CSR instructional model was at the highest level. Therefore, QAR & CSR instructional models is suitable to be used effectively in teaching.

DEVELOPMENT OF A TRAINING COURSE TO PROMOTE NON-COGNITIVE SKILL USING PROBLEM-SOLVING LEARNING FOR AUTOMATION CONTROL

2024-01-16T18:03:45+07:00

The research on this was to 1) develop a training courses to promote non-cognitive skill, 2) to find the index of the effectiveness of learning achievement training courses to promote non-cognitive skills, 3) assess the skills that learners demonstrate during learning, and 4) to study the students’ satisfaction toward with that learned the training courses to promote non-cognitive skills using problem-solving learning for automation control. In this research, learning materials were evaluated by 12 experts from both educational and engineering fields. The samples were 30 students based on purposive sampling chosen from undergraduate students who were interested in automation. The data were collected by through observation, interviews, tests, and questionnaires. The data analysis was based on frequency, percentage, effectiveness index, t-test, and content analysis. The research results are shown as follows : 1) the development of a training courses to promote non-cognitive skill using problem-solving learning for automation control comprised of : principles and background, curriculum objectives, contents and learning experiences, activities, media and learning resources, and assessment and evaluation, the assessing the suitability of the training curriculum by the experts was found the developed curriculum was highly suitable, 2) learners who followed the designed learning model has higher learning achievement as 80% in average and learning based on the designed learning model has gained the learning knowledge of learners significantly at .05 level of significant, 3) the programming skills of learners demonstrated the good level, and 4) the students opinion for training courses to promote Non-Cognitive skill using Problem-Solving Learning for automation control overall was at high level.

FACTORS AFFECTING TO THE SUCCESS OF COOPERATIVE NETWORKING FOR ELEVATING OF EDUCATIONAL PROVISION EFFICIENCY AT EARLY CHILDHOOD LEVEL UNDER LOCAL ADMINISTRATIVE ORGANIZATION

2024-01-31T16:59:29+07:00

The purposes of this research were 1) to study condition and need for cooperative networks development for elevating educational provision efficiency of educational provision efficiency at early childhood level under Local Administrative Organization from stakeholders’opinion, 2) to study factors affecting the success of cooperative networking using multi-level analysis. Research method used quantitative and qualitative research. A sample group in the study of condition and need for cooperative networks composed of the child development centers, higher education institution that produces childhood teachers, network partners, totaling 776 people, and the sample group for studying factors affecting the success of cooperative networking from the aforementioned 3 stakeholders groups, a total of 1,970 were researched. The research tools were questionnaires and interview forms. Data were analyzed by using basic statistics, cross tabulation analysis, multi-level analysis and content analysis. The key were research findings showed 1) The current condition of cooperative networks for elevating educational provision efficiency of child development centers under Local Administrative Organization of 3 groups of stakeholders’ opinion (the child development centers, higher education institution that produces childhood teachers, network partners) found that the majority of 3 groups’ opinion were no cooperative networks (48.75%, 87.50% and 53.75% respectively) and the need of cooperative networks development for elevating educational provision efficiency found that the majority of 3 groups’ opinion needed for cooperative networks (96.87%, 100.00% and 97.25% respectively). 2) The result of multi-level analysis indicated that micro variables explaining the success of cooperative networking for elevating educational provision efficiency of educational provision efficiency at early childhood level under Local Administrative Organization were administrators’ academic leadership and the intention of network partners for developing child development centers, whereas macro variables that could significantly explained the success of cooperative networking for elevating educational provision efficiency were administrators’ academic leadership and the monitoring of child development centers’ original affiliation.

FACTOR ANALYSIS OF ACTIVE LEARNING MANAGEMENT OF SECONDARY SCHOOL TEACHERS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION

2023-08-05T18:11:44+07:00

This research aimed to explore the factors of Active learning management of secondary teachers under the office of the basic education commission by using the exploratory research methodology.
The sample of this research was 344 secondary school teachers in the lower northern part of Thailand that were sampled by stratified random sampling from school size. The data were collected by using a 5-level rating scale questionnaire with a reliability of 0.92 of 37 items. Exploratory factor analysis was used to analyze the data. Then extracted components by Principal component analysis and orthogonally rotated components axis with Varimax rotation method. The result showed that the composition of Active learning management of secondary teachers consists of five components: 1) Multi skill Learning Design, 2) Preparation Process for Learning Activities, 3) Self-Learning Facilitating, 4) Media and Technology Using for Self-Learning, and 5) Evaluate to Reinforce learner. All of these components were able to explain the variance of Active learning management of secondary teachers at 84.05 percent.

FACTORS AFFECTING ONLINE GAMBLING BEHAVIORS OF UNDERGRADUATE STUDENTS IN THE UPPER NORTHEASTERN

2024-02-22T10:55:19+07:00

The objectives of this research were to study affecting online gambling behaviors of undergraduate students in the upper northeastern. The sample consisted of 400 students aged 18 - 25 years, divided into 200 males and 200 females, obtained by using multi - stage sampling. The research instruments comprised a questionnaire. The statistics used in this research were frequency, percentage, mean, SD, Pearson's product moment correlation coefficients and stepwise multiple regression analysis. The results of the study were as follows: Motivation, Subjective Norm and Attitude of online gambling together, they explain 89% of the variance in online gambling behaviors. The predictive equations could be constructed in term of the raw and standardized scores as below:
Raw score online gambling behaviors (Y) = (Y) = .915 (Constant) + .086 x₂ (Motivation) + .070 x₄ (Subjective Norm) + .071 x₃ (Attitude of online gambling).
Standardized (Z) = .259 x₂ (Motivation) + .207 x₄ (Subjective Norm) + .192 x₃ (Attitude of online gambling).

THE DEVELOPMENT OF INTERNAL SUPERVISION MODEL TO PROMOTE EFFICIENCY OF TEACHERS' LEARNING MANAGEMENT IN THE 21ST CENTURY UNDER SURATTHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

2024-02-28T10:34:16+07:00

The research aims to study, develop, and evaluate the internal supervision conditions, models, and the effectiveness of teachers’ management of 21st-century learning. The methodology consists of three stages. First, Study the internal supervision conditions to enhance the effectiveness of teachers’ 21st-century learning management with 313 participants. Second, Develop an internal supervision model to promote effective learning management by synthesizing content and analyzing data from Stage 1 participants. This draft model is then validated through focus group discussions with 8 experts. Finally, Evaluate the effectiveness of the 21st-century learning management of teachers using a population of 9 for the study. Tools used include questionnaires and performance assessment forms for 21st-century learning management. Data is analyzed using basic statistics, including mean and standard deviation. The research findings are: 1) The overall condition of internal supervision for 21st-century teachers is at a high level. 2) The developed internal supervision model consists of three parts: Part 1 - Introduction, Part 2 - Content, including the internal supervision process and the effectiveness of 21st-century learning management, and Part 3 - Conditions for success. 3) The effectiveness of teachers’ 21st-century learning management after implementing the internal supervision model is at the highest level.

THE ADMINISTRATIVE SKILLS OF ADMINISTRATORS AFFECTING ACADEMIC ADMINISTRATION OF SCHOOLS UNDER SAMUT PRAKAN PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

2023-07-26T15:50:23+07:00

The purpose of this research were: 1) to study the administrative skills of administrators under Samut Prakan Primary Educational Service Area Office 2, 2) to study relationship between the administrative and academic administration and 3) study to administrative skills of administrators affecting academic administration. Using stratified random sampling and tables of Krejcie and Morgan, to select 291 teachers under Samut Prakan Primary Educational Service Area Office 2. The research tool was a questionnaire, which validity (IOC) was between .80 - 1.00, reliability was at .91. The data were analyzed by frequency, percentage, mean, standard deviation, Pearson’s product moment correlation coefficients and multiple regression analysis by stepwise analysis. The research result were as follow:
1. The administrative skills of administrators was overall high ( = 4.32, SD = .75)
2. The correlations of administrative skills of administrators and academic administration was between .937 – .872 (significant level .01) and multi collinearity tolerance between .18 - .42, VIF between 4.25 - 6.24.
3. The administrative skills of administrators could predict academic administration was at .889. (significant level .05). The predictive power was at 88.90 percent, and were 2 variables, political skills (X₅) and diagnostic skills (X₄) regression with raw and standard scores as follows:
Y = .796 +. 528 (X₅) + .174 (X₄) + .082 (X₁) + .076 (X₃) + (-.024) (X₂)
Z = .599 (X₅) + .204 (X₄) + .096 (X₁) + .088 (X₃) + (-.030) (X₂)

MODEL OF COOPERATIVE NETWORK MANAGEMENT TO PROMOTE THE LIFE SKILLS OF PRIMARY STUDENTS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION

2023-12-15T01:29:45+07:00

This research aims to develop a cooperative network management model to promote life skills of primary school students under the Office of the Basic Education Commission. The research method consists of 1) studying the components and guidelines of the cooperative network management to promote life skills of primary school students under the Office of the Basic Education Commission by studying from documents, concepts, theories, and related research, studying 3 best practice schools and interviewing 5 experts; 2) create and examine the model with a discussion meeting process: Multi-Attribute Consensus Reaching (MACR); and 3) evaluate the feasibility and usefulness of the model. The group providing information is educational institution administrators or acting director of a primary school under the Primary, Lower Northern Province, totaling 327 persons. The results of the research found that the cooperative network management model to promote life skills of primary school students under the Office of the Basic Education Commission, there are 7 components: component 1: principles of the model, component 2: purpose of the model, component 3: cooperation network agencies, component 4: scope of cooperation, component 5: Providing resources of the cooperation network, component 6: cooperation network management process, and component 7: life skills of primary school students. The feasibility and usefulness of the model. Overall, it is at the highest level.

DEVELOPMENT OF A LEARNING MANAGEMENT MODEL BY USING DESIGN THINKING WITH COMMUNITY-BASED LEARNING TO ENHANCE LOCAL VISUAL ART DESIGNING FOLLOWING CREATIVE ECONOMY CONCEPT OF HIGH SCHOOL STUDENTS

2024-03-04T10:28:59+07:00

The objectives of this research were to 1) develop a learning management model by using design thinking with community-based learning to enhance local visual art designing following the creative economy concept of high school students and 2) evaluate the quality of the developed learning management model. This research design is based on a mixed-method approach associated with a total of 236 target audience: 10 senior experts, 7 focus-group experts, and 219 high school students. The data were collected via document analysis forms, interviews, questionnaires, focus group, and appropriateness evaluation forms. The analyses were conducted and interpreted in the form of percentages, averages, standard deviations, and content analysis. The results show that 1) the developed learning management model using design thinking with community-based learning consists of 5 components: (1) principle, (2) purpose, (3) learning process as the developed 4P4C model with an incorporation of 4 learning steps. The first P step is Perceive consisting of 1.1 Community Planning Survey (CPS); 1.2 Community Learning (CL); and 1.3 Community Reflection (CR). The second P step is Producing Ideas following by the third P step as Prototype. Lastly, the fourth 4 step is Proof including 4.1 Community Evaluation (CE), (4) assessment and evaluation, and (5) criteria for achievement. 2) The evaluation of the developed learning model reveals that the overall appropriateness of this model is in the highest level ( = 4.69, SD = 0.45).

APPROACH OF THE CULTIVATION OF ENLIGHTENED CITIZENS BASED ON SUFFICIENCY ECONOMY PHILOSOPHY

2024-03-18T11:22:04+07:00

The objectives of this research are twofold: 1) to study the characteristics of enlightened citizens according to the sufficiency economy philosophy, and 2) to examine the approach for developing enlightened citizens based on the sufficiency economy philosophy. The research employs qualitative methods conducted in two phases. In Phase 1, informants consisted of 5 experts selected through purposive sampling, and a semi-structured interview served as the research instrument. The collected data underwent analysis through content analysis. In Phase 2, another set of 5 experts was chosen using purposive sampling, and a semi-structured interview was utilized as the research instrument. The data collected were also subjected to content analysis. The results revealed six characteristics of enlightened citizens according to the sufficiency economy philosophy: (1) being a good person with discipline, capable of leading a good and happy life; (2) possessing mental self-reliance and characteristics of a society and economy sufficient for a comfortable life; (3) demonstrating wisdom, true knowledge, prudence, and expertise according to one's aptitude; (4) exhibiting morality, honesty, integrity, and responsibility towards the public; (5) adhering to good decision-making principles, characterized by moderation and reasonableness; and (6) maintaining robust internal immunity in all four aspects, namely material immunity, social immunity, environmental immunity, and cultural immunity. Additionally, the approach to the cultivation of enlightened citizens based on the sufficiency economy philosophy comprises three main stages: school age emphasis on developing knowledge and mind by setting challenging situations for hands-on practice through classroom activities or integrating studies in various subjects, working age focus on developing their own potential according to the context of each individual's work duties by applying the philosophy of Sufficiency Economy to create the correct thought process. Additionally, workshops are organized to develop personnel and provide knowledge and understanding of the philosophy of Sufficiency Economy, and the elderly emphasize spiritual development through activities that integrate the philosophy of Sufficiency Economy, fostering interaction between different age groups in the community.

THE CURRICULUM DEVELOPMENT INNOVATION OF SECONDARY SCHOOLS BASED ON THE CONCEPT OF FINANCIAL LITERACY

2024-01-16T19:28:22+07:00

The objectives of this research were 1) to study the modified priority needs index of secondary school curriculum development based on the concept of financial literacy; 2) to study the good practices of secondary school curriculum development based on the concept of financial literacy; and 3) to design the curriculum development innovation of secondary school based on the concept of financial literacy. The sample consisted of 331 secondary schools. The informants were 662 school administrators, and heads of academic administration groups, and 31 experts for a total of 693 people. The research instruments were questionnaires, interviews, and actual state and desirable state assessment forms. Data were analyzed using average, standard deviation, Modified Priority Needs Index (PNI_modified), and content analysis. The research revealed that:
1. The greatest need for developing a secondary school curriculum based on the concept of financial literacy is setting the objectives of the school curriculum that emphasize learning outcomes as the basis. (PNI_modified = 0.156)
2. Good practices for developing secondary school curricula based on the concept of financial literacy consist of four main approaches: 1) Setting the objectives of school curricula that emphasize learning outcomes as the base. (Outcome-based Curriculum) 2) determining the learning content in the school curriculum, including basic subjects, additional courses, and free elective courses, through the integration of financial education content that is appropriate according to age; 3) determining learning activities in the school curriculum that are consistent with the level of financial experience of the learners; and 4) evaluating the results of the curriculum in the school curriculum by using collaborative assessment.
3. The curriculum development innovation based on the concept of financial literacy was an innovation in designing school curriculum to create financially smart learners. It consists of vision, principles, aims, indicators, results of curriculum, the curriculum development process, and guidelines for implementing the curriculum.

COMPONENTS AND GUIDELINES OF ADMINISTRATION TO INNOVATIVE ORGANIZATION FOR OPPORTUNITY EXTENSION SCHOOL UNDER THE OFFICE OF BASIC EDUCATION COMMISSION

2023-12-26T13:46:43+07:00

The objective of this research is to study the components in the administration of an innovative organization of schools under the Office of the Basic Education Commission and to study the administration approaches towards innovative organizations of schools under the Office of the Basic Education Commission. This is a mixed-methods research 1) to study the components in the administration of an innovative organization of schools under the Office of the Basic Education Commission from a sample group of school administrators affiliated with the Office of the Basic Education Commission, totaling 340 people. The data collection instrument was a questionnaire with approximately 5-level scales. The statistics used for data analyses were mean (), standard deviation (SD), and confirmatory factor analysis. Additionally, 2) to study the administration approaches towards the administration of an innovative organization of schools under the Office of the Basic Education Commission by interviewing 7 qualified individuals using a semi-structured interview format. The data were analyzed using content analysis methods. The research findings indicate that 1.1) The analysis of the level of operationalization of components in managing towards the innovation organization of schools reveals that, overall, it is at the highest level. When considering individual aspects, it was found that the innovation atmosphere has the highest average, followed by organizational innovation structure, and knowledge management, which has the lowest average. 1.2) The confirmatory factor analysis results show that the component with the highest weight is human resource management, followed by organizational culture of innovation, innovation atmosphere, information technology and communication system, vision, organizational goals, knowledge management, organizational innovation structure, and innovative leadership, respectively. The analysis also indicates that the model aligns very well with the empirical data. 2) The guidelines for managing towards the innovation organization of schools to expand educational opportunities include three parts: Part 1 - Principles and Objectives, Part 2 - Processes of Managing towards the Innovation Organization of Schools to Expand Educational Opportunities, and Part 3 - Conditions for Success.

INVESTIGATION OF PHYSICS TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

2024-03-05T16:46:12+07:00

This qualitative research was a case study that examined the teachers’ Technological Pedagogical Content Knowledge (TPACK). The participants of this study were three physics teachers. Data was collected from questionnaire on TPACK, lesson plan, classroom observation, and teacher interviews. Data were analyzed through content analysis. The results revealed that, all physics teachers have incomplete knowledge in the field of TPACK. They demonstrate a comprehensive understanding of content knowledge matter, but they lack awareness in selecting teaching methods that are specifically tailored to the content. Additionally, in the technological knowledge, all teachers exhibit a low level of knowledge and a lack of awareness in utilizing technology that is content specific and suitable for their teaching methods.

FACTORS AFFECTING CUSTOMERS’ ONLINE PURCHASING BEHAVIOUR: A CASE STUDY OF HIGHER EDUCATION LEARNERS IN THAILAND

2023-09-24T19:51:30+07:00

The purpose of this study was to analyse factors affecting online customer purchasing by undertaking a case study of higher education learners in Thailand. A sample was conducted 638 participated according to the minimum criteria for defining a sample of 5 times per variable. There are a total of 5 observable variables and 30 required parameters, so the sample sizes are not less than 300 people. The sample group was undergraduate students and was selected by utilising a multi-stage sampling process. The random process included three steps: Step 1 involved selecting a region unit, with the regions divided into four areas: 1) Central, 2) North, 3) North-Eastern, and 4) South, ensuring that all populations were represented across Thailand. Each region contained one province, resulting in a total of four groups. Step 2 involved purposive sampling by selecting provinces from each of the 4 regions. Finally, step 3 utilised accidental sampling, where a group of samples was selected based on their experiences buying products from electronic commercial services. As a research instrument and the overall Cronbach’s alpha is 0.947. SPSS and Lisrel software were used to analyse the questionnaires. Frequency, Percentage, Mean, Standard Deviation, Multiple Linear Regression, Pearson Correlation, Measurement Model, and Structural equation model (SEM) were utilised for analysis. This study applied the developed linear-causal structural variable method and the results indicated that Social Media Impact has an impact on customer online purchasing with a factor loading of 0.67, whereas, social media factors have an indirect impact on satisfaction with a factor loading was 0.18. Therefore, it was concluded that social media marketing seems to influence consumer online purchasing decisions directly rather than indirectly. In addition, the results of the marketing mix had a factor loading of 0.54 on the consumer's online purchasing, whereas the results of the service quality had a factor loading of 0.32. In contrast, the factor loading for the influence of service quality on the consumer's online purchasing decision is 0.11. The results of the analysis indicate that Service Quality has an indirect influence on the customer purchase decision, whereas Customer Satisfaction has a direct effect. These two factors are dependent on one another and the result is that Service Quality has a statistically significant impact on the customer purchase decision.