https://so06.tci-thaijo.org/index.php/ubonreseva/issue/feed 2024-06-04T13:50:14+07:00 สุภาพร บุตรศรี reseva@ubru.ac.th Open Journal Systems <p><strong><em>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; The Ubon Ratchathani Journal of Research and Evaluation</em></strong>, Educational Research and Evaluation Program, Faculty of Education, Ubon Ratchathani Rajabhat University aims to publish the academic and research articles in Education/Psychology, interdisciplinary of Science and technology, and interdisciplinary of Human and Social Sciences, and to be media for exchange the knowledge and opinion in educational research and evaluation. <br><strong><em>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;</em></strong><span lang="en"><strong>The journal has been included in the TCI database group 2</strong> (1 January 2020 - 31 December 2024).</span><em><strong>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <br>&nbsp; &nbsp; &nbsp; &nbsp; &nbsp;Print ISSN:</strong></em>&nbsp;2286-9719&nbsp;&nbsp;<strong><em>Online ISSN:</em></strong> 2651-110X&nbsp; &nbsp; &nbsp; &nbsp;</p> https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/268115 2023-10-01T11:54:15+07:00 ลีต้า อาษาวิเศษ leeta.tatay@gmail.com Theerawut Akakul theerawut2929@gmail.com

<p> Healthcare system reform is a significant transformation that impacts societal trends in health services and advances in medical technology. Modern treatments have increased the survival chances for patients with complex conditions. The rising demand for hospital beds has led to overcrowding, posing challenges in accessing effective rehabilitation services. The lack of a systematic approach to pre and post-crisis care has resulted in gaps in coverage and insufficient coordination, leaving survivors with inadequate rehabilitation. This has contributed to the development of individuals with disabilities dependent on others. Research and development (R&amp;D) play a crucial role in addressing these challenges, offering innovative solutions to benefit patients, healthcare organizations, and society. R&amp;D is believed to provide new methods and alternatives to enhance healthcare systems effectively in pre-crisis, post-crisis, and intermediate phases, reducing the need for long-term care.</p> <p> This academic article aims to explain and generate knowledge on R&amp;D concepts, meanings, processes, key characteristics, advantages, and limitations, and its application to healthcare systems. It also presents examples of R&amp;D projects contributing to healthcare systems and addressing patient health issues, benefiting both individuals and organizations.</p>

2024-06-04T00:00:00+07:00 Copyright (c) 2024 Ubon Ratchathani Journal of Research and Evaluation https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/265512 2023-06-17T09:30:04+07:00 chindarat onsuang paeope55@gmail.com Sariyagan Yeekengaem paeope55@gmail.com Piyaporn Phitchayapirath paeope55@gmail.com

<p> This rerearch purposes were: 1) to develop the reading comprehension ability of PrathomSuksa 3 students by using active learning management together with the use of assessment techniques in the classroom, and 2) to compare the reading comprehension abilities of pratomsuksa 3 students before and after implementing the collaborative learning management plan and the use of assessment techniques in the classroom. The target group consists of 18 students from Ban Rapao School, selected through cluster random sampling using classroom as the randomization unit. The research tools used for data collection include the collaborative learning management plan combined with the use of assessment techniques in the classroom, a reading comprehension test, and statistical analysis methods such as percentages, means, standard deviations, and dependent samples t-test.</p> <p><strong> The research findings were as follows:</strong></p> <ol> <li>The ability of reading comprehension of Prathomsuksa 3 students who managed proactive learning management together with the use of assessment techniques in the classroom. It was found that 18 students passed the criteria of 70 percent, representing 100 percent, with an average score of 79.12.</li> <li>The reading comprehension abilities in the Thai language, after implementing collaborative teaching methods and utilizing assessment techniques in the classroom, showed a higher improvement compared to before the instruction. Prior to the instruction, the average score was 17.89, which accounted for 59.63%. After the instruction, the average score increased to 23.94, accounting for 79.81%. The statistical analysis revealed a significant difference at a significance level of .05, indicating a meaningful improvement in reading comprehension abilities after the instruction.</li> </ol>

2024-06-04T00:00:00+07:00 Copyright (c) 2024 Ubon Ratchathani Journal of Research and Evaluation https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/265354 2023-06-11T08:33:34+07:00 thippayarat Koedmongkol thippayarat@mtk.ac.th Sawettaporn Tangwancharoen thippayarat@mtk.ac.th Savitree Thoatho thippayarat@mtk.ac.th

<p> </p> <p> The objectives of this research were 1) to compare problem-solving thinking abilities of students in learning before and after learning with Community-Based Learning in Social and Thailand Cultures on Social Studies for Mathayomsuksa 3 students. 2) to compare students’ academic achievements before and after learning. and 3) to study the students’ satisfaction with the Community-Based Learning in Social and Thailand Cultures on Social Studies. The sample group is 35 Mathayomsuksa 3 students, Matthayom Trakarnphuetphon School, 1 classroom selected by cluster random samplings. Research tools were Lesson plans, Problem-Solving thinking ability test, Learning achievement test, and students’ satisfaction assessment form. The statistics used in data analysis were percentage, mean, standard deviation and t-test (Dependent Samples).</p> <p><strong> The research findings were as follows:</strong></p> <ol> <li>The comparison of students' problem-solving thinking ability after learning was higher than before, it was statistically significant at the level of 01.</li> <li>Comparison of student achievement after learning was higher than before, it was statistically significant at the level of 01.</li> <li>The students’ learning satisfaction with the Community-Based Learning in Social and Thailand Cultures on Social Studies was at a high level. ( = 4.17)</li> </ol> <p> </p>

2024-06-04T00:00:00+07:00 Copyright (c) 2024 Ubon Ratchathani Journal of Research and Evaluation https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/268774 2023-11-07T09:32:01+07:00 พัชริยา เชื้อบัณฑิต patchariya.cg64@ubru.ac.th Sariyagan Yeekengaem patchariya.cg64@ubru.ac.th Piyaporn Phitchayapirath patchariya.cg64@ubru.ac.th

<p> The purpose of this research was to compare the development of reading Ability words before and after learning by using game-based learning for prathomsuksa 3 students and and to study the satisfaction of prathomsuksa 3 students with development for reading Ability words by using game-based learning for Prathomsuksa 3 students The research samples were 14 students in Grade 3 students from Nadeedonjan School in Yasothon Province. The selection of the sample was Cluster sampling the research instruments consisted of seven learning management plans, a test to measure reading Ability words, a test to measure reading Ability words, 4 options, 30 items; and a three-rating scale questionnaire used to evaluate the satisfaction of the students towards learning by using the reading activity packages for reading ability words with the statistics used to analyze data were mean, 10 items; standard deviation, and a Wilcoxon signed rank test.</p> <p><strong> The research findings were as follows:</strong></p> <ol> <li>The results of comparing the reading ability words of grade 3 students using game-based learning for prathomsuksa 3 students showed the that that the mean score before the intervention was 13.64 points, while after the intervention, the mean score was 24.43 points. The results also indicated that the mean score after the intervention was statistically higher than the mean score before the intervention at the .05 level of significance which met the hypothesis regulated.</li> <li>The results of satisfied level reading ability words by using game-based learning for Prathomsuksa 3 students with the average score of 2.84 and with the standard deviation score of 0.31 in the overall at a high level.</li> </ol> <p><strong> </strong></p>

2024-06-04T00:00:00+07:00 Copyright (c) 2024 Ubon Ratchathani Journal of Research and Evaluation https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/265453 2023-06-16T12:25:35+07:00 ชยานี เชื้อแก้ว bunny_1711@hotmail.com Kajita Somnate bunny_1711@hotmail.com Narongrith Intanam bunny_1711@hotmail.com

<p> </p> <p> The objectives of this research were 1) to study the development of mathematical problem solving skills using experiential learning management, 2) to compare mathematical problem solving skills before and after experiential learning management, and 3) to study the satisfaction of students towards experiential learning management. Target group used in the research were 29 students in grade 5/2, bananghin(pianpittayakan) school Ubon Ratchathani primary educational service area office 3, semester 2, academic year 2019. They were derived by purposive sampling method. The research model was operational research techniques based on Lewin's concept. The research instruments were 1) learning management plan using experiential learning management, 2) mathematical problem-solving skills test. and 3) The satisfaction form to ward experiential learning management. The statistics used in analysis were frequency, percentage, mean and standard deviation. The research hypothesis was tested by using Wilcoxon sign ranks test.</p> <p><strong> The research findings were as follows:</strong></p> <ol> <li>Improving mathematical problem-solving skills using experiential learning management The results showed that the operational research process was used to develop mathematics problem solving skills by using experiential learning management with a repetitive spiral staircase in 3 operational cycles. Students have an average of 83.20 of mathematics problem-solving skill. The results of the development revealed that all students passed the criteria 70 percent and 29 students passed the criteria 100% according to the specified criteria.</li> <li>The students had mathematical problem-solving skills after the experiential learning management was higher than before the statistical significance at the .05 level.</li> <li>The overall students had most Satisfaction with experiential learning management. <br />( = 4.57, S = .50)</li> </ol> <p> </p>

2024-06-04T00:00:00+07:00 Copyright (c) 2024 Ubon Ratchathani Journal of Research and Evaluation https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/268640 2023-11-19T11:57:07+07:00 sirimas sitthijinda sirimas3036@gmail.com Sariyagan Yeekengaem sirimas.sg64@ubru.ac.th Piyaporn Phitchayapirath sirimas.sg64@ubru.ac.th

<p> The purpose of this research were 1) to compare the reading comprehension ability of Grade 5 students by using learning management techniques to enhance learning. Before learning and after learning 2) To study the satisfaction of Grade 5 students by organizing learning with techniques to enhance learning. The sample group used in the research was 14 Grade 5 students in the 2nd semester of the 2022 academic year at Ban Na Dun School which were obtained from Cluster Random Sampling using the lottery method. Using network schools is a random unit Research tools include learning management plans. Develop reading comprehension ability with 6 additional techniques for learning. A test to measure reading comprehension ability. It is a multiple-choice test with 4 options, 30 questions, satisfaction questionnaire. Statistics used to analyze the data include mean ( ) standard deviation (S) and t-test (Dependent Samples).</p> <p><strong> The research findings were as follows:</strong></p> <ol> <li>Ability to read and understand the main points of Grade 5 students by using learning management techniques to enhance learning. Learning after school is higher than before. Statistically significant at the .05 level, which is in line with the hypothesis set.</li> <li>The students who were taught using the scaffolding learning style were satisfied with the learning activities overall at the highest level of satisfaction.</li> </ol>

2024-06-04T00:00:00+07:00 Copyright (c) 2024 Ubon Ratchathani Journal of Research and Evaluation https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/268257 2023-10-16T16:18:17+07:00 Sawitchaya Chinphongsaton sawitchy@gmail.com Sariyakan Yikengiam Sariyagan587@hotmail.com Piyaporn Pitchayapirat piyaporn.p@ubru.ac.th

<p>The purpose of this research was to compare the reading comprehension ability of Matthayomsuksa 1 students before and after class. Managing reading comprehension through the use of concept mapping; and study the students’ satisfaction toward reading comprehension with concept mapping. The sample used in the research was 20 students in Mathayomsuksa 1, Ban Kusakorn School, Term 2, academic year 2022, obtained by Cluster random sampling. The research tools consisted of Learning management plan for reading comprehension. 1 set of the reading comprehension ability test, 30 items; and a satisfaction questionnaire on learning activities. The statistics used to analyze the data were mean, standard deviation, and t-test (Dependent Samples).</p> <p><strong> The research findings were as follows:</strong></p> <ol> <li>Mathayomsuksa 1 students who received instruction using concept mapping had higher average reading comprehension scores after than before, at the .05 level of statistical significance.</li> <li>Mathayomsuksa 1 students are satisfied with the learning arrangement for reading comprehension ability using concept mapping. Overall, it is at the highest level.</li> </ol>

2024-06-04T00:00:00+07:00 Copyright (c) 2024 Ubon Ratchathani Journal of Research and Evaluation https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/268597 2023-11-04T10:31:03+07:00 Sirithai Thanopajai sirithai.tuk@gmail.com

<p> The purposes of this research are to 1) study the current conditions and needs of early childhood teachers in organizing active learning experiences 2) develop a supervision model to develop the competencies of early childhood teachers in organizing active learning experiences <br />3 ) Study the results of using a supervision model to develop the competency of early childhood teachers in organizing active learning experiences and 4) Study the effects of using a supervision model to develop the competency of skills in organizing experiences and assessment of satisfaction Statistics used in the research include percentages, averages, and standard deviations early childhood teachers in organizing active learning experiences Proactive. The target group is executives. A total of 389 preschool and early childhood teachers were recruited through purposive selection. The tools used in the research include: opinion questionnaire Supervision format Cognitive test Assessment of skills in organizing experiences and assessment of satisfaction Statistics used in the research include percentages, averages, and standard deviations.</p> <p><strong> The research findings were as follows:</strong></p> <ol> <li>The results of the analysis of the current conditions and needs for organizing experiences for early childhood teachers found that the overall current conditions were at a moderate level of practice with an average of 3.28 and the needs were at a high level with an average of 3.58.</li> <li>The results of the development of the supervision model to develop the competency of early childhood teachers in organizing active learning experiences consist of 5 elements: principles, goals, content, early childhood teacher development process. and measurement and evaluation</li> <li>The results of using the supervision model to develop competencies in organizing experiences of early childhood teachers. Knowledge and understanding after organizing the experience The average value was equal to 44.37, accounting for 88.74 percent, higher than the set target of 80 percent. In terms of experience organizing skills for early childhood teachers, it was found that after organizing experiences Overall, every item is at the highest level. with an average of 4.69</li> <li>The results of the evaluation of the impact of using the supervision model to develop competency in organizing active learning experiences found that the results of the evaluation of all aspects of early childhood development were on average 91.38 percent. The results of the evaluation of satisfaction with the form Model of organizing experiences for early childhood teachers at the highest level The average value was 4.57. Appropriateness and feasibility of the model. Overall, appropriateness and feasibility. The average is at the highest level.</li> </ol>

2024-06-04T00:00:00+07:00 Copyright (c) 2024 Ubon Ratchathani Journal of Research and Evaluation