OBEC Basic Education Research Journal

Supervision and Guidance model to develop competencies in proactive educational management of teachers and school administrators towards the development of important competencies of students Under the jurisdiction of Phichit Primary Educational Service A

วนิดา จันทรมณี — Mon, 14 Jul 2025 00:00:00 +0700

การวิจัยรูปแบบการนิเทศและการชี้แนะเพื่อพัฒนาสมรรถนะด้านการจัดการศึกษาเชิงรุกของครูและผู้บริหารสถานศึกษาสู่การพัฒนาสมรรถนะสำคัญของผู้เรียน สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาพิจิตร เขต 1 เป็นการวิจัยและพัฒนา (Research and Development) มีจุดมุ่งหมายของการวิจัย 1) เพื่อศึกษาสภาพและปัญหาการนิเทศและการชี้แนะเพื่อพัฒนาสมรรถนะด้านการจัดการศึกษาเชิงรุกของครูและผู้บริหารสถานศึกษาสู่การพัฒนาสมรรถนะสำคัญของผู้เรียน 2) เพื่อสร้างและพัฒนารูปแบบการนิเทศ และการชี้แนะเพื่อพัฒนาสมรรถนะด้านการจัดการศึกษาเชิงรุกของครูและผู้บริหารสถานศึกษาสู่การพัฒนาสมรรถนะสำคัญของผู้เรียน 3) เพื่อทดลองใช้รูปแบบการนิเทศและการชี้แนะเพื่อพัฒนาสมรรถนะด้านการจัดการศึกษาเชิงรุกของครูและผู้บริหารสถานศึกษาสู่การพัฒนาสมรรถนะสำคัญของผู้เรียน และ 4) เพื่อประเมินผลการใช้รูปแบบการนิเทศและการชี้แนะเพื่อพัฒนาสมรรถนะด้านการจัดการศึกษาเชิงรุกของครูและผู้บริหารสถานศึกษาสู่การพัฒนาสมรรถนะสำคัญของผู้เรียน สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาพิจิตร เขต 1 โดยใช้กลุ่มตัวอย่างข้าราชการครูและบุคลากรทางการศึกษา และผู้เรียนของโรงเรียน สังกัดสำนักงานเขตพื้นที่การศึกษาประถมศึกษาพิจิตร เขต 1 ในปีการศึกษา 2566 ใช้เครื่องมือเก็บรวบรวมข้อมูล จำนวน 6 ฉบับ วิเคราะห์ข้อมูลเชิงปริมาณโดยใช้ค่าความถี่ (f) ค่าร้อยละ (%) ค่าเฉลี่ย ส่วนเบี่ยงเบน ( ) มาตรฐาน (S.D.) และวิเคราะห์ข้อมูลเชิงคุณภาพโดยวิเคราะห์เนื้อหาการวิจัยปรากฏผล ดังนี้
1. ภาพรวมมีสภาพการปฏิบัติการนิเทศและการชี้แนะเพื่อพัฒนาสมรรถนะด้านการจัดการศึกษาเชิงรุกของครูและผู้บริหารสถานศึกษาสู่การพัฒนาสมรรถนะสำคัญของผู้เรียนอยู่ในระดับมาก และภาพรวมของปัญหา พบว่า มีปัญหาการปฏิบัติอยู่ในระดับปานกลาง
2. รูปแบบการนิเทศและการชี้แนะเพื่อพัฒนาสมรรถนะด้านการจัดการศึกษาเชิงรุกของครูและผู้บริหารสถานศึกษาสู่การพัฒนาสมรรถนะสำคัญของผู้เรียนมีลักษณะเป็นคู่มือเชิงภาษา (Semantic model) 5 ส่วน คือ ส่วนที่ 1 ส่วนนำ ส่วนที่ 2 ตัวระบบ ส่วนที่ 3 การนำรูปแบบไปใช้ ส่วนที่ 4 การประเมินผล และส่วนที่ 5 เงื่อนไขและข้อจำกัด ที่ได้บูรณาการวิธีการเชิงระบบเข้าสู่องค์ประกอบของรูปแบบอันเป็นหน่วยปฏิบัติงาน ซึ่งขับเคลื่อนโดยใช้กระบวนการนิเทศแบบ POSIDS Model จำนวน 6 ขั้นตอน
3. คุณภาพสมรรถนะด้านการจัดการศึกษาเชิงรุกของครูมีคุณภาพดีมากจำนวนมากที่สุด จำนวน 44 คน คิดเป็นร้อยละ 53.0มีคุณภาพดีจำนวนมากที่สุด จำนวน 61 คน คิดเป็นร้อยละ 73.49 คุณภาพสมรรถนะด้านการจัดการศึกษาเชิงรุกของผู้บริหารสถานศึกษาและบทบาทผสมผสานของศึกษานิเทศก์สู่การพัฒนาครู มีคุณภาพดีมากจำนวนมากที่สุด จำนวน 11 คน คิดเป็นร้อยละ 78.5 และสมรรถนะสำคัญของผู้เรียนมีคุณภาพอยู่ในระดับดีมากจำนวนมากที่สุด จำนวน 446 คน คิดเป็นร้อยละ 65.39
4. การใช้รูปแบบมีประสิทธิผลตามเกณฑ์ตัวชี้วัด บรรลุเป้าหมายทุกตัวชี้วัด 3 ด้าน คือ ด้านปัจจัย ได้แก่ งบประมาณ สิ่งอำนวยความสะดวกด้านกายภาพ ศักยภาพของครู เทคโนโลยี นโยบายและมาตรฐานด้านกระบวนการ ได้แก่ วิสัยทัศน์ร่วม บรรยากาศการจูงใจ การจัดองค์การ กิจกรรมการเรียนการสอนภาวะผู้นำของครูและผู้บริหาร การจัดสรรเวลา และด้านผลลัพธ์ ได้แก่ สมรรถนะสำคัญของนักเรียนความพึงพอใจในงาน และคุณภาพของการปฏิบัติงาน

A Report on the supervision and guidance model to develop the competency in proactive educational management of teachers and school administrators. Towards the development of important competencies of students Under Phichit Primary Educational Service Area Office 1, it is research and development with the aim of research 1) To study the conditions and problems of supervision and guidance to develop the competencies in proactive educational management of teachers and school administrators towards the development of important competencies of students. 2) To create and develop a model of supervision and guidance to develop the competency in proactive educational management of teachers and school administrators towards the development of important competencies of students. 3) To experiment with the supervision and guidance model to develop competencies. Proactive educational management of teachers and school administrators leads to the development of important competencies of students. and 4) To evaluate the use of supervision and guidance models to develop the competency in proactive educational management of teachers and school administrators towards the development of important competencies of students. Under Phichit Primary Educational Service Area Office 1 Using a sample group of government teachers and educational personnel and students of the school. Under the Phichit Primary Educational Service Area Office, Area 1, in the academic year 2023, used 6 data collection tools. Quantitative data were analyzed using frequency (f), percentage (%), mean ( ), standard deviation (S.D.), and qualitative data were analyzed. By analyzing the content of the research,the results were as follows.
1. The overall picture shows that the state of the operation of supervision and guidance to develop the competence in proactive educational management of teachers and school administrators towards the development of important competencies of students is at a high level. The overall picture of the problems shows that there are problems in practice at a moderate level.
2. The model of supervision and guidance for developing the competence of teachers and school administrators in proactive education management towards the development of learners' key competencies is a language manual (Semantic model) with 5 parts: Part 1, Introduction, Part 2, System, and Part 3, Model Application, Part 4, Evaluation and Part 5, Conditions and Limitations integrated the systems approach into the components of the operational unit model, driven by the 6-step POSIDS Model supervision process.
3. The quality of teachers' proactive educational management competence is very good, with the highest number of 44 people, or 53.01 percent. The highest quality is good, with the highest number of 61 people, or 73.49 percent. The quality of competence in proactive educational management of school administrators and the integrated role of educational supervisors towards the development of teachers with very good quality, the largest number, 11 people, or 78.57 percent, and the important competence of learners with very good quality, the largest number, 446 people, or 65.39 percent.
4. The use of effective models according to indicator criteria achieved all targets in 3 areas: factors including budget, physical facilities, teacher potential, technology, policies and standards; processes including shared vision, motivational atmosphere. Organization, teaching and learning activities, teacher and administrator leadership, time allocation, and outcomes including student core competencies, job satisfaction, and quality of performance.

การพัฒนารูปแบบการนิเทศเพื่อส่งเสริมทักษะการจัดการเรียนรู้เชิงรุกของครู ด้านการอ่านคิดวิเคราะห์ของผู้เรียน ตามแนวคิดโรงเรียนเป็นชุมชนแห่งการเรียนรู้ สำนักงานเขตพื้นที่การศึกษาประถมศึกษาร้อยเอ็ด เขต 1

walaiporn Onprukpoom — Mon, 14 Jul 2025 00:00:00 +0700

ABSTRACT

The objectives of this research were 1) to study basic information, current conditions, and supervision needs to promote teachers' active learning skills in enhancing students' critical reading abilities based on the School as Learning Community in Roi-Et Primary Educational Service Area Office 1 2) Develop a supervision model to promote teachers' active learning skills in enhancing students' critical reading abilities based on the School as Learning Community concept 3) Implement the developed supervision model and 4) Evaluate the effectiveness of the supervision model. The sample consisted of 44 primary school teachers from 7 schools (one school from each of 7 districts) selected by purposive sampling and 263 primary school students in the academic year 2024 who were taught by teachers participating in the School as Learning Community project. The research instruments included 1) A supervision model comprising principles, objectives, implementation conditions, assessment methods, and a five-step process 2) A supervision model implementation manual and 3) Professional development plans and supervision schedules. Data were analyzed using mean, standard deviation, and content analysis.

Research findings

The supervision model to promote teachers' active learning skills in enhancing students' critical reading abilities based on the School as Learning Community concept consisted of principles, objectives, implementation conditions, assessment methods, and a five-step process: Step 1 (Focus) - collaborative analysis and goal setting; Step 2 (Inform) - knowledge provision; Step 3 (Reflective Supervision) - reflective coaching; Step 4 (Stimulate) - work stimulation; and Step 5 (Total reflection) - summarizing, reflecting, and disseminating results.
The effectiveness of the model revealed that 1) teachers' knowledge and understanding of designing and creating active learning innovations after supervision (x̄ = 35.65, S.D. = 2.56) was significantly higher than before supervision (x̄ = 22.47, S.D. = 3.18) at the .05 level; 2) teachers' ability to design active learning activities was at a high level (x̄ = 4.25, S.D. = 0.62) 3) teachers' active learning process skills were at a high level (x̄ = 4.18, S.D. = 0.57) 4) teachers' opinions toward the supervision model were at a high level (x̄ = 4.52, S.D. = 0.48) and 5) students' critical reading skills development was at a high level (x̄ = 4.38, S.D. = 0.53).

แนวทางพัฒนาการนิเทศด้วยกระบวนการชุมชนแห่งการเรียนรู้ทางวิชาชีพเพื่อพัฒนาการจัดการเรียนรู้ของครูคณิตศาสตร์ระดับชั้นมัธยมศึกษาตอนต้นในโรงเรียน สังกัดสำนักงานเขตพื้นที่การศึกษามัธยมศึกษานครสวรรค์

Pattaraporn Noigor — Mon, 14 Jul 2025 00:00:00 +0700

This research aimed to 1) the current situation, problems, and needs of the development of professional learning community supervision process to develop the learning management of junior secondary school mathematics teachers in schools, and 2) create guidelines for the development of professional learning community supervision process to develop the learning management of junior secondary school mathematics teachers in schools. The groups of informants included 18 school administrators, 54 mathematics teachers, totaling 72 informants, and 15 experts. The instruments used were questionnaires and guidelines assessment forms. The statistics used included mean, standard deviation, Priority Needs Index (PNI), and content analysis.

The research results found that 1) the current situation in supervising learning management with the process of professional learning communities was generally practiced at a high level. The need for supervising learning management with the process of professional learning communities is generally at the highest level. When considering the PNI _modified value, it was found that the learning management supervision process had the highest value, followed by the aspect of developing the learning management competence of mathematics teachers, the aspect of learning management supervision activities with the professional learning community process, the aspect of learning management supervision with the professional learning community process, and the aspect of learning management with the professional learning community process, respectively. 2) Guidelines for the development of supervision with the process of professional learning communities to develop learning management for junior r secondary school mathematics teachers in schools consist of 1) principles of the guidelines 2) objectives of the guidelines 3) PLC process 4) supervision methods 5) evaluation 6) conditions for success and the guidelines were appropriate.

Keywords : Supervision, Professional learning Community Process, Learning Management

The Development of DLTV-Based Management Model for Improving Student Achievement in Small Schools Under the Yasothon Primary Educational Service Area Office 1

Nattapong Sripoonga — Mon, 14 Jul 2025 00:00:00 +0700

This research aimed to: (1) develop a management model for distance learning television to enhance student achievement in small schools under the Yasothon Primary Educational Service Area Office 1; (2) improve student achievement in Thai language, mathematics, and science for grades 1–6; and (3) examine students’ satisfaction with the developed management model. The sample consisted of 60 grade 1–6 students, selected through simple random sampling. Research instruments included questionnaires, interviews, and achievement tests. Data were analyzed using basic statistics, mean, standard deviation, and t-tests. The research findings revealed that: 1. The developed management model for distance learning television comprised five components: instructional management, personnel management, resource and technology management, community and parental involvement, and monitoring and evaluation. 2. Students’ achievement in Thai language, mathematics, and science significantly improved after instruction at a significance level of .05. 3. Students expressed a high level of satisfaction with the developed management model. Research findings indicate that distance education via satellite requires support through systematic management, the role of teachers in enhancing learning, collaboration from the community and parents, and effective technology management. These factors can serve as guidelines for developing satellite-based distance education in small schools.

Development of Educational Management PIROM Model to Develop Teacher Innovation Learning Management for Promote the Development of 21st Century Skills Innovative Thinking of Sriphirom Pittaya School Students

นายวัฒนา โยธา — Mon, 14 Jul 2025 00:00:00 +0700

This educational management model aims: 1. To create an educational institution management model to develop the quality of teaching management for teachers to promote the development of 21st century skills in innovative thinking of students at Sriphirom Pittaya School. 2. To study the effect of using the educational institution management model to develop the quality of teaching management for teachers to promote the development of 21st century skills in innovative thinking of students at Sriphirom Pittaya School. The population used in this research was 10 teachers of Sriphirom Pittaya School and 101 students of Sriphirom Pittaya School. The research instruments were 1) Assessment form 2) Survey 3) Questionnaire 4) Checklist Statistics used Mean Percentage Standard deviation The research results found that in terms of output, they were 1) The results of the assessment of the quality of teachers' ability to create innovative teaching management for developing 21st century skills of students of 10 teachers, which were assessed by the teachers themselves. The overall opinion was at the highest level. 2) The results of the assessment of the promotion of 21st century skills development of students in innovative thinking of students. The overall level is at a high level. In terms of outcomes, they are as follows: 1) The number of teachers has innovations for use in promoting the development of 21st century skills in innovative thinking of students that are appropriate for the situation and the readiness of all students, accounting for 100 percent. 2) 101 students participate in the development of 21st century skills, accounting for 100 percent. 3) The satisfaction of teachers and students with the school administration model is at a high level overall. 4) The results of the inspection of awards/commendations received from the parent organization and other organizations found that the school received 1 international award, 2 national awards, 3 regional awards, 7 provincial awards, and 29 awards at the educational service area office, for a total of 42 items.

Development of educational institution administration models to integrating entrepreneurship education with the sufficiency economy philosophy to improve teachers’ competency in teaching by integrating entrepreneurship education with the sufficiency econo

ปฐมาวดี ศรีชนะ — Mon, 14 Jul 2025 00:00:00 +0700

This study aimed to 1. Obtain information about the current conditions, problems, and needs regarding the school administration by using entrepreneurship education integrated the philosophy of sufficiency economy (EE-SEP) 2. Develop the school administration model by integrating EE-SEP effects of teachers’ competency in teaching by integrating EE-SEP and 3. examine the effects of EE-SEP model on teachers’ competency in teaching by integrating EE-SEP. Using a Research and Development (R&D) research method, 2 loops, it is a mixed method research, which consists of quantitative research and qualitative research.

The research results found that

Administrators and teachers have opinions about the current conditions, problems, and needs regarding the school administration by integrating EE-SEP. They are at the high, medium, and high levels, respectively.
School administration model by integrating the EE-SEP has 4 elements: (1) Concepts and principles (2) Objectives (3) School administration procedures Consisting of Step 1: Preparing and creating awareness (Awareness) Step 2: Administrators manage school by integrate the EE-SEP in all aspects (Holistic Approach). Step 3: Measuring and evaluating the success of school administration in developing EE-SEP (Assessment) and (4) measurement and evaluation.
The results of school administration according to the school administration model by integrating EE-SEP effects of teachers’ competency in teaching by integrating EE-SEP found that

Teachers had a higher mean score of understanding about integrating EE-SEP after the project than before the project, at a statistical significance of .05.

Teachers’ competency in teaching by integrating EE-SEP found that the mean score of the learning management plans written by teachers at the end of the semester was significantly higher than the mean score of the learning management plans written by teachers at the middle of the semester and the beginning of the semester at the .05 level. In addition, the mean score of the learning management plans written by teachers at the middle of the semester was significantly higher than the mean score of the learning management plans written by teachers at the beginning of the semester at the .05 level.

Supervision and evaluation of learning management competencies according to EE-SEP. The mean score of supervision and evaluation of teachers' learning management competency at the end of the semester was higher than the mean score of supervision and evaluation of teachers' learning management competency at the middle of the semester and the beginning of the semester, with statistical significance at the .05 level. In addition, the mean score of supervision and evaluation of teachers' learning management competency at the middle of the semester was significantly higher than the mean score of supervision and evaluation of teachers' learning management competency at the beginning of the semester at the .05 level.

Results of data analysis comparing pre-test and post-test scores of the comprehension test for integrating EE-SEP. For elementary school students, semester 2, academic year 2022. Students understand education for EE-SEP. The average score after studying was higher than before studying with statistical significance at the .05 level.

Memorandum of Understanding on Academic Cooperation (MOU) between Bannongmasaeo School and network schools. Bannongmasaeo School has created a network of cooperation operated by create a network for schools that wish to join the project. Create a network to general schools and other agencies and create a network for the community Consists of 11 networks

The Needs Assessment for Developing Teacher Competencies in Artificial Intelligence Technology Skills to Promote the 5 Characteristics of Students in Upright Schools Under Lampang Primary Educational Service Area Office 1

wimon pounpanwong — Mon, 14 Jul 2025 00:00:00 +0700

Abstract

The purposes of this research were 1) to study the needs assessment for developing teacher’s Artificial Intelligence technology skills to promote the 5 characteristics of students in Upright Schools. 2) to study the guidelines for developing teacher’s Artificial Intelligence technology skills to promote the 5 characteristics of students in Upright Schools. Population sample consists of 300 teachers under Lampang Primary Educational Service Area Office 1 were instrumental in the research, questionnaires, focus group discussions. Statistics used for data analysis include: Frequency, Percentage, Means, Standard Deviation (SD) and priority by Modified Priority Needs Index (PNI). Qualitative data are analysis using Content Analysis.

The research were shown that:

The results of needs assessment index (PNI) for developing Artificial Intelligence technology skills among teachers to promote the 5 characteristics of students in Upright Schools under the Lampang Primary Educational Service Area Office 1 found that, overall, the Create aspect had the highest priority needs index (PNI=0.39) followed by Understand (PNI=0.37), Access (PNI=0.31) and User (PNI=0.31), respectively.
The guidelines for developing teacher’s Artificial Intelligence technology skills to promote the 5 characteristics of students in Upright Schools under the Lampang Primary Educational Service Area Office 1 in each of the following area: Create aspect, by developing skills in designing learning activities using artificial intelligence; Understand aspect, by learning how to apply artificial intelligence in learning management; Access aspect, by organizing training on cyber security and personal data protection; and User aspect, by developing advanced online learning platforms that integrate artificial intelligence technology.

Development of an Integrated Learning Management Curriculum for the 'Sufficiency Economy Learning Center in Schools' through the Application of Technology, Innovation, and Engineering Design in Education Fund Project Institutions

นายศิระเศรษฐ์ โสภาศรี — Mon, 14 Jul 2025 00:00:00 +0700

This research aims to (1) develop a learning management curriculum for the Sufficiency Economy Learning Center in schools by integrating technology, innovation, and engineering design principles within Education Fund Project institutions, (2) examine students' academic achievement before and after implementing the developed curriculum, and (3) analyze students' opinions on the curriculum and learning materials.

The sample group consisted of 120 students from grades 4-6 and 7-9 in Education Fund Project schools in Nong Bua Lamphu Province, selected through multi-stage cluster sampling. Research instruments included (1) the developed learning management curriculum, (2) pre-test and post-test assessments, and (3) a student opinion questionnaire. Data were analyzed using descriptive statistics, mean, standard deviation, and t-test analysis.

The research findings revealed that (1) the developed curriculum met the expected efficiency criterion, with an average efficiency index of 82.15/81.50, exceeding the 80/80 standard, (2) students' post-test scores significantly improved (p < .01), with an average increase of 30.25%, and (3) students' overall opinions on the curriculum were highly positive, with an average score of 4.51 and a standard deviation of 0.65, indicating the curriculum's appropriateness and effectiveness.

The Construct Validity Test of Statistical Curiosity Model for Matthayomsuksa 6 Students

Mathasit Tanyarattanasrisakul — Mon, 14 Jul 2025 00:00:00 +0700

Curiosity is another variable in the affective domain that enhances the effectiveness of learning statistics. This research aims to examine the construct validity of the statistical curiosity model, which was developed based on the work of Herwin and Nurhayati. The model posits that curiosity comprises four aspects: 1) paying attention, 2) taking notes, 3) asking questions, and 4) comparing information. The study sample consisted of 238 Matthayomsuksa 6 students from Rachineeburana School in Nakhon Pathom Province, selected through simple random sampling. The research instrument was a statistical curiosity questionnaire, and data were analyzed using second-order confirmatory factor analysis.

The findings indicate that the statistical curiosity model aligns well with the empirical data. The Chi-Square value was 67.47 (df = 69, p-value = 0.53), with fit indices showing strong agreement: SRMR = 0.04, RMSEA = 0.00, GFI = 1.00, and AGFI = 1.00. Among the four components, asking questions exhibited the highest importance weight (B = 0.99), followed by comparing information (B = 0.87), taking notes (B = 0.79), and paying attention (B = 0.56).

การศึกษาความสามารถในการทำงานร่วมกันเป็นทีม โดยใช้การจัดการเรียนรู้ แบบสืบเสาะ 6 ขั้นตอน เรื่องโมเมนตัม ของนักเรียนชั้นมัธยมศึกษาปีที่ 5 โรงเรียนไผ่ใหญ่ศึกษา

Tiwagorn Kansa — Mon, 14 Jul 2025 00:00:00 +0700

This research aimed to (1) develop a 6-step inquiry-based learning plan on the topic of momentum, and (2) investigate the teamwork abilities of students. The participants were 17 Grade 11 students in the first semester of the 2024 academic year, selected through purposive sampling. Research instruments included (1) a 6-step inquiry-based learning plan on momentum, (2) a teamwork ability assessment rubric, and (3) teamwork ability assessment criteria. Data were analyzed using mean and standard deviation. The results showed that the 6-step inquiry-based learning plan on momentum had an Index of Item-Objective Congruence (IOC) of 0.61, and the teamwork ability assessment had an IOC of 0.72. The mean score of teamwork abilities while using the 6-step inquiry-based learning plan on momentum was 2.53 with a standard deviation of 0.64

Role-Play Combined with Task-Based Learning: A Strategy to Enhance English Speaking Skills for Hotel Communication for Grade 12 Students

Thaweesin Naijit — Mon, 14 Jul 2025 00:00:00 +0700

This study had two main objectives: (1) to examine the effects of these learning activities on students' English-speaking development, and (2) to analyze students' attitudes toward role-play combined with Task-Based Learning. An experimental research design was employed, involving pre-test and post-test assessments conducted with a sample group of 40 students. The learning activities were designed to focus on speaking and communication skills through realistic simulated scenarios, emphasizing interactive engagement within hospitality-related contexts. The quantitative analysis of pre-test and post-test scores revealed that the average post-test score was 19.43, which was higher than the pre-test score of 17.10. A paired sample t-test indicated a t-value of 2.91 and a p-value of 0.0069, which was lower than the significance level of 0.05. These findings demonstrated a statistically significant improvement in students’ learning outcomes.

The integration of role-play in learning activities enabled students to practice English in realistic contexts, such as teamwork, negotiation, providing information, and expressing opinions—essential skills for both professional and everyday communication. Additionally, Task-Based Learning encouraged active student participation through activities that simulated real-life work situations, fostering systematic thinking and problem-solving abilities in complex scenarios.

However, the success of learning was influenced not only by instructional methods but also by students' attitudes, interest in the subject matter, and teachers’ ability to design activities that aligned with students’ potential. Future research should explore instructional strategies that accommodate individual differences while integrating educational technology, such as digital media and online platforms, to enhance teaching effectiveness.

THE DEVELOPMENT OF ENGLISH LANGUAGE TEACHING VIDEOS FOR COMMUNICATION, “MINI ENGLISH DIALOGUES SERIES”, FOR MATHAYOMSUKSA 3 STUDENTS AT MANEESAWETUPPATHAM SCHOOL

Amornrat Promtee — Mon, 14 Jul 2025 00:00:00 +0700

The purposes of the research were 1) to develop English language teaching videos for communication “Mini English Dialogues series”, for grade 9 students at Maneesawetuppatham school based on the 80/80 standardized criteria 2) to compare the students' English speaking proficiency before and after using English language teaching videos for communication “Mini English Dialogues series”, for grade 9 students at Maneesawetuppatham school and 3) to evaluate the satisfaction of grade 9 students at Maneesawetuppatham school toward learning with English language teaching videos for communication “Mini English Dialogues series.” The design of the research using ADDIE Model consisted 5 steps; 1) Analysis 2) Design 3) Development 4) Implementation and 5) Evaluation. The samples were 40 students who enrolled the English course (EN23101) in the first semester of academic year 2022 and selected by using cluster random sampling.

The results of the research were as follows:

The English language teaching videos for communication “Mini English

Dialogues” for grade 9 students at Maneesawetuppatham school had an efficiency of 82.03/81.83 which was higher than the standardized criteria at 80/80.

The English speaking proficiency of grade 9 students at Maneesawetuppatham school was higher than before learning with statistical significance at .05
The students’satisfaction of grade 9 students at Maneesawetuppatham school toward learning with English language teaching videos for communication “Mini English Dialogues series” was at a very good level.

The Development of Learning Achievement in Occupation Subjects on Principle of Vegetable and Fruit Carving Using Online Classroom for Grade 11 Students Dipangkornwittayapat (Taweewattana) Under Royal Patronage School

Natthida Khongpan — Mon, 14 Jul 2025 00:00:00 +0700

The objectives of this research article were 1) comparison learning achievement in occupation subjects on vegetable and fruit carving before and after using online classroom of grade 11^th students. 2) to study the skill assessment of vegetable and fruit carving of grade 11^th students. 3) to study the satisfaction of grade 11^th students toward online classroom on principle of vegetable and fruits carving. The sample used in the research were 30 grade 11^th students at Dipangkornwittayapat (Taweewattana) Under Royal Patronage School in the second semester of the academic year 2024, selected by purposive sampling. The research instruments were online classroom on principle of vegetable and fruit carving, achievement test, skill assessment form and satisfaction assessment form. Statistics used in data analysis were t-test, percentage, mean, and standard deviation. The results of the research were as follow; 1) learning achievements on principle of vegetable and fruit carving for grade 11^th students before and after using online classroom with an average score of 10.80 and 16.97, respectively, standard deviation were 0.96 and 0.93, respectively. To learn using online classroom were significantly different at the statistical level .05. 2) the skill assessment had an average score 4.47, in a good level. 3) the satisfaction of grade 11^th students toward online classroom on principle of vegetable and fruits carving had an average score 4.25, in a very satisfaction level.