Journal of Education Bansomdejchaopraya Rajabhat University

Public Education Policy for Sustainable Development: Implementing the SDG Goals in Practice.

Nisachon Chatthong — 2024-12-30

The Sustainable Development Goals (SDGs), introduced by the United Nations in 2015, provide a comprehensive framework for promoting sustainable development that integrates economic, social, and environmental dimensions. Among the 17 goals, SDG 4 focuses on ensuring inclusive and equitable quality education. Achieving this goal requires strategic actions, including the formulation of public policies, the adoption of education for sustainable development principles, and the integration of policies into practical implementation. Efforts to advance SDG 4 aim to reduce disparities in access to education, particularly for vulnerable groups such as persons with disabilities, indigenous people, and children, ensuring equal opportunities at all levels by 2030. Public education policies, such as the 12-year Free Education Program, emphasize reducing inequality and enhancing the quality of education through teacher development and safe learning environments. The operational framework for implementing SDG 4 consists of six steps: identifying challenges, establishing public policies, aligning them with the SDG 4 targets, setting measurable indicators, formulating actionable strategies, and assigning clear responsibilities at both the policy and operational levels. This integrated approach underscores the importance of inclusive education as a cornerstone of sustainable development, aiming to leave no one behind while fostering equity and quality in education systems.

Guidelines for Applying Self-learning Media via Augmented Reality Technology in Flipped Classroom Learning

didlada phetkliang — 2024-12-30

Applying self-learning media through augmented reality (AR) technology in flipped classroom learning integrates technology to deliver knowledge and assess students' learning. This approach allows students to study lessons independently through AR media, enabling them to control the content and select learning pathways that match their abilities, without restrictions on location and time. Additionally, students can access lessons and review content without limitation. Instructors, on the other hand, can track and assess students’ learning—both formative and summative assessments—using the technology. This results in concrete learning outcomes in traditional classroom settings through activities encouraging students to search for knowledge and participate in collaborative discussions. Thus, the role of teachers changes significantly; they no longer serve as mere transmitters of knowledge but as facilitators, providing guidance and support to students during the learning activities. In this way, the use of AR technology in teaching enhances responsive and enriched learning experiences, making it easier for students to understand lesson content. This is achieved by presenting information in various formats and involves methods similar to games that students are familiar with in everyday life. Therefore, AR technology is well-suited to be used as self-learning media or combined effectively with flipped classroom instruction.

Guidelines for Assessment and Evaluation of Learning Management by Teachers Using Design Thinking for Student Development

พินดา วราสุนันท์ — 2024-12-30

Over the past decade, design thinking has been widely utilized across several areas such as business, trade, industry, and education. The design thinking process involves five steps: 1) Understanding the problem, including the perspectives of all stakeholders, identifying the target group, and determining the most suitable solution; 2) Clearly defining and framing the problem; 3) Brainstorming innovative ideas; 4) Developing a prototype or model, and 5) Testing the prototype to address the target group's needs. In the educational context, there is considerable research on teachers utilizing the design thinking process to enhance students' abilities. However, the number of articles focused on the components of learning management and assessment and evaluation reflecting the results of the processes, contexts, and factors for design thinking as well as measuring and evaluating learning management through design thinking in the Thai educational context still needs to be increased. This article addresses this gap by introducing the principles of formative and summative assessment tailored to design thinking, which are suitable for evaluating students’ competencies in high-level and complex contexts. Therefore, the development of effective assessment and evaluation methods is crucial. This article presents a framework for assessment and evaluation, instruments for both self-assessment and teacher assessment, and analytic scoring for assessing design thinking. Examples of these instruments are also provided to illustrate how to apply them as the design thinking assessment framework to maximize learners’ potential in learning continuously.

Proactive Learning Management: Educational Pathways to Quality for Developing 21st Century Skills.

Phenporn Thongkamsuk — 2024-12-30

This academic article aims to present the principles and practices of proactive learning management, a strategy designed to create meaningful and effective learning experiences within the context of 21st-century education. The article begins by emphasizing the importance of proactive learning management in an era of rapid educational transformation. It highlights proactive learning as a critical factor for individual and societal development in the technological age, fostering essential 21st-century skills and enhancing learner engagement. Adapting Thailand's education system to align with national educational policies is essential to ensure equitable access to quality education. The article is divided into two parts: 1) Proactive Learning Management for Quality Classrooms in the 21st Century and 2) Integrating Proactive Learning to Develop 21st-Century Skills. These sections encompass processes that can be applied through critical thinking, analysis, and practical implementation to create quality classrooms. This approach benefits both educators and learners by equipping them with the necessary skills for the 21st century.
Proactive learning management for quality classrooms in the 21st century is reflected through four key strategies: 1) active participation through various activities, 2) experiential learning that bridges theory and practice, 3) the development of critical thinking skills, and 4) creating a conducive learning environment. Furthermore, integrating proactive learning to enhance 21st-century skills applies the 3R x 7C framework to foster learners' cognitive and emotional skills. The learning management approach includes methods of assessment, outputs, and outcomes through five formats: 1) activity-based learning, 2) experiential learning, 3) problem-based learning, 4) inquiry-based learning, and 5) process-oriented thinking skills. Thus, proactive learning management serves as a pathway to quality education in the 21st century, equipping learners with essential, modern skills to adapt and continue learning effectively. This approach fosters high-quality learners capable of competing and thriving in an ever-changing society.

Learning management to develop social skills in early childhood

Ronnachai Poowanna — 2024-12-30

The development of social skills in early childhood is crucial for future success in both academic and personal life. Early acquisition of these skills enables children to adapt to their social environment and build strong, positive relationships. This article presents effective teaching strategies aimed at enhancing these vital skills, drawing on research from both Thailand and international contexts. The study reveals that group activities, character building, appropriate upbringing, integrated teaching methods, and the use of technology in education all play critical roles in fostering children's social skills. Group activities help children develop teamwork, collaboration, and the ability to understand and embrace diversity among their peers. Character building encourages behaviors that align with positive societal values, instilling a strong moral foundation. Appropriate upbringing creates a nurturing environment conducive to holistic learning and development, ensuring children grow in a balanced and supportive setting. Integrated teaching methods provide a comprehensive education that encompasses both academic knowledge and essential life skills. The use of technology in education is a key tool for creating diverse and modern learning experiences, enabling children to access information and engage with digital media, which enhances their interest and understanding of the curriculum. Continuous assessment and improvement of teaching practices ensure that educational approaches remain responsive to the unique needs of each child. This article concludes that well-structured and effective teaching methods can sustainably develop social skills in early childhood, laying a solid foundation for quality growth and long-term success in all aspects of life.

Information Exposure, Knowledge, Disease Prevention Behaviors and Stress During and After The COVID 19 Pandemic of Students in Private Higher Education Institution in Chiang Rai Province

chakkaphan chaithat — 2024-12-30

This research aims to study the levels of correlation and compare the information exposure, knowledge, disease prevention behaviors, and stress during and after the COVID 19 pandemic. The sample group consists of 293 students from private higher education institutions in Chiang Rai Province. A questionnaire was used as the research tool, and the analysis of the consistency index from three experts yielded a consistency index ranging from 0.80 to 1.00, with a reliability value of the questionnaire at 0.98. Data were analyzed using percentage, mean (𝑥̅), standard deviation (SD), Pearson Product Moment Correlation, and t-test for dependent samples.
The research findings revealed that:
1. The levels of information exposure, knowledge, disease prevention behaviors, and stress showed that during the pandemic and after the pandemic of COVID 19, the levels of information exposure, knowledge, and disease prevention behaviors were at a high level, while the level of stress was at a moderate level.
2. The relationships among information exposure, knowledge, disease prevention behaviors, and stress showed that during the COVID 19 pandemic, there was a statistically significant correlation between information exposure, knowledge, disease prevention behaviors, and stress at the .01 level. After the pandemic, there was no significant relationship between information reception, knowledge, and disease prevention behaviors with stress.
3. The information exposure, knowledge, and disease prevention behaviors during and after the COVID-19 pandemic significantly affects the stress levels of students in private higher education institutions in Chiang Rai at the .05 level.

Use of Participative Learning enhance English Reading Abilities of Second Year Students, Lampang Rajabhat University, Muang District, Lampang Province

sombat kommoonkaew — 2024-12-30

The purposes of this research were to compare and examine the English reading ability of second-year students before and after learning through Participative Learning. The target group consisted of 23 second-year students enrolled in Critical Reading for Teachers of English (1091306) at Lampang Rajabhat University, Maung District, Lampang Province, during the first semester of the academic year 2021. The study utilized 6 lesson plans designed with Participative Learning as the experimental tool. The data collection instrument was a reading ability test, which was validated for content validity using the Index of Item-Objective Congruence (IOC) by three experts, with an average IOC score of 0.88. Data analysis was performed using mean, percentage, and standard deviation.

The results showed that the students' English reading ability significantly improved, progressing from a moderate level to a very good level after the intervention. The study found that Participative Learning not only enhanced students' reading abilities but also contributed to their overall learning skills and self-development. It promoted critical thinking, deeper engagement with the content, and more effective collaboration among peers. Furthermore, Participative Learning facilitated the application of knowledge in real-life contexts, thus preparing students for lifelong learning. This approach also fostered empathy, mutual support, and a better understanding of individual roles and responsibilities, which are essential for personal growth and adaptability in both academic and social settings. In conclusion, Participative Learning proved to be an effective approach in improving English reading skills and fostering essential life skills, allowing students to apply what they learned both inside and outside the classroom. The findings suggest that this teaching method can contribute significantly to students' academic performance and personal settings.

Model for Developing Innovative Leadership of School Administrators in Digital Era under Bangkok Metropolitan

Patchara Dechhome — 2024-12-30

The objectives of this research were to 1) study need for developing Innovative Leadership; 2) study model for developing Innovative Leadership of school administrators in digital era, and 3) Assess the model for developing Innovative Leadership of school administrators in digital era under Bangkok metropolitan. The samples were 202 randomly selected school administrators under the Bangkok Metropolitan Authority. There are 5 experts assessed the conceptual framework, 9 experts assessed digital leadership development model, and 15 school administrators practiced the developed model. The tools for data collection were assessment forms, a questionnaire and a development handbook. The data were analyzed in terms of percentage, mean, standard deviations, a priority needs analysis, confirmatory factor analysis and content analysis.
The findings were as the fellows: 1. study need for developing Innovative Leadership 1.1) Factors on digital leadership of the school administrators were Innovative vision, Innovative creativity skills, Teamwork and innovative participation, Atmosphere of Innovation Organization and Innovative roles. 1.2) The top three priority of needs were ranked as those of Teamwork and innovative participation, Innovative roles, and Innovative creativity skills. 2. Model for developing Innovative Leadership of school administrators in digital era under Bangkok metropolitan were: 1) objective development; 2) development content; 3) development process; 4) development media; and 5) measurement and evaluation of development 3. The results of the assessment of guidelines for digital leadership development of school administrators was appropriate at the highest level.

Technological Pedagogical Content Knowledge Test and Teacher Students’ Knowledge of TPACK Approach

Nannabhat Niyomsap — 2024-12-30

Education is necessary for the promotion of digital literacy among students, which is why TPACK's concept of effectively integrating technology into lessons combined with pedagogical and content knowledge a key issue. It is important for teacher education program and helps prepare teacher students with TPACK concept before teaching in schools in the form of training. Therefore, it is necessary to create a quality test to measure knowledge before training and after training. This research aimed to: 1) create Technological Pedagogical Content Knowledge test for teacher students; and 2) compare TPACK approach knowledge of teacher students before and after training. Data were collected from 492 third-year teacher students who were in the of Bachelor of Education Program, Nakhon Pathom Rajabhat University, using simple random sampling. Data were analyzed by averaging, standard deviation and t test.

The findings were as follows:

1) Technological Pedagogical Content Knowledge test for teacher students was situational in a nutrition learning plan designed according to TPACK approach, 10 items with multiple choice (4 options) were question. All items had validity of 1.00, difficulty index between .21-.78, discrimination index between .31-.63, passed the criteria. The reliability of test was 0.68 meaning medium level.

2) TPACK approach knowledge of teacher students after training (x̅ =7.38, SD = 2.16) was higher than before training ( x̅ = 4.25, SD = 2.00) with statistical significance at .01 level.

Development of a Participatory Dual Vocational Education Management System of Private Colleges of Technology and Vocational Education

อัจฉรา ผ่องพิทยา — 2024-12-30

The objectives of this research were: 1) To study the current situation and desirable conditions of the participatory dual vocational education management system of private colleges of technology and vocational education, 2) To develop a participatory dual vocational education management system of private colleges of technology and vocational education and, 3) To confirm the participatory dual vocational education management system of private colleges of technology and vocational education. It has a population of 520 and data were collected from a sample of 237 people using the Krejcie and Morgan tables. There are 5 steps to research: 1) study relevant documents and research, 2) determine the elements of the participatory dual vocational education management system of private colleges of technology and vocational education, 3) study on the current conditions and desirable conditions of participatory dual vocational education management of private colleges of technology and vocational education, 4) develop a participatory dual vocational education management system of private colleges of technology and vocational education, and 5) confirm the feasibility of the participatory dual vocational education system of private colleges of technology and vocational education developed by the researcher.
The research results were revealed as follows:
1. The current condition and desirable conditions of the participatory dual vocational education management of private colleges of technology and vocational education overall at a very high level and at the highest level.
2. The development of a participatory dual vocational education management system of private colleges of technology and vocational education has 5 components: 1) planning, 2) implementation, 3) observation, 4) evaluation, and 5) reflection.
3. The results confirming the feasibility of the participatory dual vocational education management system of private colleges of technology and vocational education developed by the researcher have a statistically significant feasibility at the level of 0.01.

Readiness and Self-Efficacy Prior to Internship in Logistics and Supply Chain Management Students

Nittaya Maneewongse — 2024-12-30

The aims of this research are to 1) survey the readiness and Self-Efficacy level of junior logistics and supply chain management students before their internships 2) to express and recommend from these students’ prior internship. Online-questionnaire 81 students studied this subject. The data analyzed by the percentage, mean, standard deviation. Key Findings: The overview of Readiness and Knowledge are equal (µ =3.58, σ = 0.82) (µ =3.58, σ = 0.83) but the internship skill is medium (µ =3.49 σ = 0.80). Readiness with “Effective Communication across generations in Workplace”, Self-Efficacy with “Understand Incoterm rules” are middle range (µ =3.22, σ = 0.80) (µ =3.37 σ = 0.85) meanwhile the low range in Internship skill with “I am not multilingual” (µ =2.61 σ = 1.27). Career Preferences: Warehousing and Sea Freight are the most popular areas of interest. The increasing number of online shopping has created more jobs in this sector. Recommendations: 1) Emphasize English Communication skills by improving the basic of logistics terminology since the freshmen to Junior students. It will enable memorize and become familiar with usage on a basis. 2) It should be encourage the other careers to increase students’ employability in the labor market. On the other hand, the program needs to boost more careers for students’ options beyond their internships

Development of activity-based learning lesson for teaching basic electronic components using experiential learning theory

Aungtinee Kittiravechote — 2024-12-30

This research aimed to 1) develop and evaluate the effectiveness of an activity-based learning lesson on basic electronic components based on experiential learning theory to meet the 80/80 criterion; and 2) compare the academic achievement before and after learning with the activity-based learning lesson. The participants were 3rd-year secondary school students from schools under the Bangkok Metropolitan Administration who volunteered to participate in the research. A total of 62 students were selected through a voluntary recruitment process for an extracurricular program. The research instruments included 1) an activity-based learning lesson on basic electronic components, consisting of five parts such as what's in an electrical appliance? what is a resistor? what is a diode? what is an LED?, and, what's in the mystery box?; and 2) an academic achievement test. Data were analyzed using mean, standard deviation, and independent samples t-test.
The results showed that 1) the activity-based learning lesson on basic electronic components based on experiential learning theory, was effective, achieving a criterion of 86.52/82.63; and 2) the academic achievement after learning was significantly higher than before learning at the .05 level. This research indicates that activity-based learning integrated with experiential learning theory can significantly enhance students' understanding of electronic components. This has implications for developing higher-order thinking skills and integrating knowledge across various disciplines, such as STEM.

Creative Leadership of School Administrators Affecting Core Competency Of Teachers under The Secondary Educational Service Area Office Samut Sakhon Samut Songkhram

จิระภา ทอนศรี — 2024-12-30

This descriptive research aimed to study 1) the level of creative leadership of school administrators in the Office of Secondary Educational Services Area, Samut Sakhon, Samut Songkhram. 2) the level of core competency of teachers in the Office of Secondary Educational Services Area, Samut Sakhon, Samut Songkhram. and 3) the impact of the creative leadership of administrators on the core competency of teachers under the Office of Secondary Educational Services Area, Samut Sakhon, Samut Songkhram. The sample consisted of 285 school administrators and teachers from a population of 1086, selected using stratified sampling according to population proportions. The research instrument was a questionnaire with an overall reliability of 0.981 (α = 0.981). The data were analyzed using statistics such as percentage, mean, standard deviation (S.D.), and stepwise multiple regression analysis.

The findings indicate that;

1) The overall level of creative leadership of school administrators , was very high. The highest average was in commitment and drive in work, followed by intellectual abilities, with the lowest average in knowledge.

2) The overall level of core competency of teachers ,was very high. The highest average was in good service, followed by ethics and professional ethics of teachers, with the lowest average in self-development.

3) The creative leadership of administrators significantly affected the core competency of teachers, The influential predictors, in order, were personality, intellectual abilities, commitment and drive in work, and knowledge, which could predict 68.10% of the core competency of teachers in the Office of Secondary Educational Services Area, Samut Sakhon, Samut Songkhram.

The Factors Affecting Parents’ Decision to Enroll their Children in Anubanbanglamung School under the Office of Chonburi Primary Educational Service Area 3

Dr.Pholthawin Wacharadhorntumrong — 2024-12-30

This research aimed to 1) study the level of factors affecting parents’ decision-making in sending their children to Anubanbanglamung school under the Office of Chonburi Primary Educational Service Area 3, 2) compare the factors affecting parents’ decision-making classified by gender, residence, educational qualification, occupation, and monthly income, and 3) investigate guidelines for enhancing factors affecting parents' decision to enroll their children to the school. The sample consisted of 186 parents of students, selected by stratified random sampling. The instruments used were a 5-level rating scale questionnaire. The statistics used for data analysis were frequency, percentage, mean, standard deviation, t-test for independent samples, and one-way ANOVA. The research results found that:

The factors affecting parents’ decision-making in sending their children to school were at a high level overall. When considering each aspect, all aspects were at a high level, ranked in order of average mean scores: reputation and trust, curriculum and teaching, administrators and teachers, and school-community relations, buildings and environment, expenses, facilities and services, and food, nutrition and health.
Comparison of factors affecting parents' decision-making found that, classified by gender, place of residence, educational qualifications, occupation and monthly income, there were no statistically significant differences.
Guidelines for enhancing factors affecting decision-making include publicizing news and work through various channels, having a modern learning plan, providing scholarships, arranging teachers who are in line with their knowledge and abilities, creating modern learning resources and libraries, providing convenience and fast services, providing hygienic lunch services with sufficient services, building relationships with the community, and displaying work.

The relationship between 21st century school administration skills and the administrative process of the school administrators under Samut Sakhon primary education service area office

sukarnan Maleesu — 2024-12-30

The purposes of this research were to study 1) 21st century school administrator skills under the office of primary educational service area in Samut Sakhon province, 2) management process under the office of primary educational service area in Samut Sakhon province and 3) the relationship between 21st century school administrator skills and management process under the office of primary educational service area in Samut Sakhon province. The samples used in the study were teachers and school administrators 340 people. The researcher instruments were a questionnaire. The statistics used for analyzing the data were frequency, percentage, mean, standard deviation and statistics used to test hypotheses was Pearson's product moment correlation coefficient.
The results indicated that 1) level of 21st century school administrator skills under the office of primary educational service area in Samut Sakhon province overall mean was at a high level and when considering the specifics found the flexibility and adaptability has the highest average next leadership and responsibility and social and cross culture skill has the lowest average respectively, 2) level of management process under the office of primary educational service area in Samut Sakhon province overall mean was at a high level and when considering the specifics found the developing teachers and personnel to have professional expertise next organizing a physical and social environment that is conducive to quality learning management and quality management system of educational institutions has the lowest average respectively and 3) the relationship between 21st century school administrator skills and management process under the office of primary educational service area in Samut Sakhon province in all aspects had statistical significance at the .01

Confirmatory Factor Analysis of the Learning science to Develop Digital Leadership Competencies for International Students Graduate Studies

Niran Sutheeniran — 2024-12-30

The Purpose of this Research was to Analyze the Confirm Factor Analysis of Learning Science to develop digital leadership competence of international graduate students. Data were collected by questionnaires from a sample group of 200 international graduate students of the Graduate School, Bansomdejchaopraya Rajabhat University, academic year 2024, using simple random sampling. Data were analyzed using advanced statistical programs. The questionnaire had a reliability value of .94. The results of the component analysis found that Learning science to develop digital leadership competence of international graduate students consisted of knowledge, leadership learning competence, learning resources, and digital technology systems. The model was consistent with the empirical data. Which is considered from the Chi-square value of 88.00; p=0.00025 at 61 degrees of freedom, the Goodness-of-Fitness Index (GFI) of 0.96, the Adjusted Goodness-of-Fitness Index (AGFI) of 0.94, the Comparative Fit Index (CFI) of 0.99, the Root Mean Square Error of Approximation (RMSEA) of 0.034, and the direction of driving the Learning science organization to develop digital leadership competencies of international graduate students, consisting of the main principles of knowledge, Learning science process, directions of knowledge utilization in the future world, knowledge utilization capabilities of leaders, knowledge integration, Learning science potential, learning resources, information media, knowledge processing units, knowledge system efficiency, digital technology, internet network systems, and signal system stability. It focuses on promoting and drawing out students' important competencies for leadership development in the digital world, which must be ready for changes that keep up with the world of science with digital Learning science and efficient information technology systems for developing excellent, outstanding, and unique organizations.

The Needs Assessment for Develop Measurement and Evaluation Competencies for Teacher Education Students at The Faculty of Education, Rajabhat University, Bansomdejchaopraya

Jakchai Trakoonosot — 2024-12-30

The purpose of this research is to address the Needs Assessment for the development of the competency of measurement and assessment of modern practice teachers faculty of Education, Bansomdejchaopraya Rajabhat University. It is survey research. The sample size was 362 people using a multi-stage random sampling method. The tools used in the research are Necessary questionnaire Data analysis using averages standard deviation and prioritization of essential needs

The research found that the Needs Assessment for the development of competencies in measurement and evaluation for professional teaching students, Faculty of Education, Bansomdejchaopraya Rajabhat University, found that the current condition of the average of the necessary needs for the development of competencies in measurement and evaluation for professional students. Overall teachers are at a high level. The desired condition of the average of the necessary needs for the development of competency in measurement and evaluation for teaching professional students as a whole was at the highest level as for the results of the study of the necessary needs To develop competencies in measurement and evaluation for teaching students. Overall, it equals 0.213 when prioritizing essential needs (PNI Modified) in order from most necessary to least. It was found that the competencies in choosing measurement and evaluation methods that are appropriate for teaching and learning Have the highest needs index, followed by competency in measuring and evaluating according to actual conditions, competency in developing learning management and developing student quality Competency in communicating assessment results to students, parents, the general public, and educational personnel. Competency in using assessment results when making decisions about individual students. Competency in examination administration. Scoring and interpretation of assessment results, competency in developing measurement and evaluation methods, respectively.

Development of an experimental apparatus on pulleys for learning management in promoting learning achievements in Physics

nuntanut wattanasupinyo — 2024-12-30

The purpose of this research was to 1) develop and determine the effectiveness of the experimental apparatus on pulleys; 2) compare learning achievements before and after the use of the experimental apparatus on pulleys; and 3)study learner satisfaction in inquiry-based learning with the experimental apparatus on pulleys. The samples consisted of 18 seventh grade students of some school, Bangkok. The sample group was obtained by purposive sampling. The research instruments were 1) lesson plans 2) the experimental apparatus on pulleys 3) assessment from of qualified experiment apparatus 4) achievement test; and (5) a student satisfaction questionnaire. The findings were as follows: 1) The experimental apparatus that was developed was effectively according to principles and theories and can be used in learning management, where by the experimental apparatus can be used to change all seven experiment models with deviation scores not exceeding 20%, for which experts evaluated the quality of the experimental apparatus as excellence ( X= 3.63/4.00) 2) the students’ learning achievement after using the experimental apparatus, post-test is significantly higher than the pre-test at .05 level and 3) students were satisfied with their learning at a very high level (X= 4.21/5.00).

Decision-Making Behavior of School Administrators Under The Bangkok Secondary Educational Service Area Office 2

ลิรารัตน์ จันทะคูณ — 2024-12-30

This research used research and development methods with the objectives of the research to 1) Analyse basic information about the development of a participatory school administration model. 2) Create and develop a participatory school administration model. 3) Study the results of an experiment using a participatory school administration model. and 4) evaluate the use of the participatory school administration model development model. The population/target group consisted of 2 educational institution administrators,5 experts, 27 teachers, and 20 underprivileged people and 20 parents. The research tools included. Document analysis, interviews, Focused Group Discussion, learning tests and satisfaction questionnaires. Data were analysed using percentages, means, standard deviations and content analysis.
The results of the research found that: 1. The school administration situation did not have a participatory school administration model to develop read write skills and learning behaviour of students. 2. The educational institution administration model consists of 4 steps: setting policy, creating understanding, participation, and evaluating the appropriateness and feasibility of the overall model. 3. Experimenting with the educational institution administration model found that students taking the exam received total read write skills accounting for 84.00 percent. The behaviour score in learning vocational skills was at a high level of practice 4. Teachers and parents were satisfied overall at the highest level.

Development of learning management skills on basic electricity and electronics using the inquiry-based learning management method (5E) for Mathayom Suksa 3

ศักดิ์ศรี สืบสิงห์ — 2024-12-30

The study's objectives were to: 1) evaluate the effectiveness of the inquiry-based learning management system for electricity and electronics students in Secondary 3; 2) compare the results of the students' development of inquiry-based learning skills; and 3) find out how Secondary 3 students felt about the inquiry-based learning management system. 36 secondary 3/12 students from Seraphum Pittayakhom School, Seraphum District, Roi Et Province, were chosen at random using a simple random procedure during the first semester of the academic year 2024. A multiple-choice accomplishment test with 20 questions is one of the research's tools. Twelve designs and opinion surveys are presented in Introduction to Electrical and Electronics 12. The results showed that 1) the researcher's inquiry-based learning management system for Grade 3 students' key electrical and electronic subjects performed better than the predefined criterion of 80/80, receiving a score of 93.40/83.95. Students in Secondary 3 gave the inquiry Learning Management on Electrical and Electronic Learning the highest overall rating.

Using Active Learning Activities Management to Promote English Communication Skills in English Teaching Literature for English Training Teachers

ธนาพันธุ์ ณ เชียงใหม่ — 2024-12-30

The objectives of this research were 1) to develop communication skills in the field of literature for teaching English through the use of active learning activities, and 2) to study the students' satisfaction with the use of active learning activities. The sample group, selected purposively, consisted of 10 fourth-year student teachers majoring in English, who were conducting teaching in schools located in Lamphun and Lampang provinces. The research instruments were pre- and post-tests on learning achievement using the active learning activities model, and a satisfaction questionnaire. The data were analyzed using descriptive statistics, including mean, percentage, standard deviation, and dependent t-test.

The research findings were: 1) The learning achievement of communication skills in literature for teaching English among the student teachers improved. The average pre-test score was x̅ = 29.70, S.D. = 5.17), and the average post-test score was ( x̅ = 52.20, S.D. = 2.74). Although the overall pre-test achievement score of 49.50% was at the failing level, the overall post-test achievement score of 87% was at the good level. The post-test was significantly higher than the pre-test at the .01 significance level, with an increase in the average score of 22.50.

2) The overall satisfaction of students with the active learning activities was at a high level, with an average score of (x̅ = 4.38, S.D. = 0.63). When considering specific activities, the highest satisfaction was found in the puppet theater activity ( x̅ = 4.70, S.D. = 0.48) and the activities of storytelling, short story reading, and poetry reading voice ( x̅ = 4.60, S.D. = 0.52). Meanwhile, other activities at a high satisfaction level included summarizing literature through presentations ( x̅ = 4.50, S.D. = 0.71) and English poster Q&A activities ( x̅ = 4.40, S.D. = 0.52)

Model for developing teachers' learning management to promote moderation, reasonableness and good immunity of students

saovapa wessakavee — 2024-12-30

Model for developing teachers' learning management to promote moderation, reasonableness and good immunity of students. The purpose of the research were to 1. Analyze the conditions and needs for developing teachers' learning management. 2. Develop a model for developing teachers' learning management 3. Study the results of using the learning management development model of teachers. The group of co-researchers consists of 2 educational institution administrators, 27 teachers, 15 basic education committee members, and 20 students' parents. There were 4 research instruments: a questionnaire, an evaluation, a form of supervision for the development of teachers' learning management, and an interview Data analysis used percentages, means, standard deviations and content analysis.
The research results found that the research results found that 1. Conditions and needs in the development of teacher learning management to promote moderation, reasonableness and good immunity. There were main components and indicators of success in developing as follows:1) Development of school curriculum 2) Management of teacher learning to promote moderation, using participatory action research.
2. Models for developing teacher learning management to promote moderation, reasonableness, and good immunity. Consists of practical training, lesson learned, workshop training, exchange of knowledge and study visits
3. Results of developing teachers' learning management to promote moderation, reasonableness and good immunity. It was found of had the highest level of overall performance and achieved results with a high level all aspects.