Journal of Education and Innovation

BRAHMAVIHĀRA: CULTIVATING THE TEACHER'S MIND TO DIVERSE LEARNER LEVELS BASED ON THE FOUR KINDS OF PERSONS

2025-05-21T09:05:20+07:00

The objective of this academic article is to present how teachers can adapt their negative fundamental attitudes into positive ones toward learners with varying intellectual levels, as classified by “The Principle of the Four Kinds of Persons.” This article explains how these adaptations can be achieved through the application of the Four Sublime States of Mind (Brahmavihāra). The adaptations are: 1) Loving-kindness (Mettā) – a transformation from a neutral or indifferent mental state to loving-kindness toward learners with an intermediate intellectual level, who are perceived as lotus buds about to reach the surface of the water (Vipacitaññū). These learners are able to learn through explanations and contextual understanding. 2) Compassion (Karuṇā) – an adaptation from feelings of tiredness and distress to state of pity and sympathy toward learners with low intellectual levels. These learners are compared to lotuses under the water (Neyya), meaning they require maximum encouragement and reinforcement to stimulate determination and effort. 3) Sympathetic joy (Muditā) – an adaptation from a lack of confidence and anxiety into admiration and appreciation for learners with high intellectual learning levels. These learners are compared to lotuses above the water (Ugghaṭitaññū), representing students who are gifted and quick to learn 4) Equanimity (Upekkhā) – an adaptation from ignorance to acceptance and letting go (Padaparama), when dealing with learners with limited intellectual learning ability, who are compared to lotuses beneath the mud. These learners are considered unable to develop self-control or adhere to rules effectively. Such abilities are often necessary for inclusive education management. In conclusion, if teachers adjust their mental attitude in accordance with students’ intellectual learning levels, it will lead to an increased positive attitude towards students. The mind’s quality will elevate and excellently grow, leading to success in teaching and learning. Consequently, students will likewise develop their positive thoughts, attitudes and behaviors.

FOSTERING POSITIVE DISCIPLINE AMONG SCHOOL STUDENTS EXPANDS EDUCATIONAL OPPORTUNITIES

2025-07-04T09:13:22+07:00

Education is an important foundation for developing human resources and the nation, especially in an era where the world is rapidly changing in terms of technology, economy, and society. Therefore, providing quality and comprehensive education is essential. Thailand places importance on expanding educational opportunities by establishing schools for expanding educational opportunities so that students in remote or disadvantaged areas can receive continuous education up to lower secondary level. The management of these schools remains a challenge due to resource limitations and different social contexts. In addition, another important challenge for schools for expanding educational opportunities is instilling educational values that help students develop into individuals with desirable characteristics, especially discipline, which is an important foundation for learning and living. Discipline does not only mean following school rules and regulations, but also includes self-responsibility, learning patience, and effective time management. Students with discipline will be able to set educational goals, track their academic performance, and continuously strive for self-development. Positive Discipline is an approach that focuses on strengthening students’ good behavior without using harsh punishments, but rather emphasizing emotional support, providing clear guidelines, and using positive reinforcement. Therefore, the use of positive discipline is an important tool in developing behavior and creating an environment conducive to learning. The process of promoting positive discipline can be divided into 3 stages: the upstream stage, which is policy setting, teacher training, and creating a school culture that promotes good behavior; the midstream stage, which is the use of positive techniques such as giving praise, setting common rules, and behavioral enhancement activities; and the downstream stage, which is the monitoring of students’ behavior, providing counseling, and adjusting the approach to be appropriate. Evaluation uses behavioral observation, questionnaires, and quantitative data to examine the results. Applying the concept of positive discipline promotion in the context of an educational opportunity expansion school is important and challenging to help students develop appropriate behaviors, reduce conflicts in school, and create a learning atmosphere that promotes cooperation and responsibility among students. In the approach to promoting positive discipline, administrators should set policies that support teachers using positive reinforcement, and parents should promote good behavior at home. Positive discipline will help students participate in developing an understanding of their own behavior, learning from mistakes, and enhancing problem-solving skills. It also helps create a close and trusting relationship between students and teachers, which is an important factor in developing sustainable behavior and learning.

PHYSICAL ACTIVITY IN ENHANCING LEARNING AND BRAIN DEVELOPMENT IN CHILDREN AND ADOLESCENTS

2025-05-19T09:24:39+07:00

Physical activity plays a crucial role in promoting health, brain development, and academic achievement among children and adolescents. This article aims to demonstrate the importance of physical activity in enhancing motor skills, cognitive function, and academic performance, particularly in mathematics. Previous studies have shown that physical activities such as walking, running, playing sports, and engaging in aerobic or resistance exercises can stimulate blood circulation and increase oxygen supply to the brain. These activities also enhance the production of neurochemical substances such as BDNF and Irisin, which are essential for neuronal growth and learning capacity. Furthermore, physical activity fosters social skills, positive attitudes toward school, and concentration in the classroom while reducing sedentary behavior and disruptive actions. In the educational context, well-designed and engaging programs such as “Smart Play” can effectively integrate physical activity into daily school routines. These approaches provide students with adequate movement opportunities, which significantly enhance their academic performance. Therefore, this article presents policy and practical guidelines for promoting physical activity in schools to foster holistic development among young learners.

LINGUISTIC INTERLINGUAL ERRORS IN WRITING ENGLISH: MOTHER TONGUE INFLUENCE

2025-07-18T13:55:51+07:00

It is commonly believed that the first language influences the second language or foreign language. Identifying the areas of difficulty, this study conducts a thorough examination of the errors made by university students in writing English, focusing on a comparison and description of interlingual errors. It involves senior students majoring in English-related fields at a university in Thailand, with their English-written test papers undergoing evaluation and subsequent comparative and descriptive analysis. The collected data facilitates both statistical and qualitative analyses, as it comprises test papers from 100 students. The analysis reveals a prevalent occurrence of typical interlingual errors in writing across the sampled data. Notably, the study highlights that certain error rates are evident in the essay test papers concerning specific writing skill characteristics. Among these, the ‘transfer of rules’ errors appear with the highest frequency and the most conspicuous findings pertain to ‘redundancy reduction’ and ‘overgeneralization,’ with a moderate occurrence of errors in the selected sample. In conclusion, this study’s findings suggest issues with the English writing proficiency of the selected students, which could stem from challenges related to compatibility with their native language or deficiencies in their previous English instruction.

THE EFFECTS OF BLENDED LEARNING CULINARY ART COURSE ON STUDENTS PERFORMANCE AT GUANGDONG, CHINA

2024-12-03T17:13:54+07:00

This study investigates the effects of blended learning culinary art on student performance and satisfaction at the Guangdong Institute of Arts and Sciences, China. The research employs a quasi-experimental design, comparing a treatment group of 45 participants using the Intelligent Cloud Vocational Education (ICVE) with a control group with 35 participants following traditional face-to-face teaching. Over eight weeks, student performance was assessed through culinary exams at the beginning and end of the course, while satisfaction was measured via questionnaires from all 75 students. The findings revealed that the ICVE significantly enhanced Cooking Skills (F(72) = 21.023, p < .001), Culinary Culture (F(72) = 11.051, p = 0.001) and satisfaction (t(72) = -2.38, p = 0.020) in the treatment group compared to the control group. However, the hypothesis related to Nutritional Quality (F(72) = 3.269, p = 0.075) and Culinary Creativity (F(72) = 0.958, p = 0.331) did not show significant differences between the two groups. Additionally, student satisfaction was notably higher in the treatment group, indicating that the blended learning approach provided a more engaging and effective learning experience. These results suggest that integrating technology through the ICVE platform can substantially improve certain aspects of culinary education. The study contributes to the fields of educational psychology, technology integration, and vocational training, particularly within the context of Chinese culinary Education. Furthermore, these findings can inform curriculum design and teaching methods globally by highlighting the effectiveness of blended learning models that incorporate technological tools, ultimately enhancing both educational outcomes and student satisfaction in culinary arts programs worldwide.

THE RELATIONSHIP BETWEEN STRATEGIC LEADERSHIP OF SCHOOL ADMINISTRATORS AND EFFECTIVENESS OF SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BANGKOK 2

2024-12-17T11:41:23+07:00

The purposes of this research were: 1) to study the level of teachers' opinions of strategic leadership of school administrators under the Secondary Educational Service Area Office Bangkok 2; 2) to study the level of effectiveness of schools under the Secondary Educational Service Area Office Bangkok 2; and 3) to study the relationship between strategic leadership of school administrators and effectiveness of schools under the Secondary Educational Service Area Office Bangkok 2. The population for this research consisted of 5,534 teachers in schools under the Secondary Educational Service Area Office Bangkok 2. The sample of 357 teachers was selected using stratified sampling and simple random sampling. A 5 – point rating scale questionnaire was used, with an Item Objective Congruence (IOC) index ranging from 0.60 to 1.00. The reliability of the questionnaire was .981. The statistics used in data analysis were mean, standard deviation, and Pearson's Product Moment Correlation Coefficient. The results were as followed: 1) the overall strategic leadership level of school administrators under the Secondary Educational Service Area Office Bangkok 2 was high; 2) the overall level of effectiveness of schools was high; and 3) the relationship between strategic leadership of school administrators and effectiveness of schools was significant at p < .01 (r = .817). The strongest positive correlations were found between strategic leadership of school administrators in the areas of ‘Advising students on importance of a positive attitude’ and overall school effectiveness.

AN ENHANCEMENT OF THIRD GRADE STUDENTS' ENGLISH VOCABULARY LEARNING ACHIEVEMENT AND STUDENTS LEARNING SATISFACTION THROUGH COMMUNICATIVE GAMES AT PATTAMA DARUNWIT SCHOOL

2025-03-31T16:29:02+07:00

This study examined the efficacy of communicative games in enhancing English vocabulary learning achievement among third-grade students in Kamphaeng Phet, Thailand. The sample consisted of 36 students selected through cluster sampling. Grounded in language acquisition and pedagogy theories, this research adopts a mixed-methods approach, employing pre-test and post-test assessments to measure vocabulary learning gains. Additionally, a student satisfaction questionnaire was used to evaluate students’ perceptions of the learning experience. Results indicate significant improvements in vocabulary learning achievement following instructional lessons structured around communicative games. Students expressed overall satisfaction with the learning content, methods, and classroom atmosphere, highlighting the relevance and engagement of communicative games in enhancing language learning outcomes. While variability in individual experiences was noted, the findings underscore the potential of communicative games as effective tools for promoting language acquisition and proficiency. This study contributed to the growing body of literature on innovative pedagogical approaches and emphasizes the importance of interactive and engaging activities in language education. Moving forward, further research and application of communicative games were considered essential for refining language teaching practices and improving students' English language proficiency.

A COLLABORATIVE PROFESSIONAL DEVELOPMENT PROGRAM FOR SCIENCE COACHES AND TEACHERS: DESIGNING INTEGRATED LESSONS WITH MODEL-ELICITING ACTIVITIES FOR OUTDOOR STEM EDUCATION

2024-12-11T11:42:42+07:00

This study highlights a collaborative initiative between schools and universities to develop a professional development framework aimed at integrating STEM (Science, Technology, Engineering, and Mathematics) into K-6 science classrooms. Utilizing design-based implementation research, university facilitators collaborated with 6 science student teachers and coaches to create an accessible vision of STEM integration, grounded in the principles of Model-Eliciting Activities (MEAs). MEAs are open-ended, real-world problem-solving tasks designed to help students develop scientific models and deepen their understanding of key concepts. The researchers designed a flexible professional development approach with three primary goals: (1) assessing participants' diverse experiences in integrating STEM into the curriculum, (2) promoting a new perspective on STEM integration through open-ended science problems rooted in real-world contexts, and (3) emphasizing the explicit inclusion of science content. Qualitative and quantitative analysis, including participant discussions, written reflections, and classroom observations, revealed participants' readiness to implement MEAs as a method for integrating STEM into K-6 classes. However, participants also recognized the need for ongoing support to overcome curriculum pacing challenges and administrative expectations. The results of this research suggest that this collaborative effort can significantly enhance STEM integration, particularly within the unique natural resource context of Phuket. This approach not only fosters STEM instructional leadership but also encourages transdisciplinary integration and prepares students for STEM-related roles and careers.

“ROLE MODEL FROM QUEEN BEE” THE GUIDELINES FOR PROFESSIONAL CONDUCT OF LGBTQIAN+ GOVERNMENT TEACHERS

2025-02-19T14:56:53+07:00

This research aimed to explore the self-conduct of exemplary government teachers who are perceived as queen bee (the LGBTQIAN+ Government teachers who have successfully established themselves as respected figures and role models within the bureaucratic system) and to investigate appropriate expressions of identity among LGBTQIAN+ government teachers leading to acceptance and recognition within their organizations. The findings revealed that the way these individuals conduct themselves is shaped by the level of openness to diversity within their organizational context. In organizations that demonstrate limited openness to diversity, queen bees rely on intrinsic motivation and support from those around them. They create personal spaces for encouragement, engage in continuous self-development, adapt to varying circumstances and persevere through challenges. They view obstacles as opportunities for growth, prove their competence through tangible achievements and welcome constructive feedback. By focusing on their responsibilities and enduring difficulties with patience and determination, they not only overcome adversity but also showcase their ability to thrive in restrictive environments. On the other hand, in more inclusive organizational contexts, however, queen bees are able to use their unique identities as tools to foster acceptance and understanding of diversity. They leverage their individuality and charm to create positive working environments and cultivate enjoyable learning atmospheres. Through fostering strong interpersonal relationships, demonstrating sincerity and authenticity, promoting understanding of diverse perspectives, inspire collaboration and inclusivity. Furthermore, they utilize their talents, skills and personal experiences to enhance their teaching practices, thereby inspiring students and contributing to professional excellence. Regardless of the organizational context, however, the self-conduct emphasized by all queen bees encompasses four core principles: (1) expressing their identities in an appropriate manner, (2) performing their duties with professionalism, (3) fostering positive relationships within the organization and (4) serving as exemplary role models for their students. Furthermore, the research identified specific guidelines for appropriate identity expression among LGBTQIAN+ government teachers. These guidelines emphasize aligning identity expression with the three established professional standards for teachers: (1) standards of professional knowledge and experience, (2) standards of professional practice and (3) standards of professional conduct (ethical codes). By adhering to these standards, these teachers can effectively fulfill their professional responsibilities while demonstrating the compatibility of their unique identities with their roles as educators.

EVALUATION OF SCHOOL-BASED CURRICULUM, MATHEMATICS LEARNING AREA OF A SECONDARY SCHOOL IN UDONTHANI PROVINCE USING TYLER CURRICULUM EVALUATION MODEL

2024-12-17T11:47:51+07:00

This research aimed to evaluate the school curriculum of a secondary school in Udonthani Province for the academic year 2023 in the Mathematics Learning Area, employing Tyler’s curriculum evaluation model (Ralph W. Tyler). The target population included 2 school administrators, 1 academic affairs department head, 2 mathematics teachers, and 112 students from Grades 7 to 12, totaling 117 participants. The research instruments consisted of (1) questionnaires, (2) interview form, and (3) data recording forms. Quantitative data were analyzed using frequency, mean, standard deviation, and percentage, while qualitative data were analyzed through content analysis. The research findings on the evaluation of the school curriculum in the mathematics learning area at a secondary school in Udon Thani province using tyler's curriculum evaluation model found that 1) the overall appropriateness of curriculum objectives was rated at a high level ( = 4.42, SD = 0.65), indicating that the curriculum objectives were aligned with the basic education core curriculum B.E. 2551 (A.D. 2008). 2) The overall appropriateness of learning experience organization was also rated at a high level ( = 4.11, SD = 0.98), reflecting that the organization of learning experiences was consistent with the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). 3) Learning Outcomes revealed that 3.1) 73.91% of students achieved a proficiency level of 2 or above in the mathematics learning area, exceeding the set criteria. 3.2) the results for mathematics at the Grade 9 and Grade 12 levels of Ordinary National Educational Test were below the provincial average in both grades. 3.3) 82.34% of students met the criteria of Desirable Characteristics Assessment, which was higher than the set standard. 3.4) For the Reading, Analytical Thinking, and Writing Assessment, 82.34% of students achieved the required standard, exceeding the benchmark. From these findings, it can be concluded that the evaluation of the school curriculum in the mathematics learning area at the secondary school in Udon Thani Province, conducted using Tyler's Curriculum Evaluation Model, demonstrated that the school curriculum aligned with the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). However, there was a need to enhance the diversity of instructional methods and aligned assessment and evaluation practices with students' abilities

THE MODEL FOR ENHANCING PHYSICL EDUCATION TEACHER CHARACTERISTICS IN THE 21ST CENTURY FOR PHYSICAL EDUCATION STUDENTS FACULTY OF EDUCATION, CHIANG MAI RAJABHAT UNIVERSITY

2024-12-11T10:51:57+07:00

The purpose of this research is to develop and test a model for enhancing the characteristics of physical education teachers in the 21^st century for physical education students, Faculty of Education, Chiang Mai Rajabhat University. It was mixed-method research. The target group was 5 experts, selected through purposive sampling, and the selection criteria were who had at least five years of experience teaching physical education at the higher education level. The sample group was 60 physical education students who would be practice teachers in the first semester of the 2022 academic year. They were selected by simple random sampling using the lottery method without replacement. They were divided into control and experimental groups, with 30 students per group. The research instruments included group discussion records, a format assessment form, a learning management test, and a 21^st century physical education teacher characteristics assessment form. Qualitative data were analyzed using content analysis and triangulated validity by three research assistants. Quantitative data were analyzed using means, standard deviations, normality test, and non-parametric statistics using Wilcoxon Matched-Pairs Signed-Rank Test and Mann-Whitney U test. The study found that 1) the model for enhancing the characteristics of physical education teachers in the 21^st century for students in the Physical Education Program, Faculty of Education, Chiang Mai Rajabhat University (PE Model) was to enhance the characteristics of physical education learning management. It consists of preparation and enhancement. The model had overall the highest level of utility, feasibility, propriety, and accuracy. 2) After the experiment, the experimental group had higher physical education teacher characteristics in the 21^st century in physical education learning management than the control group, with a statistically significant difference at the .05 level.

A FACTOR ANALYSIS OF LEARNING ECOSYSTEM FOR PROMOTING LIFELONG LEARNING IN SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE

2025-01-31T20:23:08+07:00

The purpose of this research is to analyze the confirmatory factor analysis of learning ecosystem for promoting lifelong learning in school under the Secondary Education Service Area Office. The research instrument used was a 5-point Likert scale questionnaire, with a content validity index ranging from 0.80 to 1.00, and a reliability coefficient of 0.97. The study involved a sample group of 342 school administrators from the Secondary Education Service Area Office, selected through stratified random sampling. The statistical methods used for data analysis included mean, standard deviation, correlation coefficient, and confirmatory factor analysis. The study finding showed that the components of learning ecosystem for promoting lifelong learning in school under the secondary educational service area office comprised of components with 52 indicators as follows 1) Personnel (11 indicators) 2) Technology (8 indicators) 3) Curriculum Design (8 indicators) 4) Network Cooperation (9 indicators) 5) Resource Management (8 indicators) and 6) Operational Strategy (8 indicators). As a result of model testing, it was consistent with the empirical data, by considering Relative Chi-square/df = 1.8238, CFI = 0.998, TLI = 0.994, SRMR = 0.010, and RMSEA = 0.049. The standardized component loadings for each factor ranged from 0.837 to 0.939. All of which were statistically significant at the .01 level.

DEVELOPMENT OF TEAMWORK MODEL TOWARDS ACADEMIC ADMINISTRATION OF ISLAMIC PRIVATE SCHOOLS IN THE THREE SOUTHERN BORDER PROVINCES

2025-02-17T17:58:08+07:00

This research was a research and development. The objectives are 1) to study current conditions and needs of developing which development of teamwork model towards academic administration was achieved through in-depth interviews with six administrators and academic heads by purposive selection and collect quantitative data using with 388 administrators and teachers by stratified random sampling, 2) to develop a teamwork model towards academic administration and model's suitability was evaluated by three experts, and 3) to Test the teamwork model with a target group of 24 teachers and the quality of the model was evaluated based on the Stufflebeam concept. The research instruments included a knowledge test, a team work skills assessment, and a satisfaction questionnaire. The statistics used to analyze the data included the mean, standard deviation, including the Priority Needs Index. The research showed that: 1) The reality is that teamwork of personnel lacks understanding of roles and clear planning, and the need for communication is the highest (PNI Modified = 0.258), followed by interaction (PNI Modified = 0.256) and respect (PNI Modified = 0.255). 2) The teamwork model for academic administration consists of 6 components: principles and reasons, objectives, Procedure, scope of work, evaluation guidelines, and conditions for success. 3) The results of using the teamwork model found that teachers had higher knowledge and teamwork skills after using the model than before using it at a statistical significance level of .05. And the results of the quality check on the accuracy have an evaluation that can analyze both quantitative and qualitative data. In addition, the usefulness also covers stakeholders and related persons. In terms of appropriateness, it can develop teamwork skills and the possibility of being able to be put into practice, it was found that overall it was at a high level.

THE EFFECT OF ‘WHY FOREST IS IMPORTANT’ ACTIVITIES ON STUDENTS’ ENVIRONMENTAL LITERACY AND ETHICS IN NAN PROVINCE

2024-12-28T13:01:00+07:00

The objectives of this research were to study the effects of ‘why forest is important’ activities on environmental literacy and ethics, as well as to provide guidelines for using these activities effectively. The sample group consisted of 104 lower secondary school students from four volunteer schools in Nan province. The study employed a mixed-method research approach. A one group pretest-posttest design was used for the quantitative research. Data were collected using an environmental literacy test and environmental ethics questionnaire. The statistics used for data analysis included mean, standard deviation, and paired-sample t-test. Qualitative data were collected using semi-structured interview protocol and analyzed by thematic analysis. The results showed that students’ average scores for environmental literacy and ethics after participating in the activities were statistically significantly higher than before, at the .05 level. Qualitative data indicated that students improved their environmental literacy, although it remained incomplete, and their environmental ethics tends towards ecocentrism. Therefore, these activities could be implemented in schools to promote environmental literacy and ethics for forest conservation. Guidelines for successfully implementing the activities include emphasizing team teaching, organizing student into mixed-grade groups, alternating activities as needed, adjusting locations appropriately, providing opportunities for students to express their opinions and to engage in hands-on practice, allocating sufficient time for students to complete their tasks at school, stimulating thinking with questions, and providing clear guidance on interview procedures.

THE DEVELOPMENT OF ONLINE LEARNING ENVIRONMENT WITH MACRO MODEL TEACHING TECHNIQUES TO PROMOTE CREATIVE THINKING SKILLS FOR UNDERGRADUATE STUDENTS AT CHAIYAPHUM RAJABHAT UNIVERSITY

2025-01-08T10:46:12+07:00

This research aimed to develop online learning environment to meet the efficiency criteria of 80/80, study creative thinking skills, compare learning achievement, and examine student satisfaction. The participants were 30 third-year undergraduate students majoring in Computer Education from the Faculty of Education and Human Development at Chaiyaphum Rajabhat University during the academic year 2024. Students attended class once a week for 4 consecutive weeks. This quasi-experimental study collected quantitative data using creative thinking skills assessment forms, achievement tests, and questionnaires. Data were analyzed using descriptive statistics including mean, standard deviation, and t-test to analyze creative thinking skills and learning achievement. The results showed that the efficiency of the online learning environment integrated with the Macro Model teaching technique was 82.92/83.50, higher than the 80/80 criterion. The creative thinking score was 13.87, indicating a good level. Students' post-learning achievement was significantly higher than pre-learning at the .05 level, and overall satisfaction was at the highest level Students were able to practice, analyze, synthesize, and engage in brainstorming and exchange of ideas through activities developed according to the learning management plan, creating opportunities for students to think creatively in problem-solving.

A STUDY OF ETHICAL ENTREPRENEURSHIP COMPETENCY USING EXPERIENTIAL LEARNING FOR MATHAYOMSUKSA 2 STUDENTS AT ROONG-AROON SCHOOL

2025-01-08T10:20:13+07:00

The purposes of this research were to 1) study the ethical entrepreneurship competency using experiential learning, 2) Study students’ learning achievement in the course Financial Literacy Studio: Value Creator using experiential learning compared to the 70% threshold, and 3) Study the relationship between ethical entrepreneurship competency and academic achievement in the Financial Literacy Studio: Value Creator course of grade 8 students. The population consisted of 22 students in Mathayomsuksa 2/2 of Roong-Aroon School by cluster random sampling. The research instruments were 6 lesson plans, each containing details of experiential learning activities, specific competency assessment tools, and different types of academic achievement assessments. The results showed that 1) There were 20 students out of 22 students, accounting for 90.91 percent of the total students, who exhibited the ethical entrepreneurship competency at a level of "Mastering" or higher after experiential learning, 2) There were 19 students, or 86.36 percent, achieved the learning achievement in the Financial Literacy Studio: Value Creator course higher than 70 percent of the full score at .01 level of significance, and 3) There is a very high positive correlation between the ethical entrepreneurship competency and academic achievement in the Financial Literacy Studio: Value Creator course, with a correlation coefficient of 0.825, at .01 level of significance.

MODEL OF ORGANIZING EXPERIENCE TO ENHANCE EARLY CHILDREN’S EXECUTIVE FUNCTIONS SKILLS IN CHAIYAPHUM PROVINCE

2025-02-17T18:28:44+07:00

The objectives were: 1) To study the current condition, desirable conditions and needs to organize experience to enhance early children’s executive functions skills, 2) To develop model of organizing experience to enhance early children’s executive functions skills, 3) To study the results of using of model of organizing experience to enhance early children’s executive functions skills, and 4) To evaluate model of organizing experience to enhance early children’s executive functions skills. The sample included 135 early childhood teachers and 25 early childhood children, Chaiyaphum Provincial Local Government Promotion Office. The tools included: 1) Current condition questionnaire, 2) Draft assessment of model of organizing experience, 3) Knowledge assessment of organizing experience, 4) Skill assessment of organizing experience, 5) Early Childhood Brain Skills Assessment, 6) Satisfaction assessment of organizing experience, and 7) Quality assessment of organizing experience. The statistics included percentage, mean, standard deviation. Results:
1. The current condition of organizing experiences to strengthen brain skills is moderate, desirable condition is at the highest level. There is an overall needs of 0.46.
2. The model of organizing experience to enhance early children’s executive functions skills consists of 6 elements: principles, objective, activity process, learning resources, model evaluation, and support system as a whole are the most appropriate.
3. Results of the trial found that 1) Test scores measure knowledge in organizing experiences for early childhood The average pre-training test score was 20.70 points, and the average post-training test score was 29.13 points, accounting for 28.11 percent progress, Skills of organizing experience to enhance early children’s executive functions skills was a high level, and Satisfaction of organizing experience to enhance early children’s executive functions skills was the highest overall. 2) Early childhood children have good brain skills overall, with the development of brain skills increasing accordingly.
4. The quality of model of organizing experience to enhance early children’s executive functions skills was at the highest level.

KEYS TO SUCCESS IN ADVANCING TO EXPERT AND SENIOR EXPERT RANKS IN EDUCATIONAL ADMINISTRATION

2025-02-11T17:01:23+07:00

This study aimed to 1) explore the perspectives of educational administrators under the Bangkok Metropolitan Administration (BMA) regarding professional advancement; 2) examine the motivations and challenges faced by these administrators to pursue professional advancement to expert and specialist levels in educational administration; and 3) investigate the academic work development guidelines followed by educational administrators under the BMA for achieving expert and specialist status. The research employed a qualitative methodology, utilizing a multiple case study approach. Six educational institution directors—three with expert qualifications and three with specialist qualifications—were purposively selected from BMA-affiliated schools. Data were collected through document analysis content analysis and in-depth interviews, with the quality of the findings was ensured by applying Lincoln and Guba's trustworthiness criteria. The findings revealed as follows: 1) The perspectives of educational administrators on professional advancement were shaped by their self-confidence, performance expectations, and personal goal setting;
2) the motivations and challenges associated with attaining expert and specialist status were influenced by their needs for existence, relationships, and growth; and 3) the academic work development process comprised three key phases: Phase 1: Preparation—defining clear objectives, analyzing the context, and selecting relevant research topics; Phase 2: Execution and Development—conducting research and developing academic outputs; and Phase 3: Review—evaluating and refining the completed work.

THE DEVELOPMENT OF COMPONENTS AND INDICATORS OF SURVIVAL SKILLS WHEN ENCOUNTERING DANGERS FOR EARLY CHILHOOD STUDENTS

2025-01-24T09:26:54+07:00

This study aimed to develop components and indicators of survival skills when encountering dangers for early childhood students. It also aimed to investigate the construct validity of components and indicators of survival skills when encountering dangers for early childhood students. The participants included 354 early childhood teachers from schools and child development centers in Thailand. Structured interviews, suitability evaluation forms, and questionnaires constituted research instruments. Content analysis, descriptive statistics, and a second order confirmatory factor analysis were used for data analysis. The finding revealed that: (1) The components and indicators of survival skills for early childhood students when encountering dangers included 4 factors that were the component of control (3 indicators), the component of origin and ownership (3 indicators), the component of reach (3 indicators), and the component of endurance (2 indicators). (2) A second order confirmatory factor analysis of survival skills for early childhood students when encountering dangers showed that the model was consistent with the empirical data from the Chi-squared test ((df = 35, n = 354) = 42.492, p = .101, CFI = .997, TLI = .993, RMSEA = .024, SRMR = .011). The factor loadings of 4 components and 11 indicators were 0.814 – 0.993 and 0.637 – 0.816 respectively. The model also had construct validity, with factor loadings showing statistical significance at the .01 level on all indicators.

THE INFLUENCE OF VERBAL AND NONVERBAL COMMUNICATION OF THE QUANTUM STRATEGIC SCHOOL ADMINISTRATORS ON ORGANIZATIONAL CULTURE

2025-01-21T14:38:01+07:00

This study aimed to examine: (1) the level of quantum strategic school administrators’ behaviors, (2) the level of verbal and nonverbal communication of quantum strategic school administrators, (3) the level of organizational culture, (4) the relationship between verbal and nonverbal communication of quantum strategic school administrators and organizational culture, and (5) the influence of verbal and nonverbal communication of quantum strategic school administrators on organizational culture. A quantitative research methodology was employed. The sample consisted of 250 government teachers under the jurisdiction of the Singburi and Angthong Secondary Educational Service Area Offices and the Secondary Education Management Efficiency Promotion Network in Angthong Province, covering 14 schools. The research instruments included a checklist questionnaire to collect general information about the respondents and a five-point Likert scale questionnaire to measure key variables. Statistical analyses included percentage, arithmetic mean, standard deviation, Pearson’s correlation coefficient, and multiple regression analysis. The findings revealed that the level of quantum strategic school administrators' behaviors (M = 3.96, SD = .844), the level of verbal and nonverbal communication of quantum strategic school administrators (M = 3.90, SD = .840), and the level of organizational culture (M = 4.11, SD = .763) were all at a high level. Moreover, verbal and nonverbal communication of quantum strategic school administrators was positively correlated with organizational culture at a statistically significant level of .01 (r = .789, p < .001). The multiple regression analysis indicated that verbal and nonverbal communication of quantum strategic school administrators positively influenced organizational culture, explaining 63.90% of the variance (Adjusted R² = 0.639, F(2,247) = 221, p < .01) at a statistically significant level of .01.

THE NEED TO DEVELOP LEARNING MANAGEMENT IN THE COST MANAGEMENT IN FOOD BUSINESS COURSE FOR WORK-INTEGRATED LEARNING EDUCATION

2025-02-17T18:19:17+07:00

Due to the ongoing economic slowdown, Thailand has established a framework to develop a key mechanism: humans, to become lifelong learners and self-developers. The food industry is one of the businesses that generate income for the country. Developing a workforce in this industry to be prepared and able to manage costs will help the country reduce its dependence on foreign experts. Students in Work-Integrated Learning (WIL) education are trained to practice in real workplaces alongside theoretical learning in classrooms. This research aimed to assess the needs and prioritize the development of learning management in the Cost Management in Food Business course for Work-Integrated Learning education. The sample for this research consists of 132 second and third-year undergraduate students from the Faculty of Food Business Management at Panyapiwat Institute of Management, selected using cluster random sampling. The research instrument for data collection is a needs assessment form for developing learning management in the Cost Management in Food Business course, which is in the form of a dual-response format between the current and expected conditions, using a 5-level rating scale. Data analysis was performed using the Priority Needs Index (PNI modified). The results showed that the need for learning management methods (PNI modified = 0.41) is the highest priority, followed by the learners' needs (PNI modified = 0.40). These results allow instructors to prioritize which urgent matters are important in improving learning management and should they should be addressed first and to design appropriate learning processes for students in the future.

AN EFFECT OF SELF-DIRECTED LEARNING VIA MICRO-LEARNING MEDIA ON ENGLISH GRAMMAR OF GRADE-7 STUDENTS

2025-01-17T12:57:10+07:00

This research aimed to: 1) develop micro-learning media with quality and effectiveness in learning English grammar structures for self-directed learning; 2) compare academic achievement before and after learning the English grammar structure through self-directed learning via micro-learning media; and 3) study retention of learning the English grammar structure through self-directed learning via micro-learning media. The sample group consisted of 30 grade-7 students at Samutprakan School the Secondary Educational Service Area office Samutprakan semester 1 Academic year 2024, selected through cluster random sampling. The research tools and instruments included micro-learning media and pre-test and post-test assessments. The statistical analyses method included mean () standard deviation (SD), and nonparametric statistics: Wilcoxon signed rank test results before and after the experiment. The research findings showed that 1) the quality of the micro-learning media for learning English grammar structure was rated excellent ( = 4.75, SD = 0.28); 2) the efficiency ratio (E1/E2) was 84.94/83.78, higher than the established criteria of 80/80; 3) the self-directed learning activities using micro-learning media on English grammar structure improved significantly after the intervention, with statistical significance at the 0.05 level; and 4) the student’s English grammar structure retention mean scores after the learning retention decreased from the post-test average score of 12.37. to 11.13.

DEVELOPING LEARNING CONCEPTS IN PHYSICS ON FORCE AND MOTION DURING THE COVID-19 PANDEMIC THROUGH THE INNOVATION OF A METAVERSE CLASSROOM

2025-01-15T15:05:44+07:00

This research aims to develop and design a metaverse classroom for learning mechanics, specifically the concepts of force and motion, considering the limitations and challenges arising during the COVID-19 pandemic. The study also examines the impact of this innovation on the development of concepts and understanding among first-year undergraduate students majoring in physics and assesses their satisfaction and learning experiences. The research findings reveal that the developed metaverse classroom was evaluated as highly effective, with expert approval confirming that it meets the needs of online learning efficiently. This innovation not only bridges theoretical knowledge through virtual experiments but also fosters deep system thinking. Students gained a better understanding of the concepts of force and motion, helping to correct misconceptions and enabling the application of knowledge in diverse contexts effectively. Moreover, students expressed high satisfaction with the learning experience, which offered flexibility, overcame spatial and time limitations, and encouraged active participation between learners and instructors through activities in the metaverse environment. Learning through the metaverse classroom enhanced the understanding of force and motion content and effectively developed essential digital skills for the modern era. This study highlights the high potential of the metaverse classroom innovation in enhancing teaching and learning in situations with limited access to physical classrooms. It can be extended to other disciplines, helping to create a learning environment that supports the development of knowledge, scientific process skills, technology skills, and 21st-century skills in a comprehensive and sustainable manner.

GUIDELINES FOR DRIVING EDUCATIONAL SUSTAINABLE DEVELOPMENT GOAL OF PROVINCIAL EDUCATION OFFICE IN THE SOUTHERN ANDAMAN PROVINCIAL CLUSTER AREA

2025-01-08T10:29:56+07:00

This research is a policy-oriented aims to study: 1) to investigate the implementation of policies and participatory management in driving the sustainable development goals (SDGs) in education of the Provincial Education Office in the Southern Andaman provincial cluster area, and 2) to propose guidelines for driving the SDGs in education in the Southern Andaman provincial cluster area. The research uses a qualitative approach, based on the concept of policy implementation and participatory management theory as the research framework. The key informants consist of a total of six individuals. Research tools include two types: 1) reports on the progress of the SDGs in education and provincial education development plans, and 2) semi-structured interview which the data analysis was performed using content analysis. The research findings are as follows: 1) Regarding the implementation of policies, it involves linking them to the objectives and strategic issues in the provincial education development plan and carrying out projects/activities to promote and support the operation of all indicators. In terms of participatory management, it provides opportunities for personnel to be part of the SDG4 driving team, working together to think, share responsibility, and engage in actions to improve education quality in an inclusive, equitable manner, while supporting lifelong learning opportunities. 2) The guidelines for driving the SDGs in education are: (1) raising awareness and assigning responsibilities; (2) establish common goals for all relevant stakeholders involved in the area; (3) integrating and coordinating collaboration; (4) monitoring and evaluation progress for each indicator to facilitate review, adjustment, and further development; and (5) data collection and creation of a database for operations based on performance indicators.

THE DEVELOPMENT OF A LEARNING ACTIVITY PACKAGE USING PHONICS INSTRUCTION TO PROMOTE ENGLISH VOCABULARY PRONUNCIATION SKILL FOR BEGINNERS AT KHLONGHUINAPATTANAKARN SCHOOL PHETCHABUN PROVINCE

2025-01-15T14:54:18+07:00

The purposes of this research were 1) to develop activity package using phonics instruction to promote English vocabulary pronunciation skill for beginners with the efficiency of 80/80, 2) to compare English vocabulary pronunciation skill between pretest and posttest learning achievement using activity package, and 3) to study student’s satisfaction after learning with developed activity package. The sample consisted of 24 elementary school students in first semester of the academic year 2024 at Khlonghuainapattanakarn School Phetchabun Province, selected by simple random sampling. The research instruments were an activity package using phonics instruction, lesson plans, achievement tests, and students’ satisfaction questionnaire. Statistics used for data analysis were mean, standard deviation, and t-test dependent. The research findings revealed that 1) the developed activity package using phonics instruction had an efficiency criterion of 86.90/87.36, which were higher than the designated criteria of 80/80, 2) the students’ mean scores before the implementation were 18.58 and the mean scores after the implementation were 26.21 which were significantly higher than before studying at .05 level, and 3) student’s satisfaction toward learning with the activity package using phonics instruction was at the highest level ( = 4.88, SD = 0.08).

THE EFFECTS OF ACTIVITY – BASED LEARNING PROGRAM ON MATHEMATICS CREATIVE THINKING AMONG SEVENTH GRADE STUDENTS

2025-01-14T13:36:05+07:00

This study aims to (1) develop an activity-based learning management program to enhance mathematical creativity among Grade 7 students, and (2) investigate the effects of the program on the mathematical creativity of Grade 7 students. The research population consisted of 452 Grade 7 students from 12 classrooms at Triam Udom Suksa Nomklao School in the academic year 2024. The sample comprised 40 Grade 7 students whose scores on a mathematical creativity assessment were below the 25th percentile. The sample was randomly divided into an experimental group and a control group, each consisting of 20 students. The experimental group participated in the activity-based learning management program to enhance mathematical creativity outside regular class hours, while the control group did not participate in the program. The research instruments included a mathematical creativity assessment and an activity-based learning management program designed to enhance mathematical creativity among Grade 7 students. The research findings were as follows (1) The activity-based learning management program for enhancing mathematical creativity consisted of a series of activities employing an activity-based approach aimed at developing students' mathematical creativity. The program focused on three components of mathematical creativity: fluency, flexibility, and originality. The program included four steps. Step 1: Introduction The teacher explained the lessons and activities, clarified the roles and responsibilities of students, and prepared them for learning, such as by reviewing prior knowledge. Step 2: Activity The teacher divided students into groups and facilitated the activities, providing support as needed. Step 3: Reflection Students reflected on the knowledge and insights gained from participating in the activities. Step 4: Evaluation Learning outcomes were evaluated based on the activities through self-assessment, peer assessment, and teacher assessment, with feedback used to improve future learning management. (2) The results showed that students in the experimental group who participated in the program had significantly higher post-program scores on mathematical creativity compared to their pre-program scores at the .05 significance level. Additionally, the experimental group had significantly higher average scores on mathematical creativity than the control group, also at the .05 significance level.