Journal of Education and Innovation

FACTORS THAT RAISE THE QUALITY OF THE EARLY CHILDHOOD EDUCATIONAL INSTITUTIONS DEVELOP THE EARLY CHILDHOOD IN THE 21ST CENTURY

Chatwilai Surinchompoo, Panatnan Chantawan, Janjira Taruwan — Tue, 20 Aug 2024 00:00:00 +0700

Administrative factors including characteristics or skills of transformational leadership referring to the ability to work with higher level of effectiveness comprised: 1) Instructional Leadership, 2) Democratic Leaders, 3) Communication, 4) Decision Making, 5) Conflict Resolution, 6 Introducing Change, and 7) Time Management. These factors affected teachers’ knowledge and understanding towards the early childhood development in the 21st century including 1) Creativity and Innovation, 2) Critical Thinking and Problem Solving, 3) Communication, and 4) Collaboration based on the principles of the holistic early childhood development that focus on the potential of brain functional system to help the children to control their thoughts, emotion, and behaviors, and to obtain the effective development outcome. Consequently, the factors affecting the quality administration of the early childhood institutions were: 1) the early childhood institution administrators, 2) the early childhood teachers, 3) the administrative management of the institutions, 4) communication, public relations communication, 5) understanding of the early childhood education curriculum B.E. 2560 (2017), 6) the design of learning experience management, 7) the early childhood development, 8) media and materials, 9) the evaluation of development, 10) budget, 11) follow-up and evaluation of working performance, and 12) cooperation of parents and community. And, the guidelines of the early childhood development in the 21st century consisted of 1) analysis of the current status of the educational institutions, 2) systematic management, 3) the curriculum management of the educational institution, 4) the development processes of learning experience management design, 5) learning support, 6) the management of learning environment and learning sources, 7) the quality development of educational management, 8) the potential development of the staff and the enhancement of the efficiency of the educational institutions, and 9) the security management in the educational institutions.

JAPANESE LESSON STUDY: A LOOK BACK AT ITS HISTORICAL EVOLUTION

Dhanachat Anuniwat, Witchayada Nawanidbumrung — Tue, 20 Aug 2024 00:00:00 +0700

Japanese Lesson Study has garnered international recognition, including in Thailand, as a one of effective professional development approaches for teacher learning. Thus, uncovering the historical evolution of lesson study is crucial in understanding how it has evolved and designing how it should be implemented in each cultural context. For this reason, this academic article aims to present (1) evolution of Japanese lesson study through the lens of history, (2) implementation of Japanese lesson study in different levels, and (3) perspectives of implementing Japanese lesson study.

DEVELOPMENT OF PRIMARY SCHOOL STUDENTS’ ENGLISH SENTENCE CONSTRUCTION THROUGH PICTURE WORD INDUCTIVE MODEL (PWIM) AND LINE APPLICATION

Chantasuk Atcharawadee, Roderick Julian Robillos, Ong-Art Namwong — Tue, 20 Aug 2024 00:00:00 +0700

This study investigated the impact of the Picture Word Inductive Model (PWIM) combined with the LINE app (a short form of application) on Thai primary school students' English sentence construction performance. A mixed-mode approach with a one-group pretest-posttest design was employed, involving a class of 30 students selected randomly from four Grade 4 classes. The study assessed improvements in sentence construction, students' perceptions post-intervention, the correlation between their sentence construction performance and perceptions, and their learning experiences from the intervention. Instruments used were a pre- and post-test, a perception questionnaire, observation fieldnotes, and semi-structured interviews. Results indicated a notable improvement in sentence construction post-intervention, with pre-test scores averaging 44.40 (S.D. = 20.284) and post-test scores averaging 64.83 (S.D. = 16.463). Students recognized the benefits of PWIM at the strongly agree level (average score: 4.622, S.D. = 0.273), though they rated the advantages of LINE app slightly lower (average score: 4.513, S.D. = 0.544). Nevertheless, students strongly agreed that the combined use of PWIM and LINE app was beneficial (average score: 4.564, S.D. = 0.138). No correlation was found between their construction abilities and perceptions. Qualitative findings highlighted the advantages, challenges, and unique experiences students had with the intervention.

SCHOOL CULTURE AS A CORRELATES OF SECONDARY SCHOOL STUDENTS’ BEHAVIOUR IN ILORIN SOUTH, KWARA STATE

Balogun Abdulrasq Olatunji — Tue, 20 Aug 2024 00:00:00 +0700

In educational institutions, school culture has been found to have a major impact on students’ behaviour. The behaviours, attitudes, and values of a school's students are influenced by its culture. It is crucial to comprehend the connection between student behaviour and school culture as a result. This paper investigated how students' behaviour and school culture are related. The study adopted correlational research design. The research sample consists of 360 senior secondary school II students in Ilorin South, Kwara State. The structured questionnaire developed by the researcher was used to gather information on school culture and student behaviour. Descriptive statistical tools such as frequency, percentage, mean, and rank order were utilized to analyze the demographic data of the respondents and to answer the research questions posed in the study. The inferential statistical tool of Pearson’s Product Moment Correlation (PPMC) was employed to test the study's hypothesis at a 0.05 level of significance. The finding of the study revealed that there was a positive significant relationship between school culture and students' behaviour. It was recommended among others that stakeholders in the school should always enact and promote positive and favourable cultures within the school environment as this will promote better academic results; increased levels of staff and student involvement and attendance; a decrease in teacher turnover and a decrease in bullying and aggressive conduct.

OUT-OF-FIELD TEACHING: ENGLISH TEACHERS’ EXPERIENCES AND PRACTICES

Jomel De La Cruz, Rivika Alda — Tue, 20 Aug 2024 00:00:00 +0700

The quality of teachers is a contributing factor to success in any educational endeavor. It is therefore important to address specific concerns and provide appropriate professional development support, especially to teachers who are given teaching assignments outside of their field of specialization. This phenomenon is observed especially for those teaching in senior high school during the onset of the K to 12 curriculum implementation adding two years (senior high school) of basic education in the country. This study explores the out-of-field teaching experiences and practices of senior high school English teachers in selected public schools in Cebu province. This qualitative research utilized in-depth interviews in generating themes and describing the meaning of the experiences through the lenses of English teachers. The findings of the study highlighted their experiences in handling subjects outside their area of specialization; their teaching practices to cope with the lack of skills, strategies and content knowledge to handle these subjects; and the professional development learning activities afforded to them. Understanding the meaning of these experiences would help administrators effectively manage out-of-field teaching situations and provide relevant support strategies for these teachers. Moreover, district, division and regional personnel may consider the diverse out-of-field teachers’ learning needs in general while developing professional development programs.

FACTORS AFFECTING TECHNOLOGY USE IN TEACHING FUNCTIONS IN HIGHER EDUCATION INSTITUTIONS: A REGRESSION ANALYSIS

Tue, 20 Aug 2024 00:00:00 +0700

This study identifies the factors that affect teachers’ technology use in school-based, classroom-based, and class-based teaching functions. Through descriptive regression study, college teachers (N=536) from higher education institutions from Central and Western Visayas, Philippines, responded to standardized tools. Ten constructs were derived from these tools and subjected to regression analysis set at a 95% confidence level. Study findings revealed that the teachers have high extents of enabling factors, including resource use, design, and motivators. They promote and enhance technology integration in various teaching functions. However, deterring factors such as letting the teachers use reading resources and design multimedia resources consume their time and limit them from putting technology into work. Regression analysis showed that technology integration and intrinsic and extrinsic motivation significantly affect technology use, whereas use, design of some resources, and lack of self-reliance negatively impact technology use. In conclusion, technology is an essential component of higher education, which needs necessary support, motivation, and attitudes. As such, training is recommended for teachers to cope with these educational changes and provide a better learning experience.

RESEARCH ON THAI STUDENTS’ MISCONCEPTIONS IN MATHEMATICS: A SYSTEMATIC LITERATURE REVIEW

Muanfun Yaowiwat, Wanintorn Poonpaiboonpipat, Wararat Wongkia — Tue, 20 Aug 2024 00:00:00 +0700

Misconceptions have been determined as one of the most important barriers on students’ learning in mathematics. The purpose of this study is to investigate and review prior research studies on Thai students’ misconceptions in mathematics. The systematic literature review seeks to understand: (i) the distribution and amount of research, (ii) research foci, and (iii) methods for determining students’ misconceptions had been used during 2004 to 2022. Within the scope of the study, 56 articles were selected based on a set of criteria. Findings revealed that most of the studies investigated Grade 7–9 students’ misconceptions, while only one study explored on lower elementary levels. Numbers & algebra was the mathematical content strand given the most attention, while there was not much attention given on geometry. Five foci of research on students’ misconceptions in mathematics were categorized based on research objectives and results. It showed that most of the studies focused on determining students’ misconceptions in specific concepts, not for eliminating the misconceptions. Different diagnostic tests and methods were developed and used, e.g., open-ended tests, and interviews. The methods were employed in various ways to identify and enrich researchers’ understanding of students’ misconceptions.

ACADEMIC OUTREACH DURING COVID-19 LOCKDOWN AT A UNIVERSITY LEVEL: USING MOOC AS A STRATREGY

Pichayalak Pichayakul — Tue, 20 Aug 2024 00:00:00 +0700

The objectives of this research were twofold: 1) to develop an online course on Thai culture as a substitute for physical international inbound student mobility during the COVID-19 pandemic and 2) to implement and assess the online course in terms of media quality, content, and the knowledge and experience gained by the students who participated in the course. This research was an experimental development research consisting of two parts. The first part involved course development, where the researcher created a course curriculum encompassing the rationale, course objectives, learning objectives, and a course description. This curriculum was utilized as a research instrument, with the results reported in a narrative format. The second part focused on course implementation and assessment. The population in this part consisted of students who enrolled in the course. The data were gathered from the overall population. Nevertheless, since course assessment participation was voluntary, this study's informants consisted solely of students who both completed the course and submitted the online assessment form. In turn, a total of 235 foreign students, majority from ASEAN countries responded to the course assessment. The data gathered during this phase were quantitative and subjected to analysis using descriptive statistics including frequency, percentage, mean, and standard deviation. The findings revealed the successful development of an online course, in the form of Massive Online Open Course (MOOC), titled “Business Etiquette in Thailand”. The respondents consistently rated the media quality, content, and knowledge and experience gained as highly satisfactory with most responses indicating “strongly agree” for all components. The most frequently mentioned comment regarding the course was its quality and interesting nature, while the primary suggestion was to offer more courses of a similar nature. The findings of this study contribute to the ongoing exploration of alternative modes of intercultural learning during challenging circumstances for providing to inbound students.

RESEARCH CAPABILITY OF SENIOR HIGH SCHOOL STUDENTS: TEACHER’S EVALUATION VS. STUDENT’S SELF-ASSESSMENT

Anmarjorie Bullo, Mauricio Adlaon, Romel Mutya — Tue, 20 Aug 2024 00:00:00 +0700

This study examined and compared the research capability of senior high school students as assessed by their teachers and as self-assessed by the students themselves. The purpose of this study is to assess the level of agreement or discrepancy between the teacher evaluations and student self-assessments regarding the research capabilities of senior high school students in terms of the research background, problem and hypothesis, research design and methods, and report research. A descriptive research design was utilized using a researcher-made survey questionnaire that undergone validity and reliability. Data was gathered from 277 students and 20 teachers in public schools. Gathered data were systematically treated and analyzed using descriptive and inferential statistics. Results revealed that the research capability of senior high students is generally less competent. There was no statistically significant difference in the assessment between students and teachers, which suggests that teachers' evaluation of their students' research capability coincides with the students' self-assessment.

ASSESSING THE EFFECTIVENESS OF METACOGNITIVE SCAFFOLDING IN ENHANCING LEARNERS' AGENCY AND AUTONOMY IN NIGERIAN SECONDARY SCHOOLS

Stella Bolanle Apata — Tue, 20 Aug 2024 00:00:00 +0700

Metacognition is the process of thinking about one's own thinking. It involves awareness of one's own cognitive processes, such as planning, monitoring, and evaluating one's own learning. Agency is the ability to act independently and make one's own choices. Autonomy is the ability to self-govern and be self-directed. Metacognitive scaffolding can help to enhance learners' agency and autonomy by providing them with the tools and support they need to take control of their own learning. This study investigated the effectiveness of metacognitive scaffolding in enhancing learners' agency and autonomy in secondary students in Nigeria. The study involved an intact group of 100 students in senior secondary class Two selected through a simple random technique. The students were randomly assigned to either the treatment group or the control group with each having 61 and 39 students respectively. The treatment group received metacognitive scaffolding in the form of think-alouds, self-monitoring, and self-assessment. Test –retest method was used to assess the students. The instruments were administered first before the administration of the treatment, while it was readministered six weeks after the treatment. The students in the treatment group were taught how to use metacognitive strategies to improve their learning, while the control group did not receive any metacognitive scaffolding. The results of the study showed that the experimental group, which received metacognitive scaffolding, outperformed the control group on measures of agency and autonomy. The findings of this study suggest that metacognitive scaffolding is an effective way to enhance learners' agency and autonomy.

A STUDY OF BHATIA’S MOVES AND LINGUISTIC FEATURES IN ENGLISH ABSTRACTS OF TCI-2 RESEARCH ARTICLES ON INDUSTRIAL EDUCATION

Yanumart Saengsai — Tue, 20 Aug 2024 00:00:00 +0700

Writing research article (RA) abstracts in English is a frightful responsibility for nonnative researchers. It also situates much difficulty on them when they have to publish the papers in English. The objectives of this study were to identify Bhatia’s (1993) four moves of Purpose, Method, Result, Conclusion in English Abstracts of Thai-Journal Citation Index Tier 2 (TCI-2) research articles on Industrial Education (IE), and to investigate the linguistic features (Tenses, Voice, and That-complement) written inside RA abstracts based on the same corpus. The data consisted of thirty English RA abstracts in Industrial Education published under the list of Thai-Journal Citation Index Tier 2 (TCI-2) journals during 2018-2020 by the university instructors across Thailand. The four-move framework was adopted to analyze 30 abstracts written by Thai researchers on Industrial Education field in this study. The results demonstrated that Result (R) was only the obligatory move in the corpus, whereas, Purpose (P) and Method (M) moves were conventional. Regarding linguistic features of the moves, Past tense in the Active voice form was the preferred choice of selection by the researchers to describe Purpose, Method, and Result moves within the English abstracts of the corpus. Present tense, and Passive voice were infrequently used, but there was no evidence of Perfect tense used in the present study. That-complement clauses were the outstanding form in the Result move of the abstracts when compared to others. These findings indicate the need for a further development on English RA abstracts training courses in academic writing with the aim to increase writers’ understanding of a standardized structure and English RA abstracts linguistic features linked to their abstract writing.

EFFECTS OF GRAPHIC ORGANIZERS ON VOCABULARY ACQUISITION, READING PERFORMANCE, AND ENGLISH LEARNING ATTITUDE OF GRADE 8 STUDENTS

Carla Mae Mannag, Januard Dagdag — Tue, 20 Aug 2024 00:00:00 +0700

The outward display of learners’ struggles in advancing their literacy performance has been a grey spot in the pedagogical spectrum. Previous investigations emphasize that such difficulty is anchored by learners’ inefficient vocabulary, reading performance, English learning attitude, and unemployment of interactive instructional strategies. This quasi-experimental study investigated the effect of graphic organizers (GOs) on vocabulary acquisition (VA), reading performance (RP), and English-learning Attitude (ELA). Two sections of grade 8 learners of a public school in Isabela, Philippines were randomly selected to serve as the control group and experimental group of the study. In a span of one month, the control group (n = 33) employed a conventional strategy in learning while the experimental group (n = 34) applied GOs. Pre and post-assessments of their Vocabulary Acquisition, Reading Performance, and English Learning Attitude were administered. The data were analyzed using descriptive and inferential statistics. A paired samples t-test revealed that the control group did not exhibit a significant increase in VA, RP, and ELA from pretest to posttest. Conversely, the experimental group demonstrated a noteworthy increase in VA, RP, and ELA between the pretest and posttest assessments. Analysis of covariance showed that the experimental group outperformed the control group in all the variables. The employment of GOs provided the respondents with substantial assistance in improving their VA, RP, and ELA, highly suggesting the use of GOs in instruction.

CRITICAL THINKING SKILLS AND DISPOSITIONS: PERCEPTIONS OF HIGHER EDUCATION STUDENTS IN THAILAND

Tue, 20 Aug 2024 00:00:00 +0700

This study explores the perceptions of critical thinking skills and dispositions among higher education students in Thailand. A sample of 400 students from four international programs across four universities representing different regions in Thailand participated in this research. The study aimed to assess whether students understand the importance of critical thinking skills in their daily lives, whether they can identify critical thinking skills and dispositions, and whether there are differences in perceptions based on gender, field of study, or institution. The findings reveal that students in Thailand generally recognize the significance of critical thinking skills, with a mean score of 79.45%, indicating a solid understanding of their importance. However, their understanding of critical thinking dispositions is somewhat lower, as reflected in a mean score of 58%. Furthermore, students’ ability to identify specific critical thinking skills and dispositions is modest, with a mean score of 51%, suggesting a gap between recognizing the importance and practical application. Interestingly, the study did not find significant differences in perceptions based on gender, field of study, or institution, indicating a consistent understanding of critical thinking skills and dispositions among the sampled students. These findings underscore the importance of integrating explicit instruction on critical thinking skills and dispositions into the curriculum to bridge the gap between recognizing their significance and applying them effectively. By doing so, higher education institutions in Thailand can better equip their students with the essential skills and attitudes needed for success in the 21st century. This research contributes to the ongoing discourse on critical thinking in higher education and provides valuable insights for curriculum development and educational practice in Thailand and beyond.

LEARNING IMPLEMENTATION BASED ON OPEN APPROACH TO DEVELOP STUDENT TEACHERS’ COMPETENCIES IN INTEGRATING TECHNOLOGY TO MATHEMATICAL LEARNING IMPLEMENTATION

Kittisak Jai-on, Katanyutar Bangtho — Tue, 20 Aug 2024 00:00:00 +0700

This research aimed to develop competencies in integrating technology to implementing student teachers’ mathematical learning and to study students’ satisfaction with the learning implement using open approach. Participants in this research were 47 student teachers. Research instruments consisted of lesson plans, assessment of competencies of integrating technology in implement learning adapted from UNESCO’s (2010) competency framework, an observation form, and questionnaires. Data were analyzed through content analysis from student teachers’ work and the descriptive statistics including Percent, Average and S.D. The results were as follows; 1) The competency in integrating technology in learning implement of student teachers has improved from Cycle 1, where competency was at levels 1-2, to Cycle 4 of action research, where students' competency was at levels 2-4. There were 36 students with competencies from level 3 and above, accounting for 76.60 percent. That is, student teachers have the ability to design and create Mathematics task that are appropriate to the mathematical content. Along with specifying the appropriated way of using the pieces created from The Geometer's Sketchpad to be used in the teaching process to help with learning and emphasize the participation of students. 2) The overall satisfaction level of open approach was at the very satisfied level ( = 4.68, SD = 0.60).

IMPROVING 11 GRADE STUDENTS’ SCIENTIFIC EXPLANATION IN RELATIONSHIPS AMONG VOLUME, PRESSURE, TEMPERATURE, AND AMOUNT OF GAS THROUGH THINKING FRAME APPROACH

Jakkrapan Boonpimon, Romklao Jantrasee — Tue, 20 Aug 2024 00:00:00 +0700

A scientific explanation of phenomena should show the causes and mechanisms that occur, along with the identification of the causal relationships and interactions under which the phenomenon happens through description, interpretation, and causal mechanism. The thinking frame approach is one of the instructional strategies designed to support the written scientific explanation. The purpose of this research was to investigate and compare students' scientific explanations of the relationship between volume, pressure, temperature, and amount of gas learned through the thinking frame approach. Participants were 28 grade 11 students. The scientific explanation test was administered to them before and after implementation of the thinking frame approach and a semi-structured interview after learning. A statistical method, paired samples t-test, was also employed to process students' scientific explanations in the pre- and post-tests. The results revealed that the vast majority of students , 40.18%, wrote their scientific explanations at the non-explanation level in the pre-test. Students often express alternative conceptions to explain the relationship among volume, pressure, and temperature of gas. However, after learning with the thinking frame approach, it was found that most students, 33.03%, improved their written scientific explanation at the associative explanation level and the complex explanation level. Students applied scientific theory to illustrate phenomena and imagine gas changes that cannot be seen with the naked eye, then used them to identify the occurring causes and mechanisms. In addition, the statistical analysis indicated that there was an improvement of students' scientific explanation in the pre- and the post-test significantly at the 0.05 level. Those results suggest that the thinking frame approach can help students explain the causal and mechanism of the phenomenon involving gas properties to be more rationale.

THE EFFECT OF PROGRAM BASED ON CALM CLASSROOM APPROACH WITH YOGA TO ENHANCE MINDFULNESS FOR GRADE 3 STUDENTS

Juthamart Unruean, Jakkrit Jantakoon — Tue, 20 Aug 2024 00:00:00 +0700

A scientific explanation of phenomena should show the causes and mechanisms that occur, along with the identification of the causal relationships and interactions under which the phenomenon happens through description, interpretation, and causal mechanism. The thinking frame approach is one of the instructional strategies designed to support the written scientific explanation. The purpose of this research was to investigate and compare students' scientific explanations of the relationship between volume, pressure, temperature, and amount of gas learned through the thinking frame approach. Participants were 28 grade 11 students. The scientific explanation test was administered to them before and after implementation of the thinking frame approach and a semi-structured interview after learning. A statistical method, paired samples t-test, was also employed to process students' scientific explanations in the pre- and post-tests. The results revealed that the vast majority of students, 40.18%, wrote their scientific explanations at the non-explanation level in the pre-test. Students often express alternative conceptions to explain the relationship among volume, pressure, and temperature of gas. However, after learning with the thinking frame approach, it was found that most students, 33.03%, improved their written scientific explanation at the associative explanation level and the complex explanation level. Students applied scientific theory to illustrate phenomena and imagine gas changes that cannot be seen with the naked eye, then used them to identify the occurring causes and mechanisms. In addition, the statistical analysis indicated that there was an improvement of students' scientific explanation in the pre- and the post-test significantly at the 0.05 level. Those results suggest that the thinking frame approach can help students explain the causal and mechanism of the phenomenon involving gas properties to be more rationale.

THE DEVELOPMENT OF MULTICULTURAL LEADERSHIP MODEL TO ENHANCING THE QUALITY OF ADMINISTRATOR IN SCHOOL IN CHUMPHON PROVINCE UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE SURATTHANI CHUMPHON

Channarong Noobamrung, Nantapong Milaman, Jirasak Saekow — Tue, 20 Aug 2024 00:00:00 +0700

This research is research and development. The objectives are 1) to study the current situation expected conditions and assess the needs of multicultural leadership, 2) to develop a multicultural leadership model, and 3) to examine the effectiveness of the multicultural leadership model to enhance the educational quality of school administrators in Chumphon Province. Under the Secondary Educational Service Area Office Suratthani Chumphon. There were 3 steps, Step 1: to study the current situation, the expected condition, and assessing needs. The sample group included 14 school administrators and 281 teachers, totaling 295 people. by stratified random sampling. The research instrument was a current condition questionnaire and an expected condition. The reliability was equal to 0.97. Step 2: to develop a multicultural leadership style, check suitability with in-depth interviews with seven experts by using a content validity checklist. Step 3: to check the efficiency of the model. The sample group was 52 school administrators. by purposive selection. The research instrument was the Multicultural Leadership Performance Checklist. The reliability was 0.98. The data were analyzed using basic statistics, including the Priority Needs Index. The research findings were as follows: 1) The current situation was generally at a low level. Overall, the expected condition was at a high level. The Priority Needs was resource, PNI_modified = 0.86. 2) There were six components of multicultural Leadership Model: (1) principles, (2) objectives, (3) inputs, (4) methods, (5) Productivity, and (6) Implementation of the model. 3) Results of the examination of the multicultural leadership model. Aspects of correctness, propriety, feasibility, and utility were found to be at the highest level overall.

FACTOR ANALYSIS OF BEING A HAPPY ORGANIZATION OF PRIVATE SCHOOL

Chama Tiensopha, Sathiraporn Chaowachai, Anucha Kornpuang — Tue, 20 Aug 2024 00:00:00 +0700

This research aimed to explore the factors of being a happy organization of private school by using the exploratory research methodology. The sample of this research was 373 fundamental education administrators and teachers of private school under the Office of the Private Education Commission in the lower northern part of Thailand that were sampled by random sampling. The data were collected by using a 5 level estimation scale questionnaire with a reliability of 0.96 of 53 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 being a happy organization of private school consists of nine components with Factor loading from 0.518 to 0.762. : 1) the quality person, 2) the good achievements in educational management, 3) the good physical atmosphere, 4) teachers ‘s work-life balance, 5) a good relationship of teacher, 6) life planning, 7) growth mindset person, 8) good behavior, and 9) work support. All of these components were able to explain the variance of being a happy organization of private school at 52.751 percent.

DEVELOPMENT OF PROBLEM-SOLVING ABILITY AND LEARNING ACHIEVEMENT OF PRATHOMSUKSA 4 STUDENTS ON THE TOPIC OF SPACE TRAVEL BY USING STEM EDUCATION COMBINED WITH VISUAL THINKING

Nattakan Nilrat, Arunrat Khamhaengpol, Pithak Wongchalee — Tue, 20 Aug 2024 00:00:00 +0700

The purposes of this research were to 1) compare students’ problem-solving ability before and after intervention, and 2) compare students’ learning achievement before and after intervention. The sample, obtained through cluster random sampling, consisted of 37 students from Prathomsuksa 4/5 at Ban Pak Un (Pak Un Phadungwit) school under the Office Nakhon Phanom Primary Educational Service Area 2, in the second semester of the academic year 2022. The research instruments included 1) lesson plans based on STEM education combined with visual thinking, 2) a problem-solving ability test, and 3) a learning achievement test. The statistics used in research were percentage, mean, standard deviation, and t-test for dependent samples. The results were as follows: 1) the problem-solving ability of students after the intervention was higher than that of before at the .01 level of significance, and 2) the learning achievement of students after the intervention was higher than that of before at the .01 level of significance.

STRATEGIC MANAGEMENT OF SCHOOL ADMINISTRATORS AFFECTING PERFORMANCE FOR ECO-SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BANGKOK 2

Nattapong Imjai, Niwat Noymanee , Atsavin Saneechai — Tue, 20 Aug 2024 00:00:00 +0700

The purpose of this research were: 1) to study the level of strategic management of school administrators under the Secondary Educational Service Area Bangkok 2, 2) to study the relationship between strategic management of administrators and performance for eco-school, and 3) to study the effect of strategic management of administrators on performance for eco – school. Using stratified random sampling and tables of Krejcie and Morgan, to select 361 teachers under the Secondary Educational Service Area Bangkok 2. The research tool was a questionnaire, which validity (IOC) was between .80 - 1.00, reliability was at .99. 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 results were as follows: 1) The level of strategic management of administrators was overall at high level ( = 4.29, SD = .55). 2) The correlations of strategic management of administrators and performance for Eco–school was between .650 – .806 (significant level .01) and multi collinearity tolerance between .19 - .44, VIF between 4.15 - 7.84. 3) The strategic management of administrators could predict performance for eco - school was at .701. (significant level .01). The predictive power was at 70.10 percent, and were 3 variables, strategy formulation (X₃), monitoring and Evaluation (X₅) and environmental scanning (X₁), regression with raw and standard scores as follows:
Raw score Y = .641 +.425(X₃) + .367(X₅) +. 221 (X₁)
Standardized Z = .480 (X₃) + .365 (X₅)+ .239 (X₁)

FACTORS AFFECTING THE ACADEMIC ADMINISTRATION OF FANG DISTRICT SCHOOLS IN CHIANG MAI PROVINCE UNDER THE CHIANG MAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Alonggon Boonlue, Nuttiya Tantranont — Tue, 20 Aug 2024 00:00:00 +0700

The purposes of this research were to 1) study the level of academic administration and the level of academic administration factors for educational institutions in Fang District, Chiang Mai Province, 2) establish an equation for forecasting the factors influencing academic administration in educational institutions, and 3) develop guidelines for academic administration in educational institutions. Both quantitative and qualitative research methodologies were employed in this study. The sample used for collecting the quantitative data was 265 school administrators and teachers in Fang District, Chiang Mai Province. Additionally, the sample used for collecting the qualitative data was 3 school administrators in Fang District, Chiang Mai Province. Research tools consisted of 1) a questionnaire and 2) an in-depth interview. The data were analyzed using the percentage, mean, standard deviation, Pearson correlation coefficient, stepwise multiple regression analysis, as well as content analysis. The results of the research revealed that the overall academic administration in Fang District schools, Chiang Mai Province was at a high level. The factors affecting academic administration consisted of parents and communities, budgets, school administrators, and teachers, respectively. These could be written as predictive equations as the followings:
The predictive equation for unstandardized score:
Y = 1.948 + 0.205(X₃) + 0.145(X₄) + 0.118(X₁) + 0.095(X₂)
The predictive equation for standardized score:
Z = 0.287(Z₃) + 0.203(Z₄) + 0.151(Z₁) + 0.127(Z₂)
In this regard, the guidelines for academic administration consist of 1) educational institutions investigate the needs of parents, communities, school committees, and stakeholders to obtain information for making decisions regarding the direction of academic administration in educational institutions, 2) educational administrators develop the budget plans to support and promote academic administration practices in educational institutions, 3) educational administrators must be academic leadership, and 4) educational administrators must encourage teachers to understand and follow academic administration policies in educational institutions.

A MODEL OF TRAVEL PATTERNS FROM SHARING ON SOCIAL MEDIA WITH STORYTELLING TECHNIQUES: A CASE STUDY OF PHITSANULOK PROVINCE

Thunyavadee Gumjuapai, Tipparat Sittiwong — Tue, 20 Aug 2024 00:00:00 +0700

The objectives of this research were 1) to develop a model of travel patterns from sharing on social media with storytelling techniques: a case study at local level in Phitsanulok, 2) to assess the quality of the tourism model from sharing information on online social media with storytelling techniques, and 3) to do pre-test and post-test a model of travel patterns from sharing on social media with storytelling techniques as a case study of Phitsanulok Province. The target groups were 100 youths with technology skills from Phitsanulok province who volunteered to participate in this project. Research tools were 1) travel patterns from sharing on social media with storytelling techniques, 2) quality assessment form by experts, and 3) test of travel patterns from sharing on social media with storytelling techniques. Statistics used in data analysis were the mean, percentage, standard deviation, and t-test (dependent samples t-test). The results of the research showed that;
1. The travel patterns model from sharing on social media with storytelling techniques for Phitsanulok province consist of 3 components: 1) learning cycle, 2) connection, and 3) reflection.
2. Travel patterns from sharing on social media with storytelling techniques has an efficiency E1/E2 equal to 80.17/81.25 meeting the set criteria at 80/80.
3. Regarding the results of the pre-test and post-test of the learners, it was found that the average scores were 20.69 and 37.37 respectively and comparing between the pre-test and the posttest scores, the students’ posttest scores were significantly higher than their pretest scores at the 0.5 level.

DEVELOPMENT OF THE PROFESSIONAL TEACHER SPIRITUALITY SCALE

Namthip Ongardwanich, Thirasak Uppamaiathichai — Tue, 20 Aug 2024 00:00:00 +0700

This study aimed to 1) develop the spirituality of being teachers professional; 2) develop and verify the quality of the spirituality of being teachers professional measure; and 3) identify the meaning of the scores acquired from the measure. The sample group included teachers from Office of the Basic Education Commission (OBEC) via Multi-stage Sampling. The tools for the study were semi-structural interview form and the spirituality of being teachers professional measure. Data were analysed by using content analysis and confirmatory factor analysis (CFA). The results of the study revealed that the spirituality of being teachers professional included 4 elements: 1) love and trust in the career, 2) learning contents, 3) best practice model, and 4) sympathy for students. The CFA result indicated that the model of the spirituality of being teachers professional related to empirical data. Scale has discrimination ranging from 0.583 to 0.729 and reliability was 0.88. The overall development of meaning identification of the scores acquired from the measure have got raw score between 41 – 185, with T-score from 15.42 – 79.98 (P_0.03 - P_99.86).

THE DEVELOPMENT OF ELECTRONIC PORTFOLIO FOR AUTHENTIC ASSESSMENT ON COMPUTER EDUCATION PROJECT FOR UNDERGRADUATE STUDENTS AT COMPUTER EDUCATION DEPARTMENT, NAKHON PATHOM RAJABHAT UNIVERSITY

Patamaporn Thaiposri — Tue, 20 Aug 2024 00:00:00 +0700

The aims of this research study were: 1) to design an electronic portfolio for authentic assessment on Computer Education Project for undergraduate students at Computer Education Department, Nakhon Pathom Rajabhat University, 2) to develop an electronic portfolio, 3) to evaluate the efficiency of the electronic portfolio, and 4) to study student satisfaction regarding the use of the electronic portfolio. The sample group was 108 undergraduate students from the Computer Education Department, Faculty of Science and Technology, Nakhon Pathom Rajabhat University, who enrolled in the Computer Education Project course during the second semester of the 2021 academic year. They were selected using a simple random sampling method. The research instruments included 1) an electronic portfolio, 2) an efficiency evaluation form, and 3) a satisfaction questionnaire. Data were analyzed using mean () and standard deviation (SD). The research findings were as follows: 1) the structure of the electronic portfolio was divided into three parts: 1.1) Introduction: this part showed the basic data of the project. 1.2) Content: this part showed the student tasks that were created at each phase of the project, and 1.3) Assessment: this part showed the criteria and the results of the assessment of the student task. 2) The electronic portfolio was developed in the form of a web application format. The students collected documents and evidence that related to the project. The advisor was able to track the progress, monitor, give some suggestions, and assess the student task using an authentic assessment process. 3) Overall, the experts agreed that the electronic portfolio displayed a very high level ( = 4.92, SD = 0.27) of efficiency, and 4) the students were satisfied at a very high level ( = 4.81, SD = 0.41) with regard to the use of the electronic portfolio.

ORGANIZATIONAL CULTURE CHANGE MODEL TO INCREASE THE EFFECTIVENESS OF THE SCHOOLS UNDER SURATTHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Panida Rattanarat, Nantapong Milaehman, Sirisawas Thongkanluang — Tue, 20 Aug 2024 00:00:00 +0700

The objectives of this study were 1) to study current conditions, desirable conditions and guidelines for organizational culture Change, 2) to develop a organizational culture change model to increase the effectiveness of the schools, and 3) to validate the structural accuracy of the model. Using an integrated research and development model. The participants in this study consisted of 724 individuals who held positions administrators, teachers and experts. The researcher employed a multi-stage sampling method. The data collection instruments utilized in this study consisted of a questionnaire and an interview. The statistical techniques employed encompassed frequency, percentage, mean, standard deviation, t-test, content analysis, and Confirmatory Factor Analysis (CFA). The results indicated that: 1) the organizational culture change to Increase the effectiveness of the schools was currently at an average level of 3.98, which could be considered good. Similarly, the desired conditions had an average level of 4.46, also indicating a good level. There were significant distinctions observed at 0.01. Furthermore, guidelines for changing the organizational culture is the development of leadership that creates change, set a clear strategic vision and develop personnel towards professionalism for the good effectiveness of educational institutions. 2) Results of examining the effectiveness of this model: The model included 5 elements and 27 indicators. These elements were: (1) the personnel development; (2) the strategic plan; (3) administrators leadership; (4) participation of community; and (5) effectiveness of the schools; The average score for the efficiency was 4.79, indicating the most level of efficiency. Lastly, 3) the organizational culture change model was found to be consistent with the empirical data ( = 207.12, df = 200, p = 0.35, /df = 1.04, CFI = 0.97, TLI = 0.94, RMSEA = 0.04). Each component has a component weight in the range of 0.766-0.937, and each indicator of the main component has a weight in the range of 0.728-0.979. There were significant difference at 0.01.

THE USE OF TASK-BASED LEARNING TO ENHANCE ENGLISH ORAL PRESENTATION ABILITY AND SELF-CONFIDENCE OF 1ST YEAR STUDENTS, LAMPANG RAJABHAT UNIVERSITY

Pornchonnee Poomchaiya — Tue, 20 Aug 2024 00:00:00 +0700

The purposes of this research were to 1) study students’ English oral presentation ability after using task-based learning and 2) to compare students’ self-confidence before and after using task-based learning. The sample was 29 undergraduate students, Faculty of Education, who enrolled in the course “English Classroom Management” in the second semester of the academic year 2021 and was randomly selected by using cluster random sampling through the use of section as a unit of randomization. The research instruments consisted of 3 lesson plans using task-based learning, an English oral presentation ability evaluation form and self-confidence test. The data collected were analyzed with mean, standard deviation, and percentage. The findings were as follows: 1) the students’ English oral presentation ability increased after using task-based learning. The mean scores were 13.14, 14.71 and 16.14 and 2) the mean score of students’ self-confidence after using task-based learning was 3.72 which was higher than before using task-based learning. The mean score of students’ self-confidence before using task-based learning was 2.82.

THE SCHOOL CURRICULUM MANAGEMENT MODEL TO PROMOTE CAREER SKILLS FOR OPPORTUNITY EXPANSION SCHOOL UNDER THE PRIMARY EDUCATIONAL SERVICE AREA OFFICE

Phonlawad Kanlayarprasit, Sathiraporn Chaowachai, Chalong Chatruprachewin — Tue, 20 Aug 2024 00:00:00 +0700

The objective of this research was develop a school curriculum management model to promote vocational skills for educational opportunity extension schools under Primary Education Area Offices.
The methods of a research were as follows: 1) study the needs of students to develop vocational skills of educational opportunity extension schools under Primary Education Area Offices as 345 people, 2) study the management guidelines of school curriculum to promote vocational skills for educational opportunity extension schools; 5 experts were interviewed and 3 schools with best practices were studied, 3) create and verify the format with a focus group discussion of 9 students, and 4) evaluate possibility and benefit of a format by heads of academic affairs and heads of career learning group in educational opportunity extension schools under the Primary Education Area Offices in provinces of the lower northern as 354 people. The results of the research were shown that the need to develop vocational skills of students in whole educational opportunity school were at the highest level. A school curriculum management model to promote vocational skills for educational opportunity extension school under Primary Education Area Offices consist of 3 components: 1) a course management factor, 2) a process of curriculum management to promote vocational skills, and 3) students’ vocational skills in educational opportunity extension schools. Possibility and benefit of the model as whole were at the highest level.

DIGITAL STORYTELLING TECHNIQUE AS A CREATIVE TEACHING METHOD TO PROMOTE THE SKILL OF LOCAL PRODUCT LABEL DESIGN FOR RAISING HOUSEHOLD INCOME SOP PRAP SUBDISTRICT LAMPANG PROVINCE

Fisik Sean Buakanok, Pongwat Fongkanta — Tue, 20 Aug 2024 00:00:00 +0700

This research aims to: 1) develop digital stories for creative teaching to promote skills in designing labels for local products, 2) compare the skill of local product label design after using digital storytelling with the 80 percent threshold, and 3) study the elements of digital storytelling that impact the skills to design local product labels. The experimental sample consisted of 20 banana chip producers in the Sop Prap Subdistrict community obtained by volunteer sampling. The experimental design was a One-Shot Case Design. Research tools include Digital Storytelling for learning, surveys forms, interviews forms, opinion questionnaires, and product label design competency assessments. Statistical data analysis included percentage, mean, standard deviation. Experimental results showed that:
1. The development of digital storytelling media for creative teaching to promote skills in designing local product labels was appropriate and consistent at a high level (mean = 4.41). The efficiency values were 72.22/70.56 which met the specified standard criteria.
2. Comparing the product label design skills to the 80% criterion, it was found that after studying, the target group had an average score of 33.50, which is 83.75%, higher than the criterion with statistical significance at the .01 level.
3. The elements of digital storytelling that impact the skills of designing local product labels can be divided into two main categories: 1) content elements, including interest, length of presentation, relevance, challenge, and creativity; 2) digital media elements, including the use of appropriate technology, effective design, and refined presentation.

GEOGRAPHY INSTRUCTIONAL MODEL BASED ON CONSTRUCTIVIST THEORY TO ENHANCE LEARNING ABILITIES FOR ELEMENTARY SCHOOL STUDENTS THE SCHOOL IS AFFILIATED WITH MUANG MAI PATTANA EDUCATION NETWORK, MUANG DISTRICT, SONGKHLA PROVINCE

Wipapan Phinla, Wipada Phinla, Natcha Mahapoonyanont — Tue, 20 Aug 2024 00:00:00 +0700

The objectives of this research were 1) to analyze of a geography instructional model based on constructivist theory to enhance learning abilities for elementary school students and 2) to evaluate the use of the development of a geography instructional model based on constructivist theory to enhance learning abilities for elementary school students. The sample group was elementary 3 students of Ban Nam Kra Chai School and Ban Klang School, Mueang Songkhla District, Songkhla Province who studied the Social Studies, Religion and Culture subject group in the second semester of the academic year 2022. There were 2 classrooms, 30 students each Data were analyzed using mean values, standard deviation and T-test independent. The research findings were as follows: 1) Geography instructional model based on constructivist theory consisted of (1) principles; (2) objectives; and (3) 5-step learning process, namely Determine the problem of geography, Learn and practice geography, Reflection of geographic ideas, Create knowledge and Present geographic work, Evaluation of geography and (4) conditions for applying the model. And 2) the effectiveness of the model, It was found that (1) Students who receive geography instruction based on constructivist theory Efficiency was 82.84/84.08 percent which is by the specified criteria; (2) The students receiving geography instruction based on constructivist theory and normal instruction differed at statistically significant difference at the .05 level. higher than normal students; and (3) Students were satisfied with teaching and learning using the model at the highest level.

USING LANGUAGE EXPERIENCE APPROACH THROUGH DIGITAL MEDIA TO PROMOTE ENGLISH READING AND WRITING ABILITIES AND MEDIA LITERACY OF GRADE 12 STUDENTS

Sarawut Porjor, Natad Assapaporn — Tue, 20 Aug 2024 00:00:00 +0700

The objectives of this research were to 1) create and find the quality of the lesson plans using language experience approach through digital media to promote English reading and writing abilities and media literacy, 2) compare English reading abilities, 3) compare English writing abilities before and after studying with language experience approach through digital media, and 4) examine media literacy of students after studying with language experience approach through digital media. The target group was 26 students in Doi Tao Wittayakom School, Chiang Mai, selected by cluster random sampling. The research instruments were an evaluation form of lesson plans quality, test for reading abilities (20 items), test for writing abilities (2 items), and form of media literacy scale (25 items). The data were analyzed by using means, standard deviations, percentages and quality of English reading ability based on the criteria. The results showed that: 1) there were 7 lesson plans (3 hours per each, altogether 21 hours) using language experience approach through digital media to promote English reading and writing abilities and media literacy which had very good quality; 2) the English reading abilities; 3) the English writing abilities after studying was higher than before studying with language experience approach through digital media; and 4) the media literacy of students after studying with language experience approach through digital media had high level.

DEVELOPMENT OF TEACHER POTENTIAL IN TEACHING AND LEARNING MANAGEMENT USING (DLTV) DISTANCE EDUCATION TECHNOLOGY WITH SELF-SUPERVISION BURIRAM PRIMARY EDUCATION SERVICE AREA OFFICE 1

Somwang Puntalee, Maneerat Thueangkaew — Tue, 20 Aug 2024 00:00:00 +0700

This study aims to 1) develop a supervision kit for managing teaching and learning using remote learning technology (DLTV) and assess its effectiveness using the 80/80 criterion, 2) develop teachers' potential in teaching and learning by using (DLTV) distance education technology with self-supervision package, and 3) study the teacher's satisfaction with self-supervision package. The sample group consisted of 50 teachers in grades 4-6, obtained from purposive sampling. The tools used in the study consisted of 1) self-supervision set on teaching and learning management by using distance education technology (DLTV) for teachers, 4 volumes 2) the cognitive test has a belief confident 0.80, 3) the assessment of the potential of teaching has a confidence value of 0.90, and 4) The satisfaction assessment with self-supervision package has a confidence value of 0.86. The reliability coefficient of the cognitive test is 0.80. The reliability coefficient of the potential of Teaching assessment test is 0.90.
The reliability coefficient of the satisfaction towards self-supervision package assessment test is 0.86. The statistics used in the data analysis were E1/E2, t - test dependent, mean, and standard deviation. The results showed that: 1) the self-supervision package on teaching and learning management using (DLTV) distance education technology for teachers with had an efficiency level equal to 85.78/84.85; 2) the results of teacher potential development found that teachers had knowledge and understanding in teaching and learning management using (DLTV) distance education technology than before receiving supervision differed statistically at the 0.01 level and teachers have the highest levels of potential in teaching and learning by using (DLTV) distance education technology. And 3) the teachers were satisfied with the supervision of teaching and learning by using the supervision kit by themselves. Overall, it is at the highest level.

DEVELOPING KNOWLEDGE MANAGEMENT METHOD TO ENHANCE EARLY CHILDHOOD TEACHERS’ CAPABILITYIN THE DIGITAL AGE

Sroungporn Kusolsong — Tue, 20 Aug 2024 00:00:00 +0700

This research and development aims to: 1) study general information and settings of educational institutions for early childhood education; 2) develop and implement a knowledge management method to enhance early childhood teachers’ capability in the digital age; and 3) to assess childhood teachers’ satisfaction toward the knowledge management method. The research procedure included 3 steps: 1) study general information and settings of educational institutions of early childhood; 2) develop and implement the knowledge management method, consisting of 2 phases (training and trying out the knowledge management method); and 3) assess early childhood teachers’ satisfaction toward the knowledge management method. The research instruments were interview, questionnaire, and evaluation forms on early childhood teachers’ capability and satisfaction. The research sample was 40 early childhood teachers. The statistical analysis was made using percentage. The results were as follows: 1. Early childhood teachers should have experiences in learning management through the use of technology for early childhood education under the new circumstance where learning is managed online. Teachers should employ technology to design learning through a variety of computer software. It was also discovered that there were 4 steps of learning management, consisting of the uses of: 1) Active Learning; 2) 21st Century Learning; 3) innovations in early childhood education; and 4) Professional Learning Community. 2. After receiving training on learning management method, early childhood teachers showed a high-level capability at 85.82, which was higher than the predefined criteria ( = 4.29, SD = 0.62). 3. Early childhood teachers’ satisfaction toward the knowledge management method was at the high level ( = 4.17, SD = 0.48).

THE DEVELOPMENT OF LEARNING MANAGEMENT MODEL TO ENHANCE COMPETENCIES OF PRESERVICE MATHEMATICS TEACHERS

Sirinporn Hajaturus — Tue, 20 Aug 2024 00:00:00 +0700

The objectives of the study were: 1) to develop the learning management model to enhance competencies of preservice mathematics teachers and 2) to study the results of the developed model in terms of competencies of the final-year preservice mathematics teachers, in the academic year 2022, Chandrakasem Rajabhat University. The sample was selected using purposive sampling. The research instruments were lesson plans, the test of mathematics competencies, and the questionnaires on opinions about the model. The results of this research were as follows: 1) The learning management model to enhance competencies of preservice mathematics teachers, called 3P3S model, consists of six steps: (1) Preparation; (2) Problem situations; (3) Putting together; (4) Solving problems; (5) Summarizing and decision-making; and (6) Showing knowledge transfer. 2) The results of implementing the developed model showed that: (1) The 3P3S model was effective in enhancing the mathematical competence of pre-service mathematics teachers. The comparison of the pre-test and post-test scores showed that the post-test scores were significantly higher than the pre-test scores at the .05 level. (2) Preservice Mathematics teachers who received teaching and learning according to model had average scores from the test of mathematics competencies during the experiment, classified by competence component and by subject, of more than 60%. (3) The results from opinions on the feasibility of using the 3P3S model showed that most mathematics teachers and instructors had strongly agree of the feasibility of using the 3P3S model. (4) The qualitative analysis of the 3P3S learning model showed that most of the worksheets and mathematics competency tests were evaluated as accurate, complete, and comprehensive. In each step of the 3P3S model, preservice mathematics teachers demonstrated their mathematical competencies. This suggests that the 3P3S model is effective in enhancing all components of mathematical competencies in preservice mathematics teachers.

AN INNOVATIVE TEACHER PROFESSIONAL DEVELOPMENT FOR LEARNING MANAGEMENT PROMOTING ENVIRONMENTAL SCIENCE LITERACY

Sirinapa Kijkuakul, Thitiya ฺBongkotphet — Tue, 20 Aug 2024 00:00:00 +0700

This is a multi-phase mixed-method study that aimed to build an innovation for teacher development in learning management that promoted scientific literacy within environmental contexts by 1) exploring teaching and learning situations among 346 teachers in Thailand's Lower North region and then 2) developing the innovation through a collaborative effort involving six teachers and educational personnel. Also, the research included: 3) studying a way of transferring knowledge and experience from the innovation to 117 teachers; and 4) monitoring 12 voluntary teachers’ implementation of the innovation. Research instruments include an online survey, a focus group interview, a workshop evaluation, participant observations, reflective journals, and lesson plans. Mean, percentages, standard deviation, content analysis, and triangulations were used to analyze data, and these indicated that, firstly, their teaching goals incompletely covered scientific literacy, and most of them (>50%) had not had professional development about the literacy. Second, the innovation covers the online workshop with teaching demonstrations that integrate ideas about the Technological Pedagogical Content Knowledge (TPACK) and competencies based on the PISA’s scientific literacy. The innovation is at the highest appropriate level, according to experts’ evaluations. Consequently, the innovative transformation appeared through the online platform, Zoom Meetings, for four days, and the teachers expressed their satisfaction at the highest level of evaluation. Fourth, seventy-five percent of the volunteers adapted the innovation, i.e., learning activities, for their authentic classrooms. Finally, the research recommended further study of the scientific literacy of pre- and in-service teachers to enhance educational quality in science.

ENHANCING SELF-MANAGEMENT TO SOCIAL COHESION IN THE AGING SOCIETY FOR GRADE 4-6 STUDENTS WITH ADDITIONAL INTERDISCIPLINARY CURRICULUM INTEGRATION OF LOCAL CULTURE FOR LIVING TOGETHER IN AN AGING SOCIETY WITH QUALITY

Suthep Dhamtrakool — Tue, 20 Aug 2024 00:00:00 +0700

The purpose of this research was to 1) study the necessary needs, 2) create the curriculum, 3) try the curriculum by Study at the level of self-management, and 4) assess the curriculum. The research and development carried out in 4 phases: 1) studying the necessary needs by synthesizing information from documents and interviewing 43 people involved; 2) creating additional courses, criticized by 10 experts and assessed the quality of the curriculum by 30 teachers; 3) trial on the curriculum by comparing the level of self-management before and after using the curriculum with 100 grade 4-6 students; 4) assessing the curriculum with 106 teachers and students in grades 4-6. The research findings were as follows: 1) self-management, it was necessary because students were at an age where they have to perform their own roles and responsibilities and developed with additional courses that were interdisciplinary in combination with local cultures, 2) additional courses consist of names, leadership, vision, principles, aims, competencies, features, structure, course descriptions. learning outcomes scope of content, class time, activity management guidelines media/learning resources and the measurement and evaluation approach, with contents of 4 units: (1) my family and my role; (2) caring for family members; (3) helping with job roles, 4) behavior appropriately. The manage learning by focusing on students and real practice and measure and evaluate according to actual conditions, 3) self-management for strengthening social cohesion in the aged society of students after using the curriculum was higher than before using the curriculum at the statistical significance level of 0.01, and 4) context curriculum assessment results input side process and productivity at a high level.

STUDENT TEACHER’S PERSPECTIVE ON INCLUSIVE EDUCATION IN DIGITAL DISRUPTION ERA, CASE STUDIES IN SOME RAJABHAT UNIVERSITY IN BANGKOK

Arisara Junlakitjawat, Sirinapa Kijkuakul, Pradapchai Inmanee — Tue, 20 Aug 2024 00:00:00 +0700

This qualitative research aimed to investigate student teacher’s perspective on inclusive education in the digital disruption era and their self-efficacy towards science learning management in an inclusive classroom. The research methodology was a qualitative case study of Rajabhat University in Bangkok, Thailand, and participants were 51 student teachers studying for the Bachelor of Education in General Science program. The research instruments included open-ended questionnaires and semi-structured interviews. Then, the data were analyzed by content analysis and examined for credibility by method triangulation and peer debriefing. The findings revealed that the student teachers hold six issues about inclusive education in schools, as follows: 1) inclusive education expresses equitable education in science; 2) the diversity of learners’ abilities made classroom management difficult; 3) digital technology was an important factor for learning activation; 4) this perhaps brought educational and social inequality; 5) a disabled learner might become a victim of cybercrime in a classroom; 6) the special needs should have specialized classrooms for them. In addition, the student teacher viewed themselves as a teacher with competencies in learning management for the inclusive classroom at a moderate level and needed more support from teachers and parents about caring for students with special needs.