Udon Thani Rajabhat University Journal of Humanities and Social Science

DEVELOPING CREATIVE MEDIA FOR 3D POP-UP BOOKS TO ENHANCE ENVIRONMENTAL AWARENESS IN SEPARATING AND REDUCING SOLID WASTE USING THE 7R PRINCIPLES FOR UNDERPRIVILEGED STUDENTS

2025-03-26T10:53:00+07:00

The objectives of this research were: 1) to develop creative 3D pop-up books on waste separation and solid waste reduction using the 7R principle, 2) to compare the students' knowledge before and after using the 3D pop-up books, and 3) to compare students' environmental awareness in waste separation and solid waste reduction using the 7R principle before and after using the 3D pop-up books. This study is both developmental and experimental research. The sample group consisted of 27 students from Ban Thep Phu Ngern Border Patrol Police School in Udon Thani province, divided into 9 students from Level 1 (Grades 1-3) and 18 students from Level 2 (Grades 4-6), selected through purposive sampling. The research instruments included: 1) four creative 3D pop-up books, 2) an evaluation form to assess the quality of the creative 3D pop-up books, 3) Multiple knowledge tests, and 4) Multiple environmental awareness assessments. The statistical methods used included mean, standard deviation, and t-test. The research findings were: 1) the quality of the creative 3D pop-up books was rated as good ( = 4.44, S.D. = 0.46), 2) students' knowledge of waste separation and solid waste reduction using the 7R principle significantly increased after using the creative 3D pop-up books compared to before (p < .05), and 3) students' environmental awareness in waste separation and solid waste reduction using the 7R principle also significantly increased after using the creative 3D pop-up books compared to before (p < .05). The creative 3D pop-up books developed in this study effectively enhance environmental awareness in waste separation and solid waste reduction using the 7R principles for underprivileged students.

THE STUDY OF NEEDS FOR ADMISSION TO LIFELONG EDUCATION PROGRAM (CREDITS BANK) OF BACHELOR'S DEGREE IN FACULTY OF SCIENCE, KHON KAEN UNIVERSITY

2025-04-11T10:32:44+07:00

This research aimed to study the need to for admission in the bachelor's degree of lifelong education program (credits bank), Faculty of Science, Khon Kaen University, of students in secondary school in the academic year 2024, Northeastern region, by using a questionnaire on the need, no need for admission, or not yet decide, totaling 394 people, to discover the need to study in the bachelor's degree of lifelong education program (credits bank), Faculty of Science, Khon Kaen University, from both of the students who show interest in the study and from students who were still uncertain about the studying.

The research results found that out of 394 students, there were 140 students, or 35.53 percent, interested in admission to the bachelor's degree of lifelong education program (credits bank), Faculty of Science, Khon Kaen University. Mostly because they were confident in the curriculum offered by the university and could be used in transferring courses when continuing their studies in the Bachelor's degree program at Khon Kaen University in the Faculty/ Department of Health Science, Medical Technology, and Public Health. In terms of education management, it was found that the desired curriculum formats were regular curriculum by subject (in Thai language), teaching schedule should be placed during weekdays in office hours, mixed method (online and onsite), and appropriate tuition fees for lecture courses should be approximately 500 - 1,000 baht per credit, while laboratory courses should cost 500 - 1,000 baht or 1,000 - 2,000 baht per credit. The most wanted field of study was Mathematics. The preferred channel for publicizing the curriculum was Facebook, and tuition fees would be supported from parents (father and mother) or relatives.

While the 190 students or 48.22 percent, who were not sure with their needs, found that the students who were not sure to study or had not yet decided to study, the reasons were because they had never known about this course before and traveling to study was inconvenient and expensive.

USING COMMUNICATIVE LANGUAGE TEACHING AND SIGNPOST QUESTIONS TO IMPROVE ENGLISH READING COMPREHENSION ABILITY OF PRATHOMSUKSA 6 STUDENTS

2025-03-11T16:05:08+07:00

The objectives of this research were to investigate students’ English reading comprehension ability before and after using Communicative Language Teaching and Signpost Questions, and to investigate the attitude towards teaching English reading comprehension ability using Communicative Language Teaching and Signpost Questions. Twelve Prathomsuksa 6 students of Naklongnongsrikamwittaya School, under the Udon Thani Primary Educational Service Area Office 1 in the first semester of the academic year 2024 were obtained as the sample, using the cluster random sampling. A one-group pretest-posttest design was applied in this research. An English reading comprehension ability test, 12 lesson plans and an attitude questionnaire were used as research instruments. The duration of the experiment was 12 weeks, or 24 hours in total. For data analysis, the mean, percentage, standard deviation, One Sample t-test, and t-test for Dependent Sample were employed. The results were: 1) The pretest and the posttest mean scores on students’ English reading comprehension ability were 11.33 (S.D. = 3.50) or 28.33 percent and 31.33 (S.D. = 2.61) or 78.33 percent respectively. The posttest mean score on students’ English reading comprehension ability was significantly higher than the set criterion of 70 percent at the 0.01 level, and the students’ English reading comprehension ability after the experiment was significantly higher than the pretest mean score at the 0.01 level. 2) The attitude towards teaching English reading comprehension using Communicative Language Teaching and Signpost Questions was at a good level with mean score was 4.42 (S.D. = 0.13).

USING PAIR WORK AND GROUP WORK ACTIVITIES BASED ON COLLABORATIVE LEARNING TO ENHANCE PRATHOMSUKSA 6 STUDENTS’ ENGLISH SPEAKING ABILITY

2024-04-09T17:00:24+07:00

The purposes of this research were to study and compare English speaking ability of Grade 6 students before and after using the collaborative pairwork and group work and to investigate students’ attitude towards teaching English-speaking using pair work and group work activities based on collaborative learning. The sample consisted of 27 students studying in Grade 6 at Tessban 2 Mukkhamontri School, Udon Thani, under Udonthani Municipality in the first semester of the academic year 2023. They were selected using cluster random sampling. The research was a one group pretest-posttest design. Research instruments included 12 lesson plans, An English-speaking ability test and an attitude questionnaire. The experiment lasted twelve weeks, 2 hours a week, or 24 hours in total. The mean, percentage, standard deviation and t-test for Dependent samples were used for data analysis. The findings of this research indicated that the students’ pretest and posttest scores examining of English-speaking ability were 66.03 percent and 81.32 percent respectively. The students’ English-speaking ability was significantly different at the .01 level, and the mean score on the posttest was also significantly higher than that of the pretest. In addition, more than 70 percent of students gained a higher score on the English-speaking posttest, and the students’ attitude towards teaching English-speaking using pair work and group work activities based on collaborative learning was at a very good level.