Journal of Buddhist Education and Research (JBER)

The Development of Reading Skills Through Gamification-Based Learning Combined with Citta Bhāvanā for Prathom Suksa 2 Students at Anuban Nakhon Champasri School, Maha Sarakham Province

Kannika Seelapang, Pacharakit Sribunrueang, Adcharaporn Khraiboot — Fri, 29 May 2026 00:00:00 +0700

This research aimed to: (1) develop a Thai reading skill development lesson plan using gamification-based learning integrated with Citta Bhāvanā, targeting the efficiency criteria of 80/80, (2) compare learning achievements in Thai reading skills before and after implementing the gamification and Citta Bhāvanā-based instruction, and (3) examine students’ satisfaction toward the learning approach. The target group consisted of 22 Prathom Suksa 2/2 students from Anuban Nakhon Champasri School, Maha Sarakham Province. The research instruments included: (1) the Thai reading skill development lesson plans based on gamification and Citta Bhāvanā, (2) a learning achievement test, and (3) a satisfaction questionnaire. Data were analyzed using basic statistics: mean, standard deviation (S.D.), and the dependent t-test. The research results were as follows: 1) The Thai reading skill development lesson plan, using gamification-based learning combined with Citta Bhāvanā for Prathom Suksa 2/2 students, achieved an efficiency of 88.77/88.86, which is higher than the specified criterion of 80/80. 2) Students’ learning achievement in Thai reading through gamification-based learning integrated with Citta Bhāvanā showed that the mean pre-test and post-test scores were 9.68 and 17.05, respectively. A comparison of the scores revealed that the post-test mean was significantly higher than the pre-test mean at the .05 level of statistical significance. 3) Students expressed a high level of satisfaction with the Thai reading lesson plan using gamification-based learning combined with Citta Bhāvanā, with an overall average score of 2.67, interpreted as a high level of satisfaction.

A Development Model of Learning Management in the Subject of Modern Literary Criticism Using the Principles of Buddhist Teaching Methods for Undergraduate Students in Thai Language Teaching Program at Mahachulalongkornrajavidyalaya University

Fri, 29 May 2026 00:00:00 +0700

This research and development study aimed to: 1) investigate the current state of learning management in Modern Literary Criticism using Buddhist instructional principles; 2) develop a learning management model based on Buddhist teaching methods; 3) implement the developed model; and 4) evaluate its effectiveness. The study was conducted in four phases, namely situation analysis, model development, implementation, and evaluation. The target groups consisted of administrators, instructors, undergraduate students majoring in Thai Language Teaching at Mahachulalongkornrajavidyalaya University, experts, and administrators of Khon Kaen Buddhist College, totaling 119 participants. The research instruments included questionnaires, focus group discussion records, model evaluation forms, a model handbook, an achievement test, and a satisfaction questionnaire. Data were analyzed using mean and standard deviation. The findings revealed that the overall state of learning management in Modern Literary Criticism based on Buddhist instructional principles was at a high level (x̄ = 3.82). The developed model comprised five components: principles, objectives, content, learning management process, and assessment and evaluation, with overall appropriateness, feasibility, and usefulness rated at a high level (x̄ = 4.10). The model achieved an efficiency score of 81.67/84.31, exceeding the established criterion of 80/80. Students’ post-test achievement scores were significantly higher than their pre-test scores at the .05 level, and their satisfaction with the model was at a high level (x̄ = 4.42). Furthermore, the overall evaluation of the model implementation was at the highest level (x̄ = 4.68). The results indicate that the developed learning management model based on Buddhist teaching methods effectively enhances students’ learning achievement and promotes learning in Modern Literary Criticism, making it suitable for application in higher education contexts.

The Development of Summary Writing Skills Using a Computer-Assisted Instructional Module for Matthayomsuksa 1 Students at Kalasin College of Dramatic Arts

Kittitat Deelao, Pacharakit Sribunrueang, Phrakrukhamphithammanuwat — Fri, 29 May 2026 00:00:00 +0700

This research aimed to: 1) develop a lesson plan for summary writing skills using Computer-Assisted Instruction (CAI) with an efficiency criterion of 80/80; 2) compare students’ learning achievement in summary writing before and after instruction; and 3) examine students’ satisfaction with the developed lesson plan. The sample consisted of 30 Grade 7 students at Kalasin College of Dramatic Arts during the second semester of the 2024 academic year. The research instruments included lesson plans for summary writing using Computer-Assisted Instruction, an achievement test, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and dependent t-test. The results revealed that: 1) the efficiency of the lesson plan was 80.33/83.98, which exceeded the established criterion of 80/80; 2) students’ average achievement score increased from 14.63 before instruction to 25.16 after instruction, with the post-test score being significantly higher than the pre-test score at the .05 level; and 3) students’ overall satisfaction with the lesson plan was at the highest level (x̄ = 4.57). Among the evaluated aspects, assessment and evaluation received the highest mean score (x̄ = 4.75), followed by instructional media and equipment (x̄ = 4.63), content (x̄ = 4.54), and learning activities (x̄ = 4.38). The findings indicate that the Computer-Assisted Instruction lesson plan effectively enhanced students’ summary writing skills and generated a high level of learner satisfaction.

Development of a Textbook on Tai Yao Local Language and Culture for Kutchik Wittayakarn School, Kalasin Province

Fri, 29 May 2026 00:00:00 +0700

This research aimed to: 1) study and collect information concerning the Tai Yao language and local culture of Ban Kut Chik, Tha Khantho District, Kalasin Province; and 2) develop a textbook on Tai Yao language and local culture for Kutchik Wittayakarn School, Kalasin Province. The target groups consisted of five local wisdom experts and seven specialists. The research instruments included an interview form on Tai Yao language and local culture, a textbook on Tai Yao language and local culture, and an evaluation form assessing the appropriateness, feasibility, and usefulness of the developed textbook. Data were analyzed using mean and standard deviation. The findings revealed that the collected information covered three major areas: 1) the historical background of the Tai Yao people in Kut Chik Subdistrict, including local legends and the significant role of Thao Khun Chiang Pattha as a community leader and cultural scholar; 2) fundamental knowledge of the Tai Yao language, highlighting its distinctive vowel sound /ɤː/, its recognition as a National Intangible Cultural Heritage in 2014, and its linguistic characteristics, including 19 consonant sounds, 18 monophthongs, 3 diphthongs, 4 tones, and 6 consonant clusters; and 3) fundamental knowledge of Tai Yao culture, particularly the traditional customs known as “Heet Sip Song Kong Sip Si” (Twelve Traditions and Fourteen Practices), which have been transmitted through generations. The evaluation of the developed textbook indicated an overall high level of appropriateness, feasibility, and usefulness (x̄ = 3.92). When considered by aspect, usefulness received the highest mean score (x̄ = 4.02), followed by appropriateness (x̄ = 3.88) and feasibility (x̄ = 3.85). The findings suggest that the developed textbook is suitable for preserving and promoting Tai Yao language and cultural heritage within educational settings.

The Development of Analytical Reading Ability Through the KWL Plus Technique for Mathayom Suksa 3 Students at the Demonstration School of Maha Sarakham Rajabhat University

Fri, 29 May 2026 00:00:00 +0700

The objectives of this research were: 1) to develop a learning management plan for analytical reading using the KWL Plus technique to meet the 80/80 efficiency criterion; 2) to compare students’ learning achievement in analytical reading before and after instruction; and 3) to investigate students’ satisfaction with the learning management plan using the KWL Plus technique. The sample consisted of Mathayom Suksa 3 students at the Demonstration School of Maha Sarakham Rajabhat University, Maha Sarakham Province. The research instruments included seven learning management plans based on the KWL Plus technique, a pre-test and post-test for measuring analytical reading achievement, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and dependent t-test. The findings revealed that: 1) all seven learning management plans were evaluated by experts as having the highest level of appropriateness, with mean scores ranging from 4.52 to 5.00 and standard deviations ranging from 0.00 to 0.38; 2) students’ post-learning achievement scores in analytical reading were significantly higher than their pre-learning scores at the .05 level; and 3) students’ overall satisfaction with the learning management plan using the KWL Plus technique was at a high level (x̄ = 4.12). The results indicate that the developed learning management plan effectively enhanced students’ analytical reading ability and generated positive learning experiences among learners.

The Development of Essay Writing Skills Through Multimedia for Mathayom Suksa 4 Students at Praphassorn Wittaya School, Khon Kaen Province

Fri, 29 May 2026 00:00:00 +0700

This study aimed to: (1) develop a multimedia-based learning management plan for essay writing that meets the 80/80 efficiency criterion, (2) compare students’ essay writing achievement before and after the implementation of multimedia instruction, and (3) examine students’ satisfaction toward the instructional approach. The participants consisted of 22 Grade 10 students at Praphatsorn Witthaya School, Khon Kaen Province, Thailand. The research instruments included multimedia-based lesson plans, an essay writing achievement test, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and dependent samples t-test. The research results were as follows: (1) the developed learning management plan achieved an efficiency level of 25.45/84.85, exceeding the established 80/80 criterion; (2) students’ post-test scores were significantly higher than their pre-test scores at the .05 level; and (3) overall student satisfaction was at the highest level (M = 4.43). The results indicate that multimedia-integrated instruction effectively enhances students’ essay writing skills and promotes positive learning engagement. The study suggests that multimedia learning environments can serve as an effective pedagogical approach for developing writing competence in Thai language education in the digital era.

The Development of Essay Writing Skills Through the CIRC Cooperative Learning Model Integrated with Buddhist Teaching Principles for Grade 6 Students at Ban Daeng Noi School, Khon Kaen Province

Fri, 29 May 2026 00:00:00 +0700

This research aimed to: 1) develop a learning management plan on essay writing using the Cooperative Integrated Reading and Composition (CIRC) learning model integrated with Buddhist teaching principles to meet the 80/80 efficiency criterion; 2) compare students’ learning achievement in essay writing before and after instruction; and 3) examine students’ satisfaction with the learning management plan. The target group consisted of 15 Grade 6 students at Ban Daeng Noi School, Khon Kaen Province. The research instruments included a learning management plan on essay writing using the CIRC cooperative learning model integrated with Buddhist teaching principles, a pre-test and post-test achievement test, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, and dependent t-test. The findings revealed that: 1) the learning management plan achieved an efficiency level of 82.67/83.33, which exceeded the established criterion of 80/80; 2) students’ learning achievement in essay writing significantly improved after the implementation of the learning model. The mean pre-test score was 15.47 (S.D. = 2.59), while the mean post-test score was 25.00 (S.D. = 3.18), with the post-test score being significantly higher than the pre-test score at the .05 level; and 3) students’ overall satisfaction with the learning management plan was at the highest level (x̄ = 4.26). Instructional activities received the highest mean score (x̄ = 4.83), followed by assessment and evaluation (x̄ = 4.78), instructional media and learning materials (x̄ = 4.53), and content (x̄ = 4.35). The findings indicate that the CIRC cooperative learning model integrated with Buddhist teaching principles effectively enhanced students’ essay writing skills and promoted positive learning experiences.