Journal of Education and Innovative Learning

Effects of Online Lessons via Google Classroom with the STAD Technique on Learning Achievement and Morality of Vocational Students

Vijitra Tangthong — 2025-12-30

This study aimed to evaluate the effects on learning achievement and morality among higher vocational certificate students, of online lessons delivered via Google Classroom using the STAD technique. A mixed-methods design was employed, integrating quantitative and qualitative data from 26 students. The research instruments included pre- and post-tests, as well as a moral and ethical scale. The Wilcoxon Signed Ranks Test was used for hypothesis testing. The study results revealed that 1) students' achievement significantly increased at the p<.05 level, and 2) students' self-assessed scores on the moral and ethical scale also significantly improved at the p<.05 level. Additionally, students reflected that the teaching and learning activities were diverse, modern, and engaging. The content was delivered through Google Classroom and communication was facilitated through Google Meet and LINE. Assignments could be completed individually and submitted directly to the online classroom. Students learned to use modern technology and were able to apply their knowledge to their daily lives and careers demonstrating morality.

Enhancing Creative Thinking among 3rd Year Students through Project-based Learning Integrated with Deconstruction Method in 3D Animation Course

Piti Maneenetra — 2025-12-30

3D Animation Course requires expertise in computer graphics skills and design creativity. From the studentsí portfolios, it was found that they did not demonstrate adequate design process and critical thinking, and there was a lack of repeated experimentation. These issues affect negatively becoming good designers in the future. This study aimed to develop studentsí creativity by project-based learning integrated with the deconstruction method. The learning focused on performing one 3D playground modeling project per student group. The study implemented a quasi-experimental design, using the Torrance Test of Creative Thinking (TTCT) to measure the studentsí creativity before and after the intervention. The instructional activities comprised four key steps: surveying, creating, deconstructing, and reconstructing. The findings revealed statistically significant improvements in three creativity domains, namely originality, elaboration, and resistance to premature closure. Moreover, the relationships between creativity components shifted positively after the intervention, highlighting the synergistic impact of deconstruction method. This study demonstrates the potential of integrating deconstruction method into creative learning environments.

The Effectiveness of a Training Package on Controlling Solar Water Pump Motors to Enhance Practical Skills Using Experiential Learning Process

Tanat Tanausavaphol — 2025-12-30

The objectives of this research are threefold: (1) to develop a training package for controlling a solar water pump motor, aimed at enhancing practical skills through the experiential learning process; (2) to evaluate the effectiveness of the training package; and (3) to assess the satisfaction of trainees who utilize the training package.The study targeted 30 first-year undergraduate students enrolled in the Mechatronics Engineering program at the Faculty of Industrial Education and Technology, Rajamangala University of Technology Srivijaya, These participants were purposively selected from those registered in the Basic Electrical Engineering course during the first semester of the academic year 2023. The research employed the following instruments: (1) a training package for controlling a solar-powered water pump motor, (2) an expert evaluation form to assess the quality of the training package, and (3) a satisfaction questionnaire. Data analysis was conducted using descriptive statistics, including percentage, mean, and standard deviation. The findings of the study revealed that: (1) the developed training package received the highest quality rating, with a mean score of 4.62 (on a scale from 1 to 5); (2) the effectiveness of the training package, measured at 82.16/79, exceeded the predefined threshold of 75/75; and (3) the overall satisfaction of trainees utilizing the training package was rated as high, with a mean score of 4.49.

Factors Affecting Decision Making by High School Students to Study for a Bachelor’s Degree

Apirom Chaypermsak — 2025-12-30

The purpose of this research is to examine the factors influencing high school students' decisions to pursue a bachelorís degree. These factors are categorized into two groups: (1) pull factors, based on Reederís social action theory; and (2) the service marketing mix for education. Data were analyzed from 1,244 high school students who attended the Mahidol Open House from 2020 to 2023. Among the pull factors, the greatest effect was for value standards, while the least influential factor was habits and customs. When analyzed annually, value standards was consistently ranked the highest over the four years, while habits and customs was ranked the lowest. Among the service marketing mix factors, physical evidence had the greatest effect, while price had the least effect. When the data were examined by year, physical evidence maintained the highest average across all four years, whereas price consistently had the lowest average. In conclusion, the factors that most influence high school students' decisions to pursue a bachelorís degree include value standards and physical evidence, while the factors with the least impact are habits and customs, along with price.

Augmented Reality Technology Focused on Spindle Speed in Lathe Operations Integrated with MIAP Learning Model to Enhance Learning Achievement of Industrial Engineering Students

Noraset Muangmin — 2025-12-30

The turning process plays a crucial role in manufacturing and maintenance industries. It is a fundamental skill required of technicians and engineers. This study aimed to 1) develop augmented reality (AR) technology focused on spindle speed in lathe operations, integrated with MIAP (Motivation, Information, Application, and Progress) learning; 2) evaluate the effectiveness of this AR technology; and 3) assess students' learning achievement following its application. The sample group consisted of 30 first-year students selected through cluster random sampling. Data collection tools included: 1) a work analysis log; 2) a storyboard recording sheet; 3) a learning management plan; 4) the AR technology; 5) an appropriateness evaluation form with content validity scores ranging from 0.60 to 1.00; and 6) a learning achievement test with an index of item-objective congruence ranging from 0.60 to 1.00, discrimination indices between 0.37 and 0.72, difficulty levels between 0.20 and 0.48, and a reliability coefficient of 0.86 for the entire test. Data analysis included content analysis, and calculating mean scores, standard deviations, and a t-test for one sample. The results indicate that the overall appropriateness of the AR technology was rated at the highest level (x̄=4.87, S.D.=0.18). The AR technology's efficiency exceeded the predetermined 80/80 standard, and post-intervention learning achievements were significantly above the 80% threshold at the .05 level of p-value threshold.

Guidelines for Developing Highly Effective Habits of School Administrators in the Era of Global Transformation in Schools under the Primary Educational Service Area Office, Songkhla Province

Navarat Waichompu — 2025-12-30

The research aimed to study the current conditions, desirable conditions, necessary needs, and development guidelines for the habits of highly effective administrators in the era of global disruption in schools under the jurisdiction of the Songkhla Primary Educational Service Area Office. The sample consisted of 375 teachers. The research tool used was a five-point Likert scale questionnaire. Content validity was assessed through the index of item-objective congruence, yielding values between 0.67 and 1.00. The reliability was tested using Cronbach's alpha coefficient, which was .985. Data were analyzed using frequency, percentage, and the necessary needs index. The key informants were six educational administrators, and the tool used for them was a semi-structured interview. The data were analyzed through content analysis. The research results show that both the current and desirable conditions were, overall, at high and very high levels. The order of necessary needs was: thinking win-win, beginning with the end in mind, seeking first to understand, then to be understood, prioritizing tasks, synergizing, sharpening the saw, and being proactive. The development guidelines for the habits of highly effective administrators include cultivating a positive attitude, adhering to ethical principles, emphasizing participation, understanding differences, uplifting the mind, integrating holistic perspectives, developing teamwork potential, fostering a habit of continuous learning, learning from experiences, and improving personal traits.

Developing Digital Competency of Vocational Students through Problem-based Learning: A Case Study on Creating Products with Community Enterprises

Rattana Suwannatip — 2025-12-30

This research aimed to 1) study the digital competence of vocational students in digital product design and development through problem-based learning in the context of collaborative product creation with community enterprises; and 2) evaluate the digital competence of vocational students by measuring their digital technology skills. The sample group used in the research was 24 students in the Higher Vocational Certificate Program in Digital Business Technology, Sri Songkhram Industrial Technology College, Nakhon Phanom University, who had registered for the Digital Business Creative Media course in the second semester of 2024. The research instruments were 1) Learning Management Plan, and 2) Digital Competence Assessment Form for Learners through Community Product Creation, consisting of 7 dimensions: 1) Basic Digital Technology Use; 2) Basic Technology Communication; 3) Community Digital Content Creation; 4) Privacy Balancing; 5) Application; 6) Digital Media and Information Literacy; and 7) Digital Problem Solving. The statistics used in data analysis were mean, standard deviation, t-test, and P-value. The results of the research indicate on comparing the digital competence of learners before and after using the problem-based learning model with a community enterprise context, that privacy balancing was improved the most (x̄=4.55, S.D.=0.63, t=12.43) at a statistical significance level better than .001.

Nature-based Learning Process Organization: A Case Study of the Nature Interpretation Club in Chiang Mai Province

Siramon Tansiri — 2025-12-30

This qualitative case study investigated the design and implementation of nature-based learning processes used by the Nature Interpretation Club (NIC) in Chiang Mai Province. Data were collected by interview, participant and non-participant observation, and field notes. Five informants of different ages and roles in the club were interviewed. Data were collected from April to December 2023. Results show that the NIC developed a structured learning process during a five-day, four-night forest camp, and the learning process was built using five key concepts, namely direct contact with nature through sensory experiences, reflection on lessons, summarizing ideas, repetition, and consideration of emotions and feelings. The learning process was combined with nature interpretation activities and singing. This educational approach adheres to experiential learning theory and holistic learning theory. This research revealed the possibility of designing a new teaching approach that emphasizes human-nature connections, so that teachers, facilitators, and interested individuals can apply it according to their own potential and context.

Confirmatory Factor Analysis of Skills Necessary for Life and Work of Faculty of Education Students, Chiang Rai Rajabhat University

Yuthasin Chumanee — 2025-12-30

This research aimed to study the components of essential soft skills for students in the Faculty of Education at Chiang Rai Rajabhat University. The objective was to create a model and verify the consistency of these essential soft skill components among the subjects. The sample consisted of 485 students from 15 majors in the academic year 2023, selected through stratified random sampling. The key results were as follows. 1) Confirmatory factor analysis revealed that all five components had positive factor loadings ranging from 0.796 to 0.924. When ranked by importance, interpersonal skills ranked first, followed by development of teacher professional practice, teamwork skills, communication skills, and information technology skills. The predictive equation in standardized scores is as follows: Soft Skill=0.897***DTPP+0.857***CS+0.924***
IS+0.868***TS+0.796***ITS. 2) The statistical analysis assessment of model fit revealed that it aligned well with the data. This is indicated by a Relative Chi-Square of 1.946, which is less than 2. The goodness-of-fit indices TLI=0.966, CFI=0.972, GFI=0.990, and NFI=0.944 are all greater than 0.90. The error of approximation measures RMSEA=0.044 and SRMR=0.037 are both less than 0.05.

Design Thinking Development Model to Strengthen Creative Career Skills and to Become Innovators, for Young Entrepreneurs in Kanchanaburi Province

Suwimon Saphuksri — 2025-12-30

The objectives were to: 1) assess needs for developing a design thinking model to enhance creative career skills and innovativeness of young entrepreneurs in Kanchanaburi province; 2) develop the model; 3) test the model; and 4) evaluate results and document lessons learned. This study utilized a research and development (R&D) methodology with four steps, namely step 1 needs assessment, step 2 model design, step 3 model implementation, and step 4 evaluation and remodeling. The target group was 120 elementary school students who were studying in 4 schools within the Kanchanaburi Innovation Education Area. Research tools included the design thinking development model, a creative career skills assessment, and a student satisfaction questionnaire, and lessons learned documentation. The research results were as follows. 1) In the study and analysis of basic documentary information, there was a need to develop a model that enables teachers to effectively foster career skills within the innovation area. 2) The instruction consisted of six components: (1) inspiration, (2) presentation of creative ideas, (3) experimentation, (4) implementation, (5) sharing and presentation, and (6) evaluation. 3) Results of students' creative career skills were at the highest level, and students expressed a high satisfaction. 4) The evaluation indicated that students gained confidence and creative career skills.

Developing an Augmented Reality Card Game to Promote Analytical Thinking Regarding Electronics Devices

Thawach Thammabut — 2025-12-30

This research aimed to develop and evaluate augmented reality card games for enhancing analytical thinking skills among Higher Vocational Certificate students in Electronics. It utilized a three-phase research model consisting of (1) innovation development, (2) validity verification, and (3) innovation implementation. The study engaged three target groups: 3 experts and 60 electronics students in Phase 1, 30 electronics students in Phase 2, and 29 electronics students in Phase 3. Research instruments included card game quality assessment form, analytical thinking measurement and interview questions, achievement test, and satisfaction survey. Results showed that the card games improved analytical skills in equipment classification, logical relationship identification, and categorization of electronic components. The card game quality was rated good (x̄=4.20, S.D.=0.42), with learning achievement significantly higher after implementation (p<.05), and providing a high learner satisfaction (x̄=4.03, S.D.=0.81). This research demonstrates the potential of augmented reality card games in developing modern learning innovations that meet 21^st century educational needs.

Strengthening Teachers' Work Engagement and Learning Management Ability to Enhance Innovative Thinking Competency of Students in Small-sized Schools under Loei Primary Educational Service Area Office

Venus Paknara — 2025-12-30

The purposes of this research were: 1) to develop a curriculum to strengthen teacherís engagement in learning management and integrated learning management ability for developing innovative thinking competency of students in small-sized schools in Loei, 2) to evaluate the results of curriculum development as regards these topics, and 3) to develop innovative thinking competency for students in small-sized schools in Loei. The samples consisted of: 1) 12 key informants, 2) 10 teachers in small-sized schools, and 3) 24 students studying in those small-sized schools. The research tools comprised: 1) a focus group interview protocol, 2) a teacher development curriculum, 3) an assessment form to evaluate the teacher development curriculum, 4) an assessment of learning management ability, 5) a management lesson plan, 6) an assessment form to evaluate the learning management plan, and 7) an assessment form to evaluate innovative thinking competency. The key results were as follows. 1) The curriculum was appropriate at a high level. 2) Teachers' posttest scores after attending the developed curriculum were statistically significantly improved at the .05 level., and 3) students in the experimental group had higher level of innovative thinking competency than those in the control group.

The Results of Developing Problem-based Learning Activities to Enhance Creativity of Grade 9 Students

Palakorn Chanakulthananan — 2025-12-30

The purpose of this research was to: 1) develop and evaluate the effectiveness of problem-based learning (PBL) activities that enhance students' creativity based on the 80/80 efficiency criterion; 2) examine the effects of implementing these learning activities; and 3) assess students' satisfaction with the PBL activities. The research and development methodology was used, consisting of three phases: Phase 1, the development and evaluation of the learning activities included (1) a lesson plan, (2) a creativity test, and (3) a component-based scoring rubric; Phase 2, the trial implementation of the activities with 36 Grade 9 students from Ratchasima Witthayalai School, selected through purposive sampling during the first semester of the 2023 academic year; and Phase 3, gathering students' feedback on the learning activities. The results showed that the developed learning activities met the 80/80 efficiency criterion. Students' creativity improved significantly, with post-test scores significantly higher than pre-test scores at the 0.01 level (p<0.05). Additionally, students also expressed a high level of satisfaction with the learning activities. However, the study was limited by using a sample from only one school, which may affect the generalizability of the findings. Future research should include more diverse samples and apply the activities in other subjects or other grade levels to increase reliability and practical applicability across different educational contexts.

Game-based Virtual Reality Technology for HAZMAT Response Training: Enhancing Critical Thinking Attitudes

Prapamon Seeprasert — 2025-12-30

Game-based virtual reality (VR) technology represents an innovative educational approach, which can effectively engage learners by offering realistic, immersive training environments. This method holds promise in disaster preparedness and emergency response training, because it allows trainees to practice critical skills in interactive, lifelike scenarios with greater engagement and at lower cost than traditional methods. This study investigated the effectiveness of game-based virtual reality for hazardous materials (HAZMAT) emergency response training. 47 undergraduate participants participated in simulated scenarios under time constrains. Assessment methods included multiple-choice tests for knowledge, behavioral sequence scoring for decision-making, and self-reflection questionnaires for critical thinking. Results showed significant improvements in content knowledge (7.34±1.5 to 7.96±1.5, p<0.05) and critical thinking (54.51±6.7 to 58.30±3.1 out of 60, p<0.01). Participants achieved an average behavioral sequence score of 84.4/100, demonstrating enhanced cognitive processing. Most participants reported that VR-based training was effective for learning and developing critical thinking skills. The findings suggest that VR technology offers a promising, cost-effective alternative to traditional emergency response training methods.

Guidelines for Teachers to Develop Learning Innovations that Enhance Executive Function Skills in Early Childhood

Pannaphat Aphinatkhunakorn — 2025-12-30

This article presents an approach to developing learning innovations aimed at enhancing Executive Functions (EF) skills in early childhood, which are crucial for learning and social development. EF skills include self-control, planning, management, and cognitive flexibility, all of which contribute to successful daily life and long-term development. Early childhood teachers play a key role in fostering these skills through effective learning innovations. The innovations used to develop EF can be categorized into four main types as follows. (1) Educational games, which promote analytical thinking and problem-solving skills. (2) Digital media, designed to enhance cognitive abilities. (3) Interactive play activities, which encourage learning through peer and environmental interactions. (4) Daily life activities, which help develop EF skills through children's daily routines. This article references well-known psychological theories, including Erikson's theory, which emphasizes self-confidence and social interaction; Piaget's theory, which highlights cognitive development through experience; and Vygotsky's theory, which focuses on learning through social interaction and support from experienced individuals. Creating a suitable learning environment is essential. Early childhood teachers should design activities that promote play-based and collaborative learning, allowing children to naturally develop EF skills. Effective EF development enables children to grow with quality and to confidently navigate future challenges.