Journal of Education and Innovation

GUIDELINES FOR GEOGRAPHY LEARNING MANAGEMENT IN THE 21ST CENTURY

Chittakhup Laongpliu — Sat, 27 Jan 2024 00:00:00 +0700

This article was from analysis research papers on geography learning management at different levels of teachers in Thailand and abroad during 2012-2023 with the concept of education in the 21st century or 3Rs 8Cs 2Ls from 15 research papers based on 10 forms of geography learning management, consisted of Inquiry Learning, Team Assisted Individualization Leaning, Jigsaw Cooperative Learning, CIPPA Model Learning, The Threefold Learning, Geo-literacy Learning, Flipped Classroom Learning, Learning Package, Project Based Learning, and CO-5STEPs Learning. The finding showed that: geography learning management in the 21st century that effected to the most 3Rs 8Cs 2Ls skills were Inquiry Learning, Geo-literacy Learning, and Flipped Classroom Learning, the skills for learning in the 21st century that appeared the most in learning geography were critical thinking and problem solving and learning skills. This paper will be useful for teachers to effective learning management, effective and lead to the development of student’s skills to the maximum.

INCLUSION IN PHYSICAL EDUCATION FOR GENERATION ALPHA

Pufa Savagpun — Sat, 27 Jan 2024 00:00:00 +0700

Generation Alpha are people born in 2010 who have grown up with the development of technology and are accustomed to change and are more open to differences in terms of language, culture, fashion, identity, and way of life. While the current classrooms appear to be inclusive learning with students of diverse nationalities. social class, sexual orientation, ability, religious and cultural affiliation. Whereas they deserve the right to quality education for self-improvement in knowledge, skills and values are geared. Towards membership in a society with sound physical and mental health. It is therefore essential for health and physical education teachers to recognize those diversity which will bring success to students according to the way of each person based on gender, family, community, society, socio-economic status, language and culture or any other that indicates the identity of the learner. One of the challenges for teachers is having an inherent belief and commitment to the focus of all learners by having knowledge in co-learning in health and physical education, including showing plans for learning that are suitable for diverse learners. It will contribute to the birth of a new era of peaceful social structures in Generation Alpha where people respect each other's ways.

MANY-FACET RASCH MEASUREMENT MODEL: CONCEPTS AND NECESSARY STATISTIC FOR PERFORMANCE ASSESSMENT

Purin Thepsathit, Kamonwan Tangdhanakanond — Sat, 27 Jan 2024 00:00:00 +0700

Many-Facet Rasch Measurement Model is a measurement model that is widely used for the analysis of educational instruments, which can be found especially in a performance assessment situation related to more than two facets, including examinee, item, and rater. The psychometric properties of the instruments are analyzed across each facet of the model and are invariant. However, this model is quite complex because the interpretation of the model’s analysis is different depending on each facet, and the interpretation criterion is different depending on the analyst's objectives. Therefore, this article will present the Many-Facet Rasch Measurement Model concepts, writing the command for the model’s analysis, and the necessary statistic for the model’s analysis. Readers could use these guidelines for analyzing and interpreting their performance assessment using Many-Facet Rasch Measurement Model’s analysis properly.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FOR MATHEMATICS TEACHER

Samart Payomhom — Sat, 27 Jan 2024 00:00:00 +0700

To be successful in teaching and learning mathematics, not only content knowledge and pedagogical knowledge, also teachers must have knowledge about how to use technology effectively in teaching and learning. Mathematics teachers understand Technological Pedagogical Content Knowledge (TPACK). Mathematics teachers can apply knowledge in all three parts: content knowledge, pedagogical knowledge and technological knowledge. Pedagogical content knowledge (PCK) for mathematics teachers it is the knowledge of the teacher who chooses a teaching method that is appropriate for the content and suitable for the learners. Technological content knowledge (TCK) for mathematics teachers it is knowledge that teachers choose technology to suit the content, and technological pedagogical knowledge (TPK) for mathematics teachers it is knowledge that teachers choose to use technology that is suitable for teaching content. All three parts are Technological Pedagogical Content Knowledge (TPACK) for mathematics teachers. In addition, teachers with such knowledge can use technology to organize learning activities to encourage students to develop problem-solving skills, reasoning, conceptual connecting and giving students the opportunity to present their ideas. Technology enables students to acquire adequate knowledge and understanding as well as to develop mathematical process skills. Also, technology can make abstract mathematics to be more clearly and help students about knowledge inquiry and demonstration in the classroom. Technological Pedagogical Content Knowledge of mathematics teachers is the knowledge about integration technology in the content in various methods. Mathematics teachers have to choose suitable technology for the content. When mathematics teachers have TPACK, they will use technology as a tool for learning and working to manage mathematics teaching effectively.

A STUDY OF STUDENTS’ MATHEMATICAL PROBLEM-SOLVING SKILL AND SATISFACTION THROUGH MATHEMATICS CAMP ACTIVITY USING SSCS MODEL AND BAR MODEL ON RATIO, PROPORTION, AND PERCENTAGE

Danoo Khongyoo, Chalita Toopsuwan, Mingkhuan Phaksunchai — Sat, 27 Jan 2024 00:00:00 +0700

The aims of this research were to study of students’ mathematical problem-solving skill and satisfaction through Mathematics camp activity using SSCS model and bar model on ratio, proportion, and percentage. The target group was 27 Matthayomsuksa-2 students in the 1st Semester of Academic Year 2021 at Lomsakwittayakhom School, Lomsak district, Phetchabun province obtained by purposive sampling. The experiment spent 17 hours using Mathematics camp schedule and four learning activity plans, the test of mathematical problem-solving skill, the satisfaction survey towards Mathematics camp activity, and the observation form as the research instruments. The data was collected by one-group pretest-posttest design research, then completely analyzed by mean, standard deviation, dependent t-test and for growth score by relative gain score, and record students’ behavior by observation during activities. The studies found that 1) the students’ mathematical problem-solving skill after learning is higher than before at .05 level of statistical significance, 2) the average relative gain score of students’ mathematical problem-solving skills after learning through Mathematics camp activity using SSCS model and Bar model is at “High” level, and 3) the average score of students’ satisfaction after learning through Mathematics camp activity using SSCS model and Bar model is at “Very satisfied” level.

A DEVELOPMENT OF AN INSTRUCTIONAL MODEL BASED ON THE INSTRUCTIONAL DESIGN APPROACH AND SOCIAL CONSTRUCTIVISM TO ENHANCE PRE-SERVICE TEACHERS’ LESSON PLANNING AND INSTRUCTIONAL MATERIAL DEVELOPMENT ABILITIES

Henry Yuh Anchunda, Wareerat Kaewurai — Sat, 27 Jan 2024 00:00:00 +0700

The research objectives were to: 1) develop and assess the quality of an instructional model, 2) implement and compare pre-service teachers’ lesson planning and instructional material development abilities with the committed standard criteria of 80%, and 3) investigate pre-service teachers’ satisfaction with the developed instructional model. The research subjects consisted of 65 third-year students from the division of English language, selected using the purposive sampling technique. The research instruments included an instructional model, instructional model manual, instructional model and manual evaluation forms, lesson plan and instructional material development abilities evaluation form, and a satisfaction investigation questionnaire. Data were analyzed using descriptive statistics, percentages, and content analysis. The results revealed the following.1) An instructional model was developed with five components: learning principles, learning objectives, learning content, instructional processes, and learning assessment and evaluation. The instructional process consists of steps i.e. learners’ and content analysis, collective design, development and evaluation of lesson plans and instructional materials, implementation of lesson plans and instructional materials, collective reflection, evaluation and feedback, lesson plan, and instructional material modification. The instructional model developed had the highest level of appropriateness ( = 4.82, SD = 0.08). 2) The students’ lesson planning ability and instructional material development skills were 83.03% and 82.09%, respectively, which were higher than the committed criterion of 80%, indicating the effectiveness of the model. 3) Pre-service teachers’ satisfaction with the developed model and implementation process was at its highest level ( = 4.89, SD = 0.09).

A PHENOMENOLOGICAL STUDY ON THE CHALLENGES EXPERIENCED IN THE FLEXIBLE LEARNING IN ONE HIGHER LEARNING INSTITUTION IN THE PHILIPINES

John Michael Aquino, Charmine Rivera, May Ann Sancon — Sat, 27 Jan 2024 00:00:00 +0700

Flexible Learning is depicted as a combination of digital and on-campus activities in which students may attend both on-campus and digital sessions. This research aims to determine the experiences of the deans, teachers, and students in the flexible learning as they encounter challenges and how these addressed by the participants in able to craft an action plan for instructional leaders. This study utilized phenomenological design and purposive sampling to identify the participants who have knowledge and experiences concerning research problems. Data was gathered through semi-structured interviews. The findings revealed that the participants having similar understanding of flexible learning, have faced various challenges, and have proposed various strategies to address these challenges. Flexible learning has become an advantageous component of the contemporary educational system. This provide numerous opportunities to them, while creating some challenges that must be overcome. It is necessary for teachers, students, and deans to work together to create a successful transition to flexible learning. With the right preparation and support, flexible learning can be beneficial for all involved, allowing them to have security and safety. It allows students to take charge of their own education, teachers to provide innovative teaching methods, and deans to monitor student performance. Action plans focus on enhancing learning efficacy while safeguarding health and safety of everyone. Hence, the ultimate goal is to provide an environment in which all students can learn and grow. The action plan proposed was based on the emerging themes and the participants’ suggestions to improve the flexible learning modality.

DEVELOPING WRITING LESSONS BASED ON GENRE-BASED APPROACH TO IMPROVE INSTRUCTION WRITING PERFORMANCE

Nichtawan Sutinwong, Ngamthip Wimolkasem — Sat, 27 Jan 2024 00:00:00 +0700

This research is an endeavor to investigate the writing development in the genre of instruction through the application of genre-based approach. The participants were 20 university students from non-English major at a private university in Bangkok. A naturalistic participant observation was applied to collect the qualitative data, which are the participants’ written outputs from the writing tasks. The findings revealed that the participants tended to improve writing ability for the creation of the contextual information to encounter the communicative purpose based on the instruction genre as expected. In detail, they acquired the capability in applying the appropriate text organization and relevant language features into their writing effectively.

THE MENTAL HEALTH STATUS AND RELATED FACTORS AFFECTING THE MENTAL HEALTH OF UNIVERSITY STUDENTS DURING COVID-19 OUTBREAK

Sat, 27 Jan 2024 00:00:00 +0700

The global crisis, COVID-19, induced disruption to routine instruction that impacted the academic life of higher education students. This study aimed to assess mental health status and study the factors affecting students’ mental health. The sample size was estimated using the Yamane formula (Yamane, 1973). Three hundred and sixty undergraduate students (ages 18-23 years) in the academic year 2022, were recruited using accidental sampling from the faculty of Education, Naresuan University. The Thai Mental Health Indicator (TMHI-15), with a value of validity (0.61) and reliability (0.83), was used to examine students’ mental health status. A set of mental health status-related factors questionnaire, with a value of validity (0.67-1.00) and reliability (0.90), was also used to survey factors involved in affecting students’ mental health status. Data were analyzed using multiple linear regression analysis. The findings revealed that 56.4% of students were in poor mental health status. Academic self-efficacy, adaptability, social support, and studying environment were significant predictors for students’ mental health with 22% (R²= .22, Adjust R²= .20, F = 5.98, p < .05). A factor that influenced students’ mental health the most was self-efficacy, while social support and adaptability were the second and third factors that influenced students’ mental health. These factors could play a mediating role related to student’s mental health status during the COVID-19 outbreak.

DECISION MAKING FOR TACKING OF THAI NATIONAL TEAM SAILOR: PHENOMENOLOGICAL STUDY

Sat, 27 Jan 2024 00:00:00 +0700

The purpose of this research was to understand the situation of the decision to tack and to explain the phenomenon of the decision to tacking of the Thai national team sailor. The population was 5 skipper positions sailing athletes who represented the Thai national sailing team for the 19th Asian Games in China. The participants were the population. The data were collected by in-depth interview, observation and field notes. The result found that Thai national sailing athletes decided to tack by 5 main issues: 1) Deciding to tack against the wind according to the basic skill of tacking. 2) The decision to tacking against the wind from the psychological game (tactic). 3) Deciding to tack on the difference in situation (size of competition group (fleet), round of tournament and starting position) and athletes’ physical fatigue. 4) The decision to tacking from the mental state of the athletes (anxious, pressure, expectation/fear of failure, and lack of confident). And 5) The decision to tacking due to the influence of those around him affects the thinking of the athletes. In addition, the sequence from the mental state of the athlete is stimulated, it can be divided into 2 issues include processing of confusing thought systems and a lack of focus in competitive games.

INTEGRATION MANAGEMENT OF LEARNING AND TEACHING USING PROJECT-BASED SIPEDA MODEL FOR HIGH FREQUENCY ANTENNAS TECHNOLOGY EDUCATION

Kobkhun Chaiyawong, Somsak Akatimagool — Sat, 27 Jan 2024 00:00:00 +0700

This research paper was an integrated instructional management using project-based SIPEDA model for high frequency antenna technology education. The research process consisted of the development of project-based instructional model called the SIPEDA model. There are six steps in teaching process, consisting of 1) Searching), 2) Information, 3) Preparation, 4) Experiment, 5) Discussion and 6) Assessment step, and the implementation for a sample of undergraduate students enrolled in the Bachelor of Industrial Education Program in Electronic and Telecommunication Engineering, Rajamangala University of Technology, Sakon Nakhon Campus, who were selected specifically according to the actual classroom, amounting to 42 people. The research tools are as follows; the teaching plan, SIPEDA based integrated learning activities, instructional package on high frequency antenna technology, and quality assessment form. The research results showed that the developed project-based SIPEDA integrated instructional model was found to have a high level of appropriateness ( = 4.31, SD = 0.68). The SIPEDA integrated instructional model was found to have an efficiency equal to 1.067 of Meguigans’ formula. The learning achievement of the experiment group was statistical significantly higher than the control group at the .05 level, and the students were extremely satisfied ( = 4.42, SD = 0.54). The developed SIPEDA integrated instructional model can enable students to have diverse skills, such as searching, hands-on, problem solving, and presenting knowledge. In addition, research results can support learners to achieve higher academic achievement and lifelong learning skills.

THE DEVELOPMENT OF TEACHER TRAINING COURSE TO DEVELOP A COMPETENCY-BASED INTEGRATION UNIT ON COPING WITH EARTHQUAKE: A CASE STUDY OF BAN RONG BONG SCHOOL, CHIANG RAI

Sat, 27 Jan 2024 00:00:00 +0700

Chiang Rai is the Thailand's highest earthquake prone province. Teachers are an important mechanism in educating students to reduce the risk. This research article aims 1) to create and verify the quality of the teacher training course to develop a competency-based integrated unit on coping with earthquake, 2) to study the effectiveness of the teacher training course. The target groups were teachers at Ban Rong Bong School, Chiang Rai Province, total 15 people. The study was conducted by researching and development processes. The research instruments were teacher training plans, knowledge test, competency-based integrated unit assessment form, and interview form. Data were analyzed by using mean, standard deviation, t-test and content analysis. The results showed that;
1. The teacher training course comprised 7 components including concepts, objectives, learning contents, training activities, learning materials and learning assessments. The learning contents were divided into 3 units such as 1) earthquake as near danger, 2) school and earthquake response, 3) competency-based integrated unit to deal with earthquakes. The results of the teacher training course were appropriate at a high level. ( = 4.43, SD = 0.14)
2. The effectiveness of the teacher training course was founded that 1) teachers had knowledge in developing a competency-based integrated unit for dealing with disasters after the training significantly higher than before at .05, 2) teachers can determine the necessary capacity to cope with earthquakes, define competency-based learning outcomes, design competency-based integrated learning activities that across more than 4 subjects, including competency-based learning assessment, the overall level is good, and 3) teachers realized the importance, focused on the benefits, and joined to educate students to achieve holistic learning and the competency in dealing with earthquakes, and appreciated the teaching profession more.

A COMPARISON OF CREATIVE LEADERSHIP OF SCHOOL ADMINNISTRATORS AS PERCEIVED BY TEACHERS IN SCHOOL UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE SAMUT PRAKAN

Chaturong Chaleechart, Patumphorn Piatanom — Sat, 27 Jan 2024 00:00:00 +0700

The purposes of this research aimed to examine and compare the levels of the creative leadership of school administrators as perceived by teachers under the Secondary Educational Service Area Office, Samut Prakan in academic year 2022, classified by educational background, position/academic standing, and school size. The study sample consisted of 299 teachers were categorized by using the Cohen’s sample size, and multi-stage random sampling. The research instrument was a questionnaire querying teacher’s about the levels of the creative leadership of school administrators. The questionnaire’s reliability was 0.982. Mean, standard deviation, t-test, one-way ANOVA, and Scheffé’s multiple comparison method were used to analyzed the data. Findings were as follows: 1) the result of creative leadership of school administrators both with the overall opinion and in each dimension were at the highest level, and 2) the results creative leadership comparison’s level of school administrators can be summarized as follows: the opinion of creative leadership’s levels of school administrators with different level of education was found to be no different, except the opinions about motivation was different at the significant level of 0.05. The opinion about creative leadership’s levels of school administrators with different position/academic standing was found to be different at the significant level of 0.05, except the opinion about motivation was found to be no different. The opinion of creative leadership’s level of school administrators with different school size was found to be no different, both with the overall opinion and in each dimension.

CHANGING THE WHOLE SCHOOL APPROACH THAT PROMOTES THE DEVELOPMENT OF ACADEMICS MINDSET IN LEARNING MANAGEMENT FOR TEACHERS IN SMALL SCHOOLS WITH ACTION RESEARCH

Cherd Khampliw, Anucha Kornpuang — Sat, 27 Jan 2024 00:00:00 +0700

The objectives of this research were as follows: 1) to study and create a guideline for whole school approach that promotes the development of an academic mindset for teachers' learning management in small schools. 2) A whole school approach that promotes the development of an academic mindset of learning management for teachers in small schools with action research. The data source is conceptual, theoretical and relevant research papers, 5 experts, 5 administrators and teachers of Ban Najak School (Jakraratbamrung), Core School, Main Course curriculum, tools used. Guidelines and manuals for whole school approach that promote the development of the academic mindset of learning management of teachers in small schools. conceptual measure academic mindset assessment in Learning management and a record reflecting the teacher's thoughts conceptual data analysis analyzed as scores against criteria. And the record reflects the idea of analyzing the content. The research results are as follows:
1. Study and create a approach to change the whole school system that promotes the development of the academic mindset of learning management of teachers in small schools. It consists of a guideline and a system-wide school transformation manual that promotes the development of the academic mindset of learning management for small school teachers, namely 1) leadership and management, 2) teacher development, teacher preparation and development, and 3) Learning management and learner development. There are 5 stages of development, consisting of 1) preparation, 2) planning, 3) implementation of the plan, 4) data collection, and 5) reflection.
2. Implement the development and transfer of school-wide change lessons that promote the development of the academic mindset of learning management of teachers in small schools with action research. The results of teacher development revealed that 1) 75% of teachers changed their academic mindset in learning management from people with fixed mindset but some growth ideas to people with growth mindset but fixed ideas. 2) 25% of teachers changed their mindset in learning management from people with growth mindset but fixed ideas to person with a growth mindset but fixed ideas with a higher score. The result of removing the lesson was found that Success factors include preparation process, teacher's age, small school context. Changing the whole school system.

THE DEVELOPMENT OF USING THAI LANGUAGE FOR COMMUNICATION DIAGNOSTIC TESTS FOR TEACHER STUDENTS: AN APPLICATION OF USING G-DINA MODEL

Nattakan Prachanban, Pakorn Prachanban — Sat, 27 Jan 2024 00:00:00 +0700

The purposes of this research were 1) to develop and examine the quality of Thai language for communication diagnostic tests for teacher students; and 2) to diagnosis of teacher students’ Thai language for communication with G-DINA MODEL. The sample consisted of 566 teacher students (three and four-year curriculum) using multistage random sampling. Research Instruments were Thai language for communication diagnostic tests. Data were analyzed by descriptive statistics, frequency, percentage, and the G-DINA MODEL analysis. The research results can be summarized as follows:
1. Thai language for communication diagnostic tests for teacher students was developed with 59 items, 5 multiple-choice questions in accordance with Teacher's Council of Thailand. The Thai language for communication diagnostic had Content validity (IOC = 0.60-1.00), Difficulty (P = 0.21-0.79), Discrimination (r = 0.201-0.567), and Reliability (KR-20 = 0.734) through the criteria. The diagnostic test was classified into four competencies, namely, listening ability with 5 attributes (16 items), speaking ability with 8 attributes, (15 items), reading ability with 3 attributes (13 items) and writing ability with 5 attributes (15 items).
2. The G-DINA Model was in accordance with all four competency criteria. The model was consistent with the empirical data score and the results of the diagnostic validity analysis revealed that the developed diagnostic test was accurate and met the required criteria. And most of sub-traits have a Guessing Parameter and a Slipping Parameter through a low RMSEA parameter which can diagnose teacher students’ Thai language for communication with their competencies classified and in the latent class of the test takers with the competencies in various areas according to the characteristics.

DEVELOPMENT OF AN ONLINE METAVERSE LESSON USING WITH ACTIVE LEARNING APPROACH TITLED “TECHNOLOGY FOR SOLVING PROBLEMS” IN DESIGN AND TECHNOLOGY COURSE, OF 9TH GRADE STUDENTS

Nattanon Kasetiam, Passkorn Roungrong, Theerachai Raungbandit — Sat, 27 Jan 2024 00:00:00 +0700

The purposes of this research were to 1) create and find the effectiveness of an online metaverse lesson using with active learning approach titled Technology for Solving Problems in Design and Technology course of 9th grade students, 2) compare learning outcomes before and after using the online metaverse lesson using with active learning approach titled technology for solving problems in design and technology course of 9th grade students, and 3) study the satisfaction of grade 9 students towards the online metaverse lesson. The sample group used in this research was 40 students from grade 9 of Nakhonsawan school. There were selected by a purposive sampling method. The tools used in the research were; An online metaverse curriculum with active learning, an achievement test, and a satisfaction questionnaire. The research results showed that 1) the online metaverse course was effective according to the criteria set at 87.63/84.97, 2) the sample group had a significantly higher post-test score than the pre-test score at a level of .05, and 3) the students' satisfaction with the online metaverse course is high ( = 4.46, SD = 0.47).

THE MODEL OF TEACHER’S COMPETENCY DEVELOPMENT FOR TEACHER PREPARATION IN CLOSED SYSTEM PROJECT

Tasnee Wongkam, Anucha Kornpuang, Sathiraporn Chaowachai, Pakorn Prachanban — Sat, 27 Jan 2024 00:00:00 +0700

The purpose of this research was to develop essential competencies of student teachers (ECST) in the closed system teacher production project. The research method is divided into 2 steps: 1) Analyzing the components of competencies by synthesizing documents, interviewing 6 experts, and using the questionnaires for 400 closed system graduated students. Data was analyzed using linear structural relationship model method and study guidelines for developing competencies by interviewing 6 experts. 2) Creating and examining the model by using the data from step 1 to create a draft and examine the appropriateness and feasibility by 6 experts. The result showed that; 1) there are 6 competencies as follows : (1) adapting the philosophy of the sufficiency economy to the student’s learning, (2) supervision to help individuals and inspire their potential to the fullest, (3) learning management and use of technology, (4) research and teaching development, (5) education management network creation and preserve local wisdom, and 6) ethical and world citizen self-development. The confirmatory factor analysis showed a chi-square value of 444.949, df value of 399, p-value of 0.0558, RMSEA value of 0.017, CFI value of 0.997 and TLI value of 0.995. The teacher competency development guidelines consist of 4 parts: the development method, the development process, the role of the developer, and the role of the target. And 2) the ECST model in the closed system teacher production project consist of 3 components: (1) development direction, (2) development guidelines, and (3) development result. The appropriateness and feasibility were at the highest level.

THE DEVELOPMENT OF CRITICAL THINKING ABILITY THROUGH ARCS MODEL LEARNING ACTIVITIES ON THE SEQUENCE AND SERIES OF GRADE 12 STUDENTS

Nawapol Chaichana, Kasamsuk Ungchittrakool, Wanintorn Poonpaiboonpipat — Sat, 27 Jan 2024 00:00:00 +0700

This research was aimed to: 1) study the guidelines for ARCS Model learning activities on the sequence and series, and 2) to develop the critical thinking ability through ARCS Model learning activities on the sequence and series of grade 12 students. The research followed action research consisting of planning, action, observation, and reflection. It operates as a continuous operating cycle of 4cycles. The participants consisted of 12 students in grade 12. There were four research tools which are lesson plan based on ARCS Model learning activities on sequence and series, reflection form, activity sheet, and critical thinking ability test. The results showed that: 1) Guidelines for learning activities should focus on: 1.1) asking questions and giving examples of situations; 1.2) linking the definition/theorem of sequences and series to real situations; 1.3) arguing with appropriate reasons; and 1.4) finding a way to find a variety of answers, 2) the development of critical thinking ability of students in grade 12 were: 2.1) during the using of the ARCS Model learning activities on the sequence and series, students’ critical thinking abilities were enhanced in overall, 2.2) after learning through ARCS Model learning activities on the sequence and series, most students’ critical thinking abilities (89.85%) were at a good level.

THE DEVELOPMENT OF MEASUREMENT INSTRUMENT FOR BASIC EDUCATION TEACHERS’ MULTITASKING SKILLS IN THAILAND

Pakorn Prachanban, Nattakan Prachanban — Sat, 27 Jan 2024 00:00:00 +0700

The purposes of this research were 1) to develop measurement instrument for basic education teachers’ multitasking skills in Thailand; and 2) to examine the quality of measurement instrument for basic education teachers’ multitasking skills in Thailand. The sample were 576 teachers in basic education from 6 regions in Thailand using multistage random sampling. Data were collected by 5 rating scale for measurement instrument for basic education teachers’ multitasking skills (23 items). The data were analyzed for the quality of measurement instrument, content validity, discrimination, construct validity by Confirmatory factor analysis, and reliability. The research findings were as followed:
1. Measurement instrument for basic education teachers’ multitasking skills was 5-point rating scale consisted of 3 dimensions, 24 items: 1) Time management skills consisted of 9 items, 2) Problem solving skills consisted of 7 items, and 3) Social skills consisted of 8 items.
2. The results of the quality inspection of the measurement instrument for basic education teachers’ multitasking skills found that the Content Validity was examined by experts (IOC = .60 - 1.00). The Discrimination ranged between .465 - .753 and Reliability Coefficients had .911. It also had Construct Validity as shown by the model fit with the empirical data (Chi-square (180, N = 576) = 210.131, p = .062, CFI = .996, TLI = .993, RMSEA = .017, SRMR = .025). The factor loading ranged from .081 to .836 and it had a significant at the .05 level. The result found that measurement model of basic education teachers’ multitasking skills had Construct Validity and R-square ranged from 77.70% to 84.40%.

A NEEDS ASSESSMENT OF DEVELOPING ACADEMIC MANAGEMENT TOWARDS ENHANCING ENTREPRENEURIAL MINDSET OF SECONDARY SCHOOL STUDENTS

Poramet Charoynoot, Nantarat Charoenkul, Sukanya Chaemchoy — Sat, 27 Jan 2024 00:00:00 +0700

This study was descriptive research, and its purposes were to study the current and desirable conditions of academic management and to analyze the priority needs of developing academic management towards enhancing the entrepreneurial mindset of secondary school students. The population were secondary schools under the Office of the Basic Education Commission, totally of 2,360 schools. The sample were 400 secondary schools, selected by applying stratified random sampling, and simple random sampling. The key respondents were 1,031 people including administrators, heads of curriculum development, and teachers. The research instrument was a questionnaire. The data were analyzed by frequency, percentage, means, standard deviation, and PNImodified. The research result were as follows 1) current condition of academic management towards enhancing the entrepreneurial mindset of secondary school students; overall at a high level ( = 3.95) and desirable condition of academic management towards enhancing the entrepreneurial mindset of secondary school students; overall at a high level (= 4.45). 2) The priority needs of developing academic management towards enhancing the entrepreneurial mindset of secondary school students classified with regards to academic management; overall, the highest priority needs index fell on the development of teaching and learning (PNI_modified = 0.134), the development of measurement and evaluation (PNI_modified = 0.131), and the development of curriculum (PNI_modified = 0.115), respectively. When classified with the entrepreneurial mindset; overall, the highest priority needs index fell on being encouraged to take risks (PNI_modified = 0.146), being creative and innovative (PNI_modified = 0.138), and being flexible and resilient (PNI_modified = 0.135), respectively.

PHYSICAL ACTIVITY MANAGEMENT MODEL FOR HANDICAPPED STUDENTS WITH PHYSICAL DISABILITIES IN STATE HIGHER EDUCATION INSTITUTIONS IN THE NORTHERN REGION

Parkorn Tuisri, Kajornsak Roonprapunta, Taweesak Sawangmek, Phong-ek Suksai — Sat, 27 Jan 2024 00:00:00 +0700

This Research focused on research and development using the mixed method of quantitative and qualitative research methodology. The objectives of this research were 1) to study factors and components affecting physical activity management for Handicapper student with physical disabilities, 2) to build a model of physical activity management for Handicapper student with physical disabilities, and 3) to assess the model of physical activity management for Handicapper student with physical disabilities. The sample group was obtained by using Purposive sampling, including Handicapper student with physical disabilities in higher education institutions in the northern region of 9 universities including 112 students, and 18 administrators and officers in higher education institutions in the northern region. The model were reviewed its efficiency by using focused group of qualified expertise as well as the model evaluation by administrators and officers who involve in the physical activities. The statistics used for analyzing the data was Pearson Product Moment Correlation Coefficient, mean, and standard deviation. The research result found that: 1. The factors affecting physical activity management for Handicapper student with physical disabilities enabling that Predisposing factor, Enabling factors and Reinforcing factors, all three factors, were significantly associated with physical activity behavior at the .01 level and the components related to physical activity management consisted of 3 components: the first component: input, the second component: process, the third component: output. 2) The model of physical activity management for Handicapper student with physical disabilities consisting of 3 components: the first component: input, the second component: process, the third component: output. And 3) the assessment of the model of physical activity management for Handicapper student with physical disabilities were practical in term of operation and the benefit of the model was at “the highest level” ( = 4.55) and ( = 4.61) respectively.

SCHOOL CURRICULUM MANAGEMENT FOR LOCAL ART AND CULTURE TRANSMISSION: A MULTI-CASE STUDY OF THE BORDER PATROL POLICE SCHOOLS

Sat, 27 Jan 2024 00:00:00 +0700

Local arts and cultures are important tools in education for cultivating moral values in students and molding their behaviors into desirable ones. This multi-case study aimed to explore the school curriculum management factors for promoting local art and culture (LAC) transmission in the Border Patrol Police schools, of which LAC preservation is a core mission conforming the development plan for children and youth in remote areas initiated by H.R.H. Princess Maha Chakri Sirindhorn. A field group interview was conducted for the data collection. The data were analyzed through data-driven content analysis, where codes and categories were emergent from the data. The findings unveiled four school curriculum management factors for promoting LAC transmission: 1) building partnership with external organizations, parents, and communities; 2) allocating local people as instructors such as teacher, village sages, and alumni; 3) motivating students through value cultivation, extra income support, content modernization, and fun content selection; and 4) integrating local art and culture contents with basic subjects such as science, social studies, and arts and music.

THE RESULTS OF USING A LEARNING ACTIVITY BASE ON THE CONCEPT OF STEAM EDUCATION TO DEVELOP LEARNING ACHIEVEMENT AND CREATIVE ABILITY OF 10TH GRADE STUDENTS

Padtamaporn Sukpongthai, Chade Sirisawat, Thanawuth Latwong — Sat, 27 Jan 2024 00:00:00 +0700

The purposes of this research were to study the results of using a learning activity base on the concept of STEAM Education to towards learning achievement and creative ability of 10th grade students. The action research consists of 3 cycles, each cycle consisting of 1) Plan, 2) Action, 3) Observation, and 4) Reflection. The target group of this research consisted of 37 tenth grade students. The research instruments consisted of 1) the lesson plans based on the STEAM Education approach, 2) physics achievement test on linear motion, force and Newton’s laws of motion , and two-dimensional motion, 3) the achievement quizzes at the end of each cycle, and 4) the assessment form for work creative ability. The data were analyzed by mean, standard deviation, relative gain score, and qualitative analysis. These were the results of this research : 1) The tenth grade student’s learning achievements based on the STEAM Education approach had a relative gain score of 51.30 percent, which was a high-level development. 2) The tenth grade student’s work creative ability based on the STEAM Education approach had a work creative ability score of 76.46 percent, which was a good level.

THE RESULTS OF USING THE LEARNING ACTIVITY PLAN BY USING A 5-STEP LADDER-STYLE LEARNING ACTIVITY, THE VOCATIONAL COURSEWORK 1 OF MATHAYOMSUKSA 1 STUDENTS

Patcharin Kongburan, Piyatida Panya, Anusorn Janpratak — Sat, 27 Jan 2024 00:00:00 +0700

The purposes of this research were to 1) compare students’ analytical thinking skills between pre-learning and post-learning by through 5- Steps for Mattayomsuksa 1 students, 2) compare students’ career achievement between pre-learning and post-learning by through 5-Steps for Mattayomsuksa 1 students, and 3) study Mathayomsuksa 1 students’ satisfaction through 5-Steps learning management. The research sample were 30 students who were studying Mathayomsulsa 1 at Buengkan School, Buengkan Province. The research method was randomly selected group of students. The method of this research was five steps of learning management by studying during career 1 subject of students who were studying Mathayomsuksa 1, with 8 plan, 19 hours and evaluated studying result. There were 30 questions with four multiple choices; part one was asking about thinking and analytical skills and part two was two open-end questions asking about students’ satisfaction towards learning activities through 5-steps. The multiple choices were 5 rating scale, 18 questions. This research was analyzed by using percentage, average, standard deviation and hypothesis testing by t-test (Dependent Samples). The results of the study were as follows:
1. The students’ post analytical thinking skills through 5-Steps ladder-style learning activities have a higher than pre learning at the 0.05 of significance.
2. The students’ post learning achievement through ladder-style learning activities have a higher than pre learning at the 0.05 of significance.
3. Mattayomsuksa 1 students’ satisfaction learnt through 5-Steps learning management was at good level range ( = 4.25).

THE APPLICATION OF VIRTUAL REALITY TECHNOLOGY TO ENHANCE EDUCATION IN THE AGE OF NEW NORMAL

Pitak Panprem — Sat, 27 Jan 2024 00:00:00 +0700

The objectives of this research aimed to 1) study formats of virtual reality learning, 2) study the uses and gratification of lecturers towards virtual reality technology, and 3) study the advantages and barriers of virtual reality technology used for learning for further applications in the new normal education. This study was qualitative research. The sample group of university lecturers was selected through purposive sampling using an interview form. The results indicated that virtual reality technology consists of 4 formats: 1) Sense of experience, 2) Content, 3) Code, and 4) Context of Use. Users of virtual reality technology for new normal learning can be categorized into two groups based on their uses and gratification: 1) Cognitive needs group and 2) Affective needs and Tension Release needs group. The advantages of virtual reality technology were: 1) Virtual reality technology helps to enhance knowledge and imagination of users with 3D, 360 degrees, omnidirectional visual, and 2) Virtual reality technology can be used nearly at any time and place. In contrast, the barriers were 1) Lack of knowledge and understanding of devices’ usage instruction, and 2) Educational institutions are still unaware of the benefit and crucial roles of virtual reality technology in education.

PERSONNEL DEVELOPMENT FOR THE OPERATION SKILLS STANDARDS OF THE REGIONAL EDUCATION OFFICE NO.15

Piliarut Tama, Nuttiya Tantranont — Sat, 27 Jan 2024 00:00:00 +0700

The purpose of this research was to develop the personnel of the Regional Education Office No.15 to the operation skills standards. The action research methodology was employed. The key informants consisted of 7 experts, 1 administrator and 5 group directors, as well as 24 personnel from the Regional Education Office No.15. The tools used were 1) focus group discussion form and 2) personnel development evaluation forms, using the Kirkpatrick evaluation model of 4 aspects including satisfaction questionnaire, pre-test and post-test forms, personnel behavior questionnaire, and executive interview form. Content analysis methods were used for qualitative data. For quantitative data analysis, percentage, mean, and standard deviation were used. A personnel development manual was developed to meet the required skill standards for the personnel of the Regional Education Office No.15. The findings of the study indicated that the personnel development manual should contain key components, including 1) the concept of personnel development, 2) training content and activity types, and 3) evaluation and follow-up of personnel development. In doing so, a professional development training was conducted to help them develop their information management skills. According to the findings, personnel were satisfied with their overall training at the highest level. The average score of the personnel post-test was higher than the pre-test. Their behavior in using information management skills was also improved. Additionally, after the professional development training, they could be able to apply the knowledge gained to work development more efficiently.

THE DEVELOPMENT OF BLENDED TRAINING MODEL WITH PROFESSIONAL LEARNING COMMUNITY TO ENHANCE LEARNING MANAGEMENT COMPETENCY USING COMMUNICATION LEARNING TECHNIQUE WITH INFORMATION TECHNOLOGY COMMUNICATION FOR ENGLISH TEACHER IN PRIVATE SCHOOL

Pornpat Rattanacharoen, Kobsook Kongmanus, Onjaree Natakuatoong — Sat, 27 Jan 2024 00:00:00 +0700

The purposes of this research were (1) to study the need for Blended Training model with Professional Learning Community (BTPLC Model) to enhance Learning Management Competency using Communication Learning Technique (CLT) with Information Technology Communication (ITC) for English Teachers in Private School, (2) to study competency criterion for language learning management competency for communication with ITC, (3) to develop and verify the quality of BTPLC model, and (4) to study the results of using the with Professional Learning Community to enhance Learning Management Competency. The sample consisted of 30 primary school teachers in Kamphaeng Phet Province by cluster random sampling. The research instruments were 1) the needs of BTPLC Model questionnaire, 2) the assessment form for the appropriateness of learning management competency criterion, 3) BTPLC Model and manual, 4) the appropriate assessment form for BTPLC Model, 5) knowledge competency test before and after training and the evaluation form for language learning management skills for communication, 6) the assessment of the learning management competency using CLT with ITC, 7) Observation form of learning management competency using communication learning technique with ITC, and 8) Satisfaction form of BTPLC. Data were analyzed by using percentage, mean, and standard deviation and t-test dependent. The results of research were as follows:
1. Teachers needed BTPLC model at high level ( = 4.25, S.D. =0.78).
2. The learning management competency using CLT with ITC competency revealed that the knowledge competency had 5 indicators and skill competency had 7 indicators.
3. The appropriable components of BTPLC model consisted of 7 components as follows: training model principles, objectives, trainers/trainees, training content, Blended training process with the professional learning community, suitability media and facilities and learning management competency using communication learning technique with information technology communication. The model was evaluated by experts, it was found that all components were appropriate at the highest level ( = 4.78, SD = 0.42). When analyzing the efficiency of the training model, it was found that the value was 81.80/82.67 which is higher than the specified criterion.
4. The results of using the BTPLC model found that 4.1) Teachers enhance the knowledge of learning management competency using CLT with ITC after training were statistically significant higher than post-test at the .05; 4.2) Teachers enhance the skill of learning management competency using CLT with ITC, the assessment of skill competency had the highest quality level ( = 4.71, SD = 0.52); 4.3) Teachers enhance the learning management competency using CLT with ITC in practicing in the classroom, it was found that teachers had the highest level of teaching quality ( = 4.85, SD = 0.37); and 4.4) There were satisfied with blended training model with PLC at the highest level ( = 4.63, SD = 0.51).

A DEVELOPMENT OF STRATEGIC MANAGEMENT MODEL OF STUDENT CARE-TAKING SYSTEM TO ENHANCE THE QUALITY OF SECONDARY SCHOOL STUDENTS

Sarun Premsuk, Anucha Kornpuang, Rattana Buosonte , Pakorn Prachanban — Sat, 27 Jan 2024 00:00:00 +0700

The purpose of this research was to develop the strategic management model of student care-taking system to enhance the quality of secondary school students under the jurisdiction of the Office of the Basic Education Commission. The methods of a research were as follows: 1) to study the conditions, problems, and management directions of the student care-taking system of secondary school students, Based on the results report of the student care-taking system in 2020–2022. The people involved from the multi-case study schools that have the best practices in student care-taking system administration guidelines are: 5 schools totaling 15 people; 2) to design, develop, and assess the quality of the strategic management model of student care-taking system to enhance the secondary school students' quality, 9 experts were interviewed; 3) to experiment with the strategic management model of student care-taking system to enhance the quality of secondary school students, two schools, which is a secondary school and an opportunity expansion school; and 4) to evaluate the quality in accordance with the standards of the strategic management model of student care-taking system for the improvement of secondary school students' quality, by an executive, teacher and 43 experimental participants. The instruments used included a form of document study, a structured interview, an accurate, comprehensive, and appropriate assessment, the discussion leader skills assessment, a reflection on the results of the steps, the student quality assessment, and the questionnaire regarding format quality standards. The data analysis was content analysis, frequency, percentage, average, and standard deviation, and analysis of influence size (effect size). The research results were as follows: 1) The problems managing the student care-taking system were the internal factors the negative behavior of students, followed by the external factors arising from the environment around students, and guidelines management of the student care-taking system using the PDCA cycle. 2) The strategic management model of the student care-taking system to enhance the quality of secondary school students, which was a model that guides the development, elements, and steps of strategic management of the student care-taking system. It included five components: the direction of the pattern; the system and mechanism; the process of the pattern; the results; and the conditions for applying. 3) The results of using the strategic management model of student care-taking system enhance the quality of secondary school students on the overall KPIs of students in both schools was changed from before using the model with ES values between 0.28 and 1.23. And 4) the results of the quality assessment according to the standards of model found that the quality of the model was correct, appropriate, potential, and useful in all aspects, which was at the highest level in every aspect.

THE EFFECTS OF AN EXPERIENTIAL LEARNING MANAGEMENT ON TEAMWORK ABILITIES AND LEARNING ACHIEVEMENT IN ELE 6801 SEMINAR IN ELEMENTARY EDUCATION COURSE OF GRADUATE STUDENTS TEACHERS CHIANG MAI RAJABHAT UNIVERSITY

Sasithorn Intun — Sat, 27 Jan 2024 00:00:00 +0700

The objectives of this research were to 1) study teamwork ability after learning management based on experiential learning with criteria, 2) compare the learning achievements after learning management in ELE 6801 Seminar in Elementary Education Course as compare with the 75 percent criterion, 3) investigate graduate students' satisfaction towards the experiential learning in ELE 6801 Seminar in Elementary Education course. This research was a quasi-experimental research conducting one group post-test design experiment and comparing with the criteria. The samples used in the study were 9 graduate students teacher studied in semester 1, who enrolled in the course of Seminar in Elementary Education, academic year 2022 obtained using the purposive sampling technique. The instruments consisted of the lesson plans by experiential learning, scoring rubrics students’ teamwork, posttest evaluation form of academic achievement and the questionnaire of students’ satisfaction. The statistical analysis were mean (), standard deviation (SD), percentage (%). The research results indicated that: 1) the graduate students’ teamwork ability after learning by experiential learning management was at the high level; 2) the learning achievement of graduate students after learning based on experiential learning was higher than the set criteria of 75%; and 3) the graduate students' satisfaction of learning based on experiential learning was at the high level. ( = 4.02, SD = 0.28).

ENHANCING THAI TEACHER'S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE FOR STEM EDUCATION WITH IPAD

Siriwan Chatmaneerungcharoen — Sat, 27 Jan 2024 00:00:00 +0700

The objectives of this research were as follows: 1) To compare Thai teachers' Technological Pedagogical Content Knowledge (TPACK) for STEM education using iPads before, during, and after participating in a teacher professional development program; 2) To compare the perception and understanding of Thai teachers in STEM regarding the use of digital technology tools; 3) To develop STEM education teaching and learning using digital technology tools and iPads; and 4) To establish continuous coaching for educational supervisors and administrators. This research employed a mixed methods approach with research participants including science teachers, math teachers, technology teachers, administrators, and supervisors from 148 schools. Data collection tools included self-assessment surveys on knowledge in content, teaching methods, and technology, assessments of STEM lesson plans, questionnaires on teachers' perception and usage of digital technology tools, semi-structured interviews, classroom observations, and reflective journals as part of Professional Learning Communities (PLCs). Data analysis included descriptive statistics and inductive methods. The findings revealed that the majority of teachers (89.04%) had a positive perception that using digital technology tools can enhance students' creative thinking and communication skills; 2) The knowledge development in instructional content and technology of teachers increased through evaluating the design of lesson plans and teaching practices after participating in the professional teacher development program; 3) 83.56% of teachers' teaching practices showed a significant correlation with the use of digital technology; 4) The results with administrators and educational supervisors who support teachers' teaching practices in the roles of managers and intellectual coaches using a continuous support format combined with classroom observation.

DEVELOPING DESIGN - BASED LEARNING APPROACH TO PROMOTE CREATIVE THINKING ABOUT CHEMICAL REACTION RATE OF GRADE 11 STUDENTS

Sutida Artthanong, Sirinapa Kijkuakul, Wipharat Chuachuad Chaiyasith — Sat, 27 Jan 2024 00:00:00 +0700

This action research aimed to study how design-based learning approach should be used in class to promote creative thinking of Grade 11 students. The research participants were 30 students majoring in the Science-Math program. The research tools included lesson plans, semi-structured observation protocol, student’s learning journals and artifacts. The qualitative data was analyzed using content analysis and data creditability by method triangulation. The result showed that the design-based learning approach must consist of 4 steps procedures: identifying needs, collecting information, developing prototype and evaluating respectively. The key concept of using the approach was to encourage the students’ interest by using their living situations in a challenging way and to provide them suitable rewards. These would support the creativity of the students. In addition, the research also found that the students then developed their creative thinking: Firstly, most of students developed their diversity in creative thinking, secondly they developed their evaluating and improving ideas, and lastly they developed their creative construction.

APPROACH OF PURPOSEFUL AND VALUABLE LEARNING MANAGEMENT FOR BASIC EDUCATION

Sat, 27 Jan 2024 00:00:00 +0700

This research had the following objectives: 1) Study the conceptual framework of Purposeful and Valuable Learning Management. 2) Investigate best practices in schools. And 3) propose an approach for purposeful and valuable learning management in basic education. The research employed a multi-phase mixed methods research method consisting of three phases. In Phase 1, study the conceptual framework. The informants are 5 experts selected through purposive sampling. In Phase 2, study best practices. The informants include 5 schools with exemplary practices, chosen through purposive sampling. In Phase 3, propose an approach. The information was obtained from 16 experts specifically selected to evaluate the approach. Data were analyzed using averages and content analysis. The research findings indicated: 1. The conceptual framework of Purposeful and Valuable Learning Management, comprising: 1.1 Purposeful learning processes. 1.2 Valuable life learning outcomes. 1.3 Teacher competencies. 1.4 Learning resources. And 1.5 Learning assessment. 2. Best practices in schools, including: 2.1 Development of an integrated curriculum and emphasis on individual learners. 2.2 Learning management that emphasized purposeful and valuable learning. 2.3 Teacher competencies, encompassing coaching, the use of questions, proactive learning management, and positive classroom management. 2.4 Learning resources, such as real-life and social learning resources, creative learning resources, and media and digital technology learning resources. And 2.5 Learning assessment methods, including authentic assessment to develop students in a balanced way, assessment of learning outcomes, and providing feedback. 3. The approach of Purposeful and Valuable Learning Management for Basic Education, comprising four approaches, was at the most appropriate level and had a high level of feasibility.

A STUDY OF RELATIONSHIP BETWEEN DIGITAL TECHNOLOGY COMPETENCY OF SCHOOL ADMINISTRATORS AND WORK EFFICIENCY OF TEACHERS IN THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NONTHABURI

Suwara Chonranitetsakhunchai, Prompilai Buasuwan, Sudarat Sarnswang — Sat, 27 Jan 2024 00:00:00 +0700

The purposes of this research were (1) to study a level of digital technology competency of school administrators in the Secondary Educational Service Area Office Nonthaburi, (2) to study a level of work efficiency of teachers in the Secondary Educational Service Area Office Nonthaburi, and (3) to study a relationship between digital technology competency of school administrators and work efficiency of teachers in the Secondary Educational Service Area Office Nonthaburi. The sample were 327 secondary school teachers in the secondary educational service area office Nonthaburi Academic year 2022 by stratified sampling. The instrument for data collection was a rating scale questionnaire with 5-level rating scales. Statistics used in data analysis were frequency, percentage (%), mean (), standard deviation (SD), and Pearson Product Moment Correlation Coefficient. The results were as followed: (1) a level of digital technology competency of school administrators in the secondary educational service area office Nonthaburi overall at a high level; (2) a level of work efficiency of teachers in the secondary educational service area office Nonthaburi overall at a high level; and (3) the digital technology competency of school administrators had relationship with work efficiency of teachers at a medium level with statistically significant at .01. The correlation coefficient was .737.

DEVELOPMENT OF RISDA SIMULATION BASED LEARNING MODEL FOR INDUSTRIAL ELECTRONICS EDUCATION

Ekkaphan Phacharoen, Somsak Akatimagool — Sat, 27 Jan 2024 00:00:00 +0700

This research presents the development of the RISDA simulation-based learning model for industrial electronics education. The research methodology begins with a survey of needs from stakeholders based on the requirements of graduate's competencies, then develops a simulation-based learning and teaching model called the RISDA model. The RISDA model comprises of 5 stages: Recall, Information, Simulation, Discussion, and Assessment. The research tools such as teacher manuals of industrial electronics, learning activity plans, simulation-based teaching media and objective test were constructed. Then, it was used to implement with a sample of 20 undergraduate students, program in industrial technology, Burapha University. The results showed that 1) the research tools created were appropriate at a high level ( = 4.46, SD = 0.57), 2) the developed RISDA model was effective according to the Meguigans standard (the value was 1.01), 3) students' learning achievement after learning was higher than before learning at a statistical significance at the .05 level, and 4) learners who had learned using the RISDA model had their satisfaction at a high level ( = 4.48, SD = 0.71). The developed RISDA model can promote learners' competencies in line with 21st century learning skills and appropriately accommodate the needs of the workplace.