Journal of Industrial Education
https://www.tci-thaijo.org/index.php/JIE
<div> <div><strong>Focus and Scope</strong>: Journal of Industrial Education (JIE) was established in 1996 with the objective to publish and provide industrial education knowledge, science education, technology education, education and sciences information in various forms of publications: original articles, review articles and book reviews.</div> <div> </div> <div><strong>Publication:</strong> Faculty of Industrial Education, King Mongkut's Institute of Technology Ladkrabang</div> <div> <p><strong>Type: </strong>Double-blinded peer-reviewed journal </p> <p><strong>Frequency:</strong> 3 issues per year</p> <p> (Jan-Apr)</p> <p> (May-Aug)</p> <p> (Sep-Dec)</p> <p><strong>Language:</strong> Full text in Thai and English, Abstract both in Thai and English</p> <p><strong>Impact factor: </strong>0.186 in the year 2010</p> <p><strong>Address:</strong> Faculty of Industrial Education, King Mongkut's Institute of Technology Ladkrabang (KMITL) :</p> <p> 1 Soi Chalongkrung 1, Ladkrabang, Bangkok 10520</p> <p> Tel. 0-2329-8000 ext 3720, Fax 0-2329-8435</p> <p><strong>Free access: </strong>Online</p> </div> </div> <div> <p> เ<strong>ว็บไซต์ </strong><strong>:</strong> <a href="https://www.tci-thaijo.org/index.php/JIE">https://www.tci-thaijo.org/index.php/JIE</a></p> <p><strong>อีเมล </strong><strong>:</strong> <a href="mailto:ournal.ided@kmitl.ac.th">journal.ided@kmitl.ac.th</a></p> <p> </p> <p> </p> </div>Industrial Education and Technology King Mongkut's Institute of Technology Ladkrabangen-USJournal of Industrial Education1685-3954<p>"The opinions and contents including the words in papers are responsibility by the authors."</p> <p>"ข้อคิดเห็น เนื้อหา รวมทั้งการใช้ภาษาในบทความถือเป็นความรับผิดชอบของผู้เขียน"</p> <p> </p>Cover journal
https://www.tci-thaijo.org/index.php/JIE/article/view/147175
<p>Cover journal</p>จันทนี ทรัพย์แสนดี
##submission.copyrightStatement##
2018-09-192018-09-19172เรื่อง การจัดการเรียนรู้ สู่ THAILAND 4.0 : ACTIVE LEARNING
https://www.tci-thaijo.org/index.php/JIE/article/view/146253
<p><strong> </strong>Learning Management The focus is on leaeners. Instructor teach to learners by practice for the learners think analysis find reason solve problem and create knowledge together. Learning Management focus activity practices integration Technology Media by Active Learning</p> <p> </p>กาญจนา บุญภักดิ์
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-3117216โรงเรียนบันดาลใจ CREATIVE SCHOOLS
https://www.tci-thaijo.org/index.php/JIE/article/view/146257
<p><strong><em>ผลกระทบอันเลวร้ายจากระบบการศึกษาที่ยึดการสร้างมาตรฐานกลางราวกับเครื่องจักร พร้อมนำเสนอรูปแบบการศึกษาที่บันดาลใจ อาทิ หลักสูตรที่ยืดหยุ่นและ</em></strong></p> <p><strong><em>ยึดผู้เรียนเป็นศูนย์กลาง ครูที่ดึงการมีส่วนร่วมและติดปีกพรสวรรค์ให้นักเรียน </em></strong></p> <p><strong><em>การประเมินที่ใส่ใจการเรียนรู้รายบุคคลและมุ่งพัฒนาการเรียนรู้มากกว่าวัดผล </em></strong></p> <p><strong><em>รวมถึงการสร้างสรรค์บรรยากาศโรงเรียนให้เป็น....</em></strong></p> <p><strong><em>ดินแดนแห่งการบ่มเพาะความสร้างสรรค์ของเด็ก”</em></strong></p> <p><strong><em> </em></strong></p>ราตรี ศิริพันธุ์
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172712COST REDUCTION IN THE PLANTATION OF LONGAN AND MANGO BY IMPLEMENTING THE INTEGRATED AGRICULTURAL COST REDUCTION MODEL AND INTEGER LINEAR PROGRAMING OPTIMIZATION MODEL: CASE STUDY OF PLANTATION AREA IN SAKAEO PROVINCE, THAILAND
https://www.tci-thaijo.org/index.php/JIE/article/view/144238
<p>This research project has a main purpose to reduce the total cost of agricultural plantation in Sakaeo province by implementing the concept of Integrated Agricultural Cost Reduction Model(IACR) for managing the fertilizer and agrichemical costs, and the Integer Linear Programming Model(ILP) for controlling the labor cost. In addition, researcher and team gather some useful information from two groups of cultivator, which are the cultivator of Longan plantation and the cultivator of Mango plantation. The final result reveals that the total cost of fertilizer and agrichemical products are reduced by 4.28 percent or 9,580 THB for Longan plantation and reduced by 5.79 percent or 13,159 THB for Mango plantation. At the same time, the total cost of cultivating labors is slightly decreased also, which are approximately 21-30 percent from the existing cost. Therefore, the concept of Integrated Agricultural Cost Reduction Model(IACR) and the Integer Linear Programming Model(ILP) are exactly useful for reducing and controlling the total cost of agricultural plantation around 27-34 percent.</p>วีรภัทร พุกกะมานอนิรุทธ์ ขันธสะอาด
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-311721322THE DEVELOPMENT OF THE TRAINING PACKAGE FOR COMPETENCY DEVELOPMENT IN STANDARD LABOR SKILL: COMPUTER AIDED DESIGN FOR MECHANICAL DRAFTING (CAD)
https://www.tci-thaijo.org/index.php/JIE/article/view/144247
<p>This research aimed to construct and find the efficiency of a training packages for competency development in testing the standard labour skill: Computer Aided Design for the mechanical drafting (CAD) and study the satisfaction of the participants toward the training course. Firstly, the training packages was designed, improved based on the pilot, and evaluated at a high level ( <img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}">= 4.13). Consequently, the research instrument was constructed and tested to the sample group, 21 people who participate the training course and following requesting for the certificate of standard labor skill in Computer Aided Design for the mechanical drafting (CAD) at Labour Skills Development Center, Lamphun. The findings of this study were collected which by the participants conduct the exams and the effective learning measurement test of the training course. Those scores were calculated to find the effectiveness of the training course. Finally, the research findings were the mean value of the effectiveness of the training course E<sub>1</sub>/E<sub>2</sub> = 84.96/80.03 which is more significant than the aimed score, 80/80, and also the evaluation of the participant’s satisfaction at a highest level (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}">= 4.52, S.D = 0.59) and 100 percent of them passed the test.</p>ไกรลาศ ดอนชัยมนตรี แก้วอยู่พัชรนันท์ ยิ่งขยันนพรัตน์ เตชะพันธ์รัตนกุล
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-311722331THE DEVELOPMENT OF ONLINE LEARNING USING FLIPPED CLASSROOM TO ENHANCE LEARNING ACHIEVEMENT ON PRESENTATION USING COMPUTER SOFTWARE FOR GRADE 10 STUDENTS
https://www.tci-thaijo.org/index.php/JIE/article/view/145084
<p>The objectives of this research were 1) to develop and examine the quality of the flipped online learning classroom lesson plans on Presentation using Computer Software 2) to develop and examine the efficiency of online learning of Presentation using Computer Software using flipped classroom and 3) to compare the learning achievements of students between the students who learned with online learning using the flipped classroom concept and the students learning with conventional educational methods. The samples of the study comprised grade 10 students at Samsen Wittayalai School enrolled in the Presentation using Computer Software course in the academic year 2/2017 selected by the Cluster Random Sampling method for 3 out of 4 classrooms that had 30 students per classroom resulting in a total of 90 persons. The research instruments included 1) online learning on Presentation using Computer Software 2) flipped online learning classroom lesson plans 3) conventional classroom lesson plans 4) learning achievement test consisting of a multiple-choice test on the theory and practice of the Presentation using Computer Software. The statistics used in the data analysis included arithmetic mean, standard deviation and t–test independent group. The results of this research revealed that 1) the quality of the flipped online learning classroom lesson plans on Presentation using Computer Software was at a very good level (<strong><img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}"></strong> <strong> </strong>= 4.58) 2) the efficiency (E1/E2) of online learning using flipped classroom was found to be at 85.56/84.67 and 3) the achievement of students after learning with online learning using flipped classroom was found to be higher than the achievement of students who learned with conventional educational methods at a statistically significant level of .05.</p>วรรณกาญจน์ บุญยกศิริรัตน์ เพ็ชร์แสงศรีกฤษณา คิดดี
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-311723240ANALYSIS OF THE STRUCTURAL OF INDICATIONS ON CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER THE SECONDARY EDUCATION SERVICE AREA OFFICE 2
https://www.tci-thaijo.org/index.php/JIE/article/view/120355
<p>This research aims to analyze the construct validity of the indicators of creative leadership in school administrators under the Secondary Education Service Area Office 2. The samples group consisted of 350 administrators under the Secondary Education Service Area Office 2. The samples were taken by using Multi – Stage Sampling randomized technique. The research instrument was a 5-point Likert scale questionnaire consisting of 65 items for measuring creative leadership of school administrators. The items were divided into 4 factors: Imagination, Vision, Flexibility and Motivation. Confirmatory Factor Analysis (CFA) was used to analyze the data. The research results were shown that all variables had the mean at a high level. The coefficient distribution was at an appropriate level with the value not more than 20. The findings for Goodness of fit Index with the construct validity of models was consistent with empirical data shown as follows: the Imagination variable model was<img title="\chi 2" src="https://latex.codecogs.com/gif.latex?\chi&space;2"> = 34.81; df = 24 ; p-value = 0.07 ; Relative = 1.45 ; RMSEA = 0.036 , the Vision variable model was <img title="\chi 2" src="https://latex.codecogs.com/gif.latex?\chi&space;2">= 71.71 ; df = 56 ; p-value = 0.07 ; Relative = 1.28 ; RMSEA = 0.028 , the Flexibility variable model was <img title="\chi 2" src="https://latex.codecogs.com/gif.latex?\chi&space;2">= 10.74 ; df = 10 ; p-value = 0.37 ; Relative = 1.07 ; RMSEA = 0.015, and the Motivation variable model was <img title="\chi 2" src="https://latex.codecogs.com/gif.latex?\chi&space;2"> = 44.62 ; df = 33 ; p-value = 0.08 ; Relative = 1.35 ; RMSEA = 0.032. It appears that the construct validity of the indicators in each variable were fully consistent with the empirical data.</p>สุพัฒตรา ธิพรพันธ์บุญจันทร์ สีสันต์ปริยาภรณ์ ตั้งคุณานันท์กัลยารัตน์ เมธีวีรวงศ์
##submission.copyrightStatement##
https://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-311724150The DISCRIMINANT ANALYSIS OF POST OFFICES IN ARANYAPRATHET DISTRICT’S COMPETTIVE ADVANTAGE VIA THE COMPETENCY OF LOGISPOST’S LOGISTICS MANAGEMENT
https://www.tci-thaijo.org/index.php/JIE/article/view/123444
<p>The research was aimed to classify competitive advantage of post office in Aranyaprathet District, Srakaeo Provice via the logistics management of logispost. 223 respondents by questionnaire with purposive sampling method was undertaken, and analysis by frequency, percentage, factor analysis (principal component analysis) and discriminant analysis. The findings indicated that 1) service procedure management, accuracy and speed delivery can be conceptualized as component influencing on the competency of logistics management of logispost, the predicted group membership can classified into 2 groups 1) the people who use logispost service which decided that the post office in Aranyaprathet district has the competitive advantage of safety in transportation service; 57.3 percentage is accuracy of prediction and 2) the people who use logispost service which decided that the post office in Aranyaprathet district has the competitive advantage of accuracy and speed delivery; 56.1 percentage is accuracy of prediction.</p>ปรียาวดี ผลเอนก
##submission.copyrightStatement##
https://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-112018-09-111725159A STUDY OF CONCEPTUAL AND PROCEDURAL KNOWLEDGE DEFICIENCIES IN PERMUTATIONS OF MATHAYOMSUKSA V STUDENTS
https://www.tci-thaijo.org/index.php/JIE/article/view/121726
<p>The purpose of this research was to study Mathayomsuksa V students’ deficiencies in conceptual and procedural knowledge about permutations. Using the stratified random sampling technique, the participants were 95 students who were studying in the second semester of the 2017 Academic Year from three schools run by the Office of the Secondary Educational Service Area District 9, Suphan Buri including Danchangwittaya school, Samchukratanapokaram school and Banharnjamsaiwittaya 1 school. The research instrument was an exam designed by the researchers consisting of 15 items of multiple choice, 9 items of completion and 2 items of essay. The data in this study were students’ responses on the exam. Definitions of conceptual and procedural knowledge were employed as a framework to analyzed and classified students’ conceptual and procedural knowledge deficiencies about permutations</p> <p>The research findings revealed that the subjects showed their deficiencies in both conceptual and procedural knowledge about permutations. The deficiencies in conceptual knowledge were as follows: 1) selecting definitions, rules or formulas, 2) using definitions, rules or formulas and 3) explaining/giving a reason to each step of problem-solving process. The deficiencies in procedural knowledge included 1) using data, 2) lacking basic knowledge in algebra, 3) computing based on definitions, rules or formulas and 4) completing and sequencing of problem-solving process.</p>จุไรรัตน์ วัชราไทยชิรา ลำดวนหอมขวัญ เพียซ้าย
##submission.copyrightStatement##
https://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-112018-09-111726067A STUDY OF MATHAYOMSUKSA II STUDENTS’ DEFICIENCIES IN CONCEPTUAL AND PROCEDURAL KNOWLEDGE OF POLYNOMIAL AND POLYNOMIAL FRACTIONS
https://www.tci-thaijo.org/index.php/JIE/article/view/146172
<p>The purpose of this research was to study Mathayomsuksa II students’ deficiencies in conceptual and procedural knowledge in polynomials and polynomial fractions. Using the stratified random sampling technique, 116 students who were studying in the second semester of the 2017 Academic Year from three schools run by the Office of the Secondary Educational Service Area District 9, Suphan Buri including Danchangwittaya school, Samchukratanapokaram school and Banharnjamsaiwittaya 1 school participated in the study. We designed a test with three parts consisting of 16 items of multiple choice, 7 items of completion and 3 items of essay to evaluate conceptual-and-procedural- knowledge deficiencies of the participants about polynomials and polynomial fractions. The answers given by the students on the test were collected and analyzed to classify types of the deficiencies based on definitions of conceptual knowledge and procedural knowledge.</p> <p>The research findings revealed that these students had deficiencies in both conceptual and procedural knowledge about polynomials and polynomial fractions. Three types of the deficiencies in conceptual knowledge included 1) choosing definitions or rules, 2) using definitions or rules and 3) explaining to give reasons for each step of problem solving process. For the deficiencies in procedural knowledge, there were four types as follows: 1) using data, 2) lacking basic knowledge in algebra, 3) computing based on rules or definitions and 4) completing and sequencing of problem-solving process.</p>พิมสุภา ชิณสาชิรา ลำดวนหอมขวัญ เพียซ้าย
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-182018-09-181726874A STUDY OF MATHEMATICAL PROBLEM-SOLVING ABILITY IN INEQUALITY FOR MATHAYOMSUKSA III STUDENTS VIA PROBLEM POSING ACTIVITIES
https://www.tci-thaijo.org/index.php/JIE/article/view/123859
<p>The purposes of this research were to study mathematical problem-solving ability in inequality via problem posing activities and to study behaviors on problem-solving in inequality for Mathayomsuksa III students. The subjects of this study included thirty students in the second semester of the 2016 academic years from Phraharuthai Nonthaburi school. They were selected by using the cluster random sampling technique. Four of them were chosen as target students for case study in their behaviors on problem-solving in inequality. The experiment lasted for twelve fifty minutes period. One – Group Posttest-Only Design were used in this study. The research instruments included lesson plans via problem posing activities, the mathematical problem-solving ability in inequality test, and observation forms for mathematical problem-solving. The data were statistically analyzed using Z-Test for Population Proportion and behaviors analyzed using Artzt, Alice F.; & Armour-Thomas, Eleanor form. The results were as follow:</p> <p>1. More than 60% of students participating in mathematics problem posing activities had ability in solving mathematical problems on inequality at the .05 level of significance.</p> <p>2. Mathematical problem-solving behaviors of students participating in mathematics problem posing were expressed in three dimensions: Understanding the problem, Exploring and Planning, and Implementing.</p>พศุตม์ ชูศักดิ์ญานิน กองทิพย์
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-311727582A STUDY OF REASONING ABILITIES ON SEQUENCE BY USING LEARNING MANAGEMENT CONNECTING WITH REAL WORLD SITUATIONS AND COOPERATIVE LEARNING FOR MATHAYOMSUKSA IV STUDENTS
https://www.tci-thaijo.org/index.php/JIE/article/view/145171
<p>The purposes of this study were to investigate 1) students’ reasoning ability about sequences after being taught through instructional management plans and 2) students’ satisfaction toward the use of the instructional plans. Using a method of cluster random sampling, the participants were 40 Mathayomsuksa IV students of Phothawatthanasenee school in Ratchaburi Province, Thailand, in the second semester of 2017 academic year. This study was an experimental research. We developed a collection of 9 instructional management plans. Connecting real-world situations to sequences and cooperative learning were employed as the main frameworks of activities in each plan. The participants were provided real-world situations involving sequences that led them to discuss and change ideas of sequences together via working in group. The students were encouraged to express reasons to confirm the answers of each situation. The pupils were taught through the 9 lesson plans in 55 minutes for each. We created 19-items exam and 21-items questionnaire to evaluate the subjects’ reasoning ability and the students’ satisfaction after being taught by the plans, respectively. The data including the subjects’ exam scores and the pupils’ satisfaction toward the use of the created plans were collected and then analyzed via percentage, mean, standard deviation and a statistical Z-test. The research finding revealed that 1) After being taught by the instructional plans focusing on connecting real-world situations to sequences and cooperative learning, there were over 70% of the participants, who had reasoning-ability scores that satisfy the criteria, at the statistically significant .05 level. 2) The mean score of the subjects’ satisfaction toward the use of the instructional plans was at the “high” level, overall.</p>มินตรา เภาพูลขวัญ เพียซ้ายชุติวรรณ เพ็ญเพียรสุกัญญา หะยีสาเอนก จันทรจรูญ
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-311728392A STUDY OF SCIENCE LEARNING ACHIEVEMENT AND GROUP WORK BEHAVIOR ON THE RESPONSE OF PLANT AND ANIMAL FOR 2 nd GRADE STUDENTS USING THE COOPERATIVE LEARNING : GROUP INVESTIGATION (GI)
https://www.tci-thaijo.org/index.php/JIE/article/view/126763
<p>This research aims to study of science learning achievement and group work behavior on the response of plant and animal for 2 <sup>nd</sup> grade students using the cooperative learning : group investigation (GI) in the first semester the academic year 2017 at "Piboonbumpen" Demonstration School, Burapha University. The participants of the study were obtained by the cluster random sampling technique (n=26). The research instruments consisted of 1) lesson plans on the response of plant and animal using cooperative learning : group investigation (GI), 2) a science learning achievement test, and 3) group work behavior assessment form. Mean, standard deviation, and t-test were used to analyze the data.</p> <p>The research findings were summarized as follows:</p> <p>1. The post-test means scores of science learning achievement of 2 <sup>nd </sup>grade students after using the cooperative learning : group investigation (GI) teaching were significantly higher than the pre-test means scores at the .05 level.</p> <p>2. The post-test means scores of science learning achievement of 2 <sup>nd</sup> grade students after using the cooperative learning : group investigation (GI) teaching were significantly higher than 70 percent criterion at the .05 level.</p> <p>3. The post-test means scores of group work behavior of 2 <sup>nd</sup> grade students after using the cooperative learning : group investigation (GI) teaching were significantly higher than the pre-test means scores at the .05 level.</p> <p>4. The post-test means scores of group work behavior of 2 <sup>nd</sup> grade students after using the cooperative learning : group investigation (GI) teaching were significantly higher than 70 percent criterion at the .05 level.</p>คนิษา ลำภาศาลนพมณี เชื้อวัชรินทร์สมศิริ สิงห์ลพ
##submission.copyrightStatement##
https://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-3117293100REMEDIAL TEACHING USING OPERATION OF INTEGERS EDUCATIONAL COMPUTER GAME FOR MATHAYOMSUKSA I STUDENTS
https://www.tci-thaijo.org/index.php/JIE/article/view/125809
<p>The purposes of this study were as follows: (1) to determine the effectiveness of the Operation of Integers educational computer game; (2) to determine the level of achievement of Mathayomsuksa One students toward remedial teaching; (3) to evaluate the attitudes of students toward remedial teaching using Operation of Integers for Mathayomsuksa One students. The study was conducted during the second semester of the 2017 academic year with Mathayomsuksa One students at Pramochwittayaramintra School. The experimental group consisted of sixteen students and used purposive sampling to select students with less than 50% achievement in the Operation of Integers. The students were taught for a total of ten periods.</p> <p>The results indicated that (1) the effectiveness of the Operation of Integers educational computer game for Mathayomsuksa One students with E<sub>1</sub>/E<sub>2</sub> was equal to 69.48/61.40; (2) seventy percent of the experimental group passed the evaluation and; (3) the scores on questionnaire showed a high level of satisfaction among the experimental group with regard to the instruction.</p>ธิษณะ จงเจษฎ์สายัณห์ โสธะโร
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172101108DEVELOPMENT INDUSTRIAL MATERIAL FROM TEAK WOOD AGED BETWEEN 7-14 YEARS FOR COMMERCIAL AND SUSTAINABLE USE.
https://www.tci-thaijo.org/index.php/JIE/article/view/145180
<p>This paper concentrates on Development Industrial Material from Teak wood aged between 7-14 years for Commercial and sustainable use. The research methodology was mix research. In terms of the Quality and Quantity research, sample groups were composed of 5 Experts (Teak wood Properties Improve) and 10 (Experts Teak wood Designers). The research methods were experimental and focus group technique .The statistics used were frequency, percentage, arithmetic means, and standard deviation. The research found that there are 2 output. The first output to improve physical properties and water resistant property of young teak wood products in 3 process 1) Prepare two solutions (Solution A: Maleic anhydride 10% in a thinner, Solution B: 10% AKD in Thinner) 2)Apply solution A to seep into the wood. Then bake at 90 ° C for 20 minutes (improving wood properties). 3)Apply solution B over the wood surface. Then bake at 90 ° C for 20 minutes (improving wood surface properties). The second output was Development Industrial Material from Teak wood aged between 7-14 years for timber and lumber by wooden joint technique. Based on evaluation of the experts, the Development Industrial Material from Teak wood aged between 7-14 years for Commercial and sustainable use was highly appropriate ( <img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" width="11" height="11">= 3.75).</p>จตุรงค์ เลาหะเพ็ญแสง
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172109116MATHEMATICAL ACTIVITIES TO ENHANCE PRE-SERVICE TEACHERS’ MATHEMATICAL PROBLEM-POSING ABILITY ON PROBABILITY
https://www.tci-thaijo.org/index.php/JIE/article/view/118452
<p>This research investigated the mathematical problem-posing abilities and behaviors of pre-service teachers in mathematics through Mathematical Problem-Posing Activities (MPA) on probability using the purposive sampling technique, thirty-eight sophomore pre-service teachers in the second semester of the 2017 academic year in the Department of Mathematics in the Faculty of Science at Srinakharinwirot University were involved in the study and four of the subjects were chosen as targets for collecting their mathematical problem-posing behaviors. The MPA lasted for twelve fifty-minute periods and an examination after the MPA took two hours. The research instruments included mathematical problem-posing activity lesson plans, the test on mathematical problem-posing ability on probability, an observation form for mathematical problem-posing behaviors, and an interview form for mathematical problem-posing process. The data were statistically analyzed using a Z-test for population proportion and the targets’ behaviors were analyzed by using content analysis. The results were as follows:</p> <p>1) More than sixty percent of pre-service teachers participating in MPA had the ability to pose mathematical problems on probability at a .01 level of significance; 2) mathematical pre-service teachers have three types of mathematics problem-posing behaviors. The first type of behavior is listing attributes. After participating in MPA, pre-service teachers can list all attributes. The second type of behavior is changing attributes. After participating in MPA, pre-service teachers were able to use a variety of problem-posing strategies. They spent more time to discuss about changing the problem’s attributes and used “what if …?” and “what if … not …?” to ask more frequently. The third type of behavior is questioning. After participating the problem-posing activities, pre-service teachers can pose problems more clearly. Moreover, the problems posed by pre-service teachers are more complex. </p>ภูวนัตถ์ ช่วยความดีญานิน กองทิพย์ณหทัย ฤกษ์ฤทัยรัตน์
##submission.copyrightStatement##
https://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172117123TOURISM GUIDEBOOK “STICKY RICE’ S KITCHEN OF ESAN IN LANNA
https://www.tci-thaijo.org/index.php/JIE/article/view/145183
<p>This research aims to 1) promote local community participation; 2) prepare a tourism guidebook, “Sticky Rice Kitchen of Isan in Lanna”, with the development guidelines for promoting tourism in the study area in the near future; and 3) bring about body of knowledge provided to the locals and educational institutes. Research tools and samples consisted of participatory meetings with heads of communities to collect data needed for supporting ecotourism in form of a tourism guidebook, which had been tried out beforehand. It was found that after the research project was done, people have been paying more attention to the community by participating in activities via community-based tourism and, moreover, cooperating in spreading bodies of knowledge, which are helpful to the locals and educational institutes. In addition, the guidebooks which were provided can stimulate tourism, with conservation to raise awareness. It was found that the satisfactory level towards the design and layout was rated as good ( <img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" width="10" height="10">=4.30, S.D =0.42), and so was the information ( =4.15, S.D =0.23). The satisfactory level towards the size, clarity, and maps was also good ( <img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" width="10" height="10">=4.24, S.D =0.15), like that of impression towards attractions (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" width="10" height="10"> =4.40, S.D =0.05). In short, the overall satisfactory level was 4.27, which was considered good ( <img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" width="10" height="10">=4.40, S.D =0.05).</p>อารยา รวมสำราญ
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172124133INSTRUCTIONAL ACTIVITY PACKAGE ON LINEAR PROGRAMMING USING A GRAPHIC CALCULATOR FOR MATHAYOMSUKSA FIVE STUDENTS
https://www.tci-thaijo.org/index.php/JIE/article/view/119600
<p>The purposes of this research were (1) to design an instructional activity package on linear programming using a graphic calculator for Mathayomsuksa Five students with 80/80 efficiency criteria, (2) to study students’ achievement in linear programming after they learned the topic via the created package and (3) to evaluate the students’ satisfaction toward the contents of linear programming and instructional activities with using a graphic calculator in the designed package.</p> <p>The study was conducted during the second semester of the 2017 academic year with athyomsuksa Five students at Watpapradoo School in Rayong. Through a method of the cluster random sampling, forty participants were in the experimental group. The students were taught for thirteen periods with the created package by the researher. At the end of the instructional package, a designed test and uestionnaire were given to the participants to assess the students’ acheivement in linear programming and evalute the students’ satisfaction toward the contents and activities designed with using a graphic calculator in the package, respectively. </p> <p>The findings of the study revealed that the instructional activity package on linear programming using a graphic calculator for Mathayomsuksa Five Students efficiency E1/E2 was 77.90/78.20, which met 80/80 set criterion. The number of students who scored since 60% on the test was more than 70% of the total number of students. A Z-test was analyzed at .05 level of significance. And the subjects’ satisfaction toward the contents and activities in the instructional packages was at the “high” level.</p>วิภาดา ชำนาญสายัณห์ โสธะโร
##submission.copyrightStatement##
https://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172134142INSTRUCTIONAL ACTIVITY PACKAGE ON RELATIONS AND FUNCTIONS BY USING A GRAPHING CALCULATOR FOR MATHAYOMSUKSA STUDENTS
https://www.tci-thaijo.org/index.php/JIE/article/view/146195
<p>The purposes of this study were 1) to construct instructional activity package on relations and functions by using a graphing calculator for Mathayomsuksa students in order to attain the efficiency index of 80/80, 2) to study the Mathayomsuksa students’ achievement on relations and functions by using a graphing calculator and 3) to study the students’ satisfaction toward instructional activity package. The study was conducted during the second semester of the 2017 academic year with grade 9 of Mathayomsuksa students at Princess Chulabhorn’s College Lopburi School. The experiment group with 24 students was using purposive random sampling approach. The researcher taught the group for 26 periods of 50 minutes each. Sub-test and final achievement on relations and functions test were used in assessment of the students’ performance. Moreover, the experiment group was given a questionnaire to measure his/her satisfaction toward instructional activity package. Result of the study were as follows: (1) The effectiveness of the instructional activity package on relations and functions by using a graphing calculator for Mathayomsuksa students was 70.25/70.66 which lower than the criteria of 80/80. (2) More than 60% of the experimental group passed the Instructional Activity Package at 0.05 level of significant. This showed that the Mathayomsuksa students had ability to learn on relations and functions by the Instructional Activity Package that was designed by the researcher. 3) The satisfaction of experimental group toward the Instructional Activity Package on Relations and Functions by Using a Graphing Calculator was at high level.</p>เขมจิรา เฑี่ยงอยู่สายัณห์ โสธะโรธีรศักดิ์ ฉลาดการณ์
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-032018-09-03172143150DEVELOPMENT FOR TEACHER LEADERSHIP BASED ON GROWTH MINDSET OF GOVERNMENT TEACHERS AT SCHOOLS UNDER THE JURISDICTION OF THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE, AREA 3, NONTHABURI PROVINCE
https://www.tci-thaijo.org/index.php/JIE/article/view/146198
<p>This study is a survey research aimied to: 1) study the level of teacher leadership based on the growth mindset; 2) To compare the level of leadership classified by demographic characteristics; and 3) To find out the method for development. A questionnaire was used for collecting data; and 340 sets were distributed to samples. The statistical package program was used to analyze and process the data; and the statistical tools employed consisted of frequency, percentage, mean, SD, t-test, one-way ANOVA, specifying the statistical significance value at .05 and Content Analysis.</p> <p>The results were that: 1) the majority of the respondents were female with aged between 31 - 40 years old, hold a Bachelor was degree, and had been working in extra-large secondary schools; and earn a monthly income between 3,001 – 6,000 baht; 2) the level of teacher leadership under the specified concept overall and individual aspect were at the highest level, having inspiration at the top one, followed by ideology, learning, development, and courage in creative expression, respectively; 3) the level of educational background makes a difference on learning at the level of .05 statistical significances; 4) the size of school factors makes a difference on the level of leadership at .05 statistical significances; 5) the method for development consisted of pro-active learning process, and sustainable and systematic operation. The specifications on inspiration, ideology and learning, - which were currently and importantly required, were the knowledge beneficially gained from this research.</p>ละอองดาว ชาวกงจักรธีระดา ภิญโญ
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172151159THE BEST PRACTICE FOR DUAL VOCATIONAL TRAINING OF KANCHANAPISEK SAMUTPRAKAN TECHNICAL COLLEGE
https://www.tci-thaijo.org/index.php/JIE/article/view/126928
<p>The purposes of this research were to 1) identify the lesson learned as the best practice guidelines for dual vocational education and 2) establish the best practice guidelines for dual vocational education of Kanchanapisek Samutprakan Technical College. The data collection was done by studying the related documents using content analysis approach and by conducting an interview with the 68 samples of the primary informants selected using purposive sampling technique. The research findings revealed that Deming PDCA system was applied as the best practice guidelines for dual vocational education of Kanchanapisek Samutprakan Technical College along with its operation. This consisted of 4 stages as follows. 1) In terms of Planning, it included 4 sub stages: preparedness of stakeholders for the program; documentation of memorandum of understanding (MOU); communications and publicity to promote DVE curriculum to prospective students; and curriculum planning including on-the-job training. 2) In terms of Doing, this involved 4 sub stages: Students recruitment; vocational training contract agreement between stakeholders and students; students and parents orientation; and the implementation of curriculum planning and on-the-job training. 3) In terms of Checking, it consisted of 3 sub stages: supervising both in classes and workshops; assessment for each course and on-the-job training program; monitoring the process of graduation requirement. 4) In terms of Acting, this included 2 sub stages: graduate tracking system; and annual report summary.</p>นันทพล เบียร์ รัตนชูอำภาพรรณ ตันตินาครกูลปริยาภรณ์ ตั้งคุณานันต์กัลยารัตน์ เมธีวีรวงศ์
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-192018-09-19172160168THE BEST PRACTICE IN THE DEVELOPMENT OF SMALL SCHOOL UNDER THE SAMUTPRAKAN PRIMARY EDUCATION SERVICE OFFICE 2
https://www.tci-thaijo.org/index.php/JIE/article/view/120144
<p>The purpose of this research was to Establish the best practice guidelines in improving the quality of small schools under the Office of Samutprakarn Primary Education Area 2. The study was divided into two phases. The first phase was to identify the lesson learned as the best practice guidelines. The data collection was done by studying the related documents using content analysis approach and by conducting an interview with the 25 samples of the primary informants selected using purposive sampling technique including directors, vice-directors, school teachers, student heads and boards of directors of the following types of schools: 1) the ones evaluated and awarded by royal, 2) the ones evaluated by external quality assurance committees on the third round and 3) the ones evaluated by internal quality assurance committees and ranked at excellent level. The second phase was to establish the best practice guidelines for improving the quality of small schools under the Office of Samutprakan Primary Education Area 2. The data collection was done using Focus group meeting methodology. The focus groups were conducted twice with the 40 samples selected using purposive sampling technique. These samples as the key informants were directors, teachers, student heads, boards of directors from small schools under the Office of Samutprakarn Primary Education Area 2. The data then were analyzed with content analysis.</p> <p>The research findings revealed the best practice guidelines for quality development of small schools under the Office of Samutprakan Primary Education Area 2 which consist of 6 dimensions as follows. 1. In terms of Student Affairs Development activities, the schools should provide any activities enhancing well-round academic skills, morals and ethics, holistic health both body and mind, art and aesthetics, music and sports, thinking skills, and other activities which directly effect students’ achievement. 2. In terms of teacher’s ethics and teacher’s efficiency, the schools should possess qualified teachers who have capabilities of providing appropriate teaching and learning methodologies and instructions on the basis of student centered approach, and who can perform excellent tasks leading to classroom management effectiveness and efficiency. 3. In terms of administrative roles, the school leaders or principles should possess human resources management skills , budgeting skills and leadership skills. 4. In terms of efficiency of school development, the schools should have a system for managing teaching and learning effectively as well as clear missions and goals. In addition, the school should follow the laws related and proceed the quality assurance regularly. In addition, the schools’ operation should be implemented under the strategic plans and yearly action plans. 5. In terms of premises and facilities management, the schools should provide students learning environment, facilities and buildings which encourage students to develop their full potential and the schools should keep maintenance plan. Also, the number of premises should meet the user needs and expectation. 6) In terms of community’s participation, the schools must get all stakeholders consisting of parents and community members involved with school planning for educational management.</p> <p> </p>ศิโรวรรณ ธัญญากรณ์อำภาพรรณ ตันตินาครกูลปริยาภรณ์ ตั้งคุณานันต์กัลยารัตน์ เมธีวีรวงศ์
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-192018-09-19172169178FACTORS AFFECTING ORGANIZATIONAL COMMITMENT OF GOVERNMENT TEACHERS IN SCHOOLS UNDER THE JURISDICTION OF THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE, AREA 1
https://www.tci-thaijo.org/index.php/JIE/article/view/126776
<p>The purposes of this research were to 1) study the level of organizational commitment of government teachers; and 2) study factors affecting the organizational commitment. The sample consisted of 380 participants who were government teachers in schools under the jurisdiction of the Secondary Educational Service Area Office, Area 1. The sample size was calculated by using the Taro Yamane formula. The sample were randomly selected by Stratified Random Sampling. A questionnaire was used for collecting data with the reliability of 0.832. The statistic in this study consists of frequency, percentage, mean, Standard Deviation, and Stepwise Multiple Regression Analysis – Specifying the statistical significance value at .05. </p> <p>The results were that: 1) the level of organization a commitment overall are at the highest level, having the willingness to contribute their effort for organization’s benefits at the top one, followed by the trust in accepting organizational goals and values, and the desire to be organizational members, respectively; 2) factors affecting the organization commitment are the sense of self’s importance to the organization (X<sub>9</sub>), the acceptance and respect (X<sub>4</sub>), the challenge (X<sub>2</sub>), the dependency on organization (X<sub>8</sub>), the opportunity to progress (X<sub>6</sub>), and the interaction to others (X<sub>3</sub>); 3) models for factors affecting the organizational commitment are Y = .931+ .264X<sub>9</sub>+ .128X<sub>4</sub> + .106X<sub>2</sub>+ .097X<sub>8</sub> + .098X<sub>6</sub> + .121 X<sub>3</sub> and Z = .298X<sub>9</sub> + .133X<sub>4</sub> + .129X<sub>2</sub> + .133X<sub>8</sub> + .122X<sub>6</sub> + .119X<sub>3</sub>, which can forecast the level of the status at 57.8 percent and the multiple correlation coefficient value is .765.</p>กมลพร ดีประทีปธีระดา ภิญโญ
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-192018-09-19172179187THE EFFECTS OF LEARNING ACTIVITIES BY USING STAD COOPERATIVE LEARNING TECHNIQUES TO PROMOTE LEARNING ACHIEVEMENT AND ATTITUDE ON SCIENCE FOR DEVELOPING LIFE SKILL IN THE TOPIC “ECOSYSTEMS” OF DIPLOMA LEVEL STUDENTS.
https://www.tci-thaijo.org/index.php/JIE/article/view/126369
<p>The purposes of this study were to compare the learning achievement and attitude on science for developing life skill in the topic “ecosystems” of diploma level students between before and after using STAD cooperative learning techniques with seventy percent efficiency standard. The subject consisted of thirty diploma level students, electrical power major in first semester of the academic year 2017, Chachoengsao Technical College, Narmuang Sub–District, Muang District, Chachoengsao. The experiments were conducted for twelve hours. The research instruments consisted of lesson plans, learning achievement test and an attitude test on science for developing life skill in the topic “ecosystems”. The data were analyzed through the statistical applications of mean, standard deviation and t-test.</p> <p>The result of study were:</p> <p>1. The post-test learning achievement of the diploma level students in electrical power who studied science for developing life skill in the topic “ecosystems” after using STAD cooperative learning techniques was higher than pre-test that showed a statistical significant difference at .05 level.</p> <p>2. The post-test learning achievement of the diploma level students in electrical power who studied science for developing life skill in the topic “ecosystems” after using STAD cooperative learning techniques was higher than efficiency standard seventy percent that showed a statistical significant difference at .05 level.</p> <p>3. Attitude on science for developing life skill in the topic “ecosystem” of diploma level students in electrical power who studied science for developing life skill in the topic “ecosystems” after using STAD cooperative learning techniques was at a higher that than before learning showed a statistical significant difference at .05 level.</p> <p>4. Attitude on science for developing life skill in the topic “ecosystem” of diploma level students in electrical power who studied science for developing life skill in the topic “ecosystems” after using STAD cooperative learning techniques was at a higher than efficiency standard seventy percent that showed a statistical significant difference at .05 level.</p>ภริตา ตันเจริญนพมณี เชื้อวัชรินทร์สมศิริ สิงห์ลพเชษฐ์ ศิริสวัสดิ์
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-192018-09-19172188196EFFECTS OF TEACHER’S ICT SKILLS COMPETENCY DEVELOPMENT IN 21st CENTURY IN CENTRAL REGION BY USING MODEL OF PROJECT-BASED BLENDED E-LEARNING COURSEWARE
https://www.tci-thaijo.org/index.php/JIE/article/view/146228
<p>The objectives of this research were: 1) to study teacher’s ICT skills competency development in 21<sup>st</sup> century in central region by using model of project-based blended e-learning courseware 2) to compare learning achievement results of before and after developing ICT skills competency, and 3) to study the opinion of teachers toward using model of project-based blended e-learning courseware. The samples were junior high school teacher in central region from 25 teachers in upper central region and 20 teachers in lower central by stratified random sampling. The instruments of this research were 1) project-based blended e-learning courseware 2) ICT skills competency test, and 3) opinion toward using blended e-learning courseware questionnaires. Data were analyzed by percentage, mean, standard deviation and t-test dependent.</p> <p>The results of the research found that 1) teacher’s ICT skills competency in central region had 78.58% 2) the learning achievement after using blended e-learning courseware higher than before learning at .05 level of significant, and 3) the opinion of teachers toward project-based blended e-learning courseware, the overall was appropriate in the high level.</p>สูติเทพ ศิริพิพัฒนกุลณรงค์ สมพงษ์เยาวลักษณ์ พิพัฒน์จำเริญกุล
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172197206AUGMENTED REALITY LEARNING MEDIA ON SOLAR ENERGY
https://www.tci-thaijo.org/index.php/JIE/article/view/146235
<p>The purpose of this research was to create learning media, evaluate its efficiency and compare the learning achievement on solar energy by an experimental group learning by using augmented reality media and a control group of students in a regular classroom. Random sampling was used to choose a sample of 40 bachelor’s degree students from 100 second academic year students in B.E. 2560 who were enrolled in sustainable energy course at Phetchaburi Rajabhat University. Both the experimental group and the control group were divided into two groups of 20 students. The tools for data collection were augmented reality learning media on solar energy, a qualitative evaluation on the content and multimedia production techniques, and a learning achievement test comprising 60 items with an index of congruence (IOC), level of difficulty, and level of discrimination between 0.67 to 1.00, 0.35 to 0.80, and 0.20 to 0.80, respectively. The reliability coefficient was 0.92. The statistics utilized for data analysis were mean (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" width="10" height="11">), standard deviation (S.D.), and t-test independent samples. </p> <p>The results of the study were that the quality of the contents ( <img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" width="10" height="11">= 4.33, S.D. = 0.36) and multimedia production (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}" width="10" height="11">= 4.23, S.D. = 0.58) were at the good level. The efficiency of the learning media by augmented reality of solar energy or E<sub>1</sub>/E<sub>2</sub> was 83.37/86.00 in accordance with the specified hypothesis 80/80. When the experimental group and control group were compared, it was found that there was a significant difference between the average mean scores of the control group and those of the experimental group at the 0.05 level. It means the augmented reality learning media on solar energy can be utilized for self-learning. </p>จักรพันธ์ นิลพัฒน์ไพบูลย์ พวงวงศ์ตระกูลวิสุทธิ์ สุนทรกนกพงศ์
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-08-312018-08-31172207214CAPABILITY IN HUMAN RESOURCE DEVELOPMENT OF SMEs
https://www.tci-thaijo.org/index.php/JIE/article/view/124784
<p>This research will provide objectives for studying about the capability of human resources development in SMEs. In research, the sample used in this study was the small and medium-sized entrepreneurs around 400 samples. For instruments, this research used the questionnaire to get all information. The findings were as follows:</p> <p>Step 1 In-depth interview on the capability for human resource development of SMEs. From the first sample group, the development of human resources consists of three aspects: 1) personal development; 2) professional development; 3) organizational development. Moreover, the successful entrepreneurs of SMEs consist of 4 aspects: 1) personal behaviors 2) management capabilities 3) enterprise and business networks 4) quality and performance standards</p> <p>Step 2 To study on the capability for human resource development of SMEs, the research found that: 1) Opinions on overall human resource development and enterprise income are high level ( <img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}"> = 3.50) 2) The opinions on the success of SMEs as a whole and in enterprise with middle income level are moderate level (<img title="\bar{x}" src="https://latex.codecogs.com/gif.latex?\bar{x}"> = 3.48) 3) The results of comparison about human resource development opinion, showed that there was in the number of employees, initial capital registered, current capital registered, the duration of the SMEs business industry, and the type of business industry having different opinions about human resource development 4) The results of comparison about the success of SMEs opinion, showed that there was in the number of employees, initial capital registered, current capital registered, the duration of the SMEs business industry, and the type of business industry having different opinions about the success of SMEs. 5) Human resource development is strongly correlated with the success of SMEs as a whole, and the variables that predict the overall success of SMEs are Human Resource Individual Development (HID), Human Resource Capacity Development (HCD), and Human Resource Organization Development (HOD).</p>buppha piphopchedthida kusalasaiyanonpoonsiri prakongpak
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-192018-09-19172215224MODIFICATION ON HUMAN ERROR CONCEPT FOR DESIGN IN EASY ASSEMBLING OF FURNITURE WORK
https://www.tci-thaijo.org/index.php/JIE/article/view/130531
<p>On furniture work, human error concept has been employed to diminish issue in human user on products. This concept involved with the study of each behavior on human users and design on experiment to avoid the failure behaviors from user. This research demonstrates as basic idea of consideration for an assembling and disassembling process of flat pack furniture and creative design on elementary experiment with plane, closed form, and opened form. The results from 25 users displayed the relative between model of closed form and opened form which is the most difficult to assembly. The error cause on furniture assembling caused from no significant sign on model to correct step sequent including the misunderstand for the solution on the next step.</p>ธงไทย วงศ์วิชัย
##submission.copyrightStatement##
http://creativecommons.org/licenses/by-nc-nd/4.0
2018-09-192018-09-19172225232