Journal of Education, Ubon Ratchathani University

Learning Management Cooperative on Polynomials for Grade 8 Students Using the Team Games Tournament (TGT) Technique

juthalak nuengkammee — 2026-05-05

This study aimed to examine the effectiveness of lesson plans on polynomials for Grade 8 students using the Team Games Tournament (TGT) cooperative learning technique, to compare students’ learning achievement on polynomials before and after learning management, and to investigate students’ attitudes toward learning through this approach. The sample consisted of 36 Grade 8 students in the first semester of the 2025 academic year, selected by simple random sampling. The research instruments included lesson plans based on the TGT technique, a learning achievement test, and an attitude questionnaire. The data were analyzed using percentage, mean, standard deviation, and a t-test.

The results showed that the efficiency of the learning process and learning outcomes (E₁/E₂) met the efficiency criterion of 75/75. The students’ post-test achievement scores on polynomials after learning management through the TGT technique were significantly higher than their pre-test scores at the level of confidence of .05. In addition, students demonstrated positive attitudes toward the learning activities, with the overall mean score at a very good level (=4.45, S.D. = 3.98). For future research, it is recommended to integrate the TGT technique with various learning media, such as digital tools and educational games, to examine its effects on different dimensions of learning achievement and attitudes. Furthermore, expanding the sample size and conducting long-term follow-up studies would enhance the reliability of the results and provide deeper insights into the retention of learning outcomes and students’ attitudes.

Development of Brain-Based Learning Activities Using Big Book Story Sets to Enhance Communication Skills of Early Childhood Students at Ban Wang Prada School

นันทินี ขวัญมา — 2026-05-05

This research aimed to compare the communication skills of preschool children before and after participating in brain-based learning activities using the Big Book storybook series.

The sample group consisted of 17 preschool children aged 5-6 years old, enrolled in the second semester of the third level of kindergarten of the 2025 academic year at Ban Wang Prada School, Kamphaeng Phet Province. The sample was obtained through purposive selection. The research instruments included 1) a brain-based learning lesson plan integrated with the Big Book storybook series, and 2) a communication skills assessment form for early childhood. Date was analyzed using mean, Standard deviation and t-test dependent.

The research findings revealed that after implementing the brain-based learning plan, The student communication skills scores were significantly higher than those before the intervention, at a statistical significance level of .01.

STRATEGIC MANAGEMENT GUIDELINES TO ENHANCE RESOURCE MANAGEMENT IN SMALL-SIZED SCHOOLS UNDER THE UTTARADIT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

กฤษณพงศ์ เทศคลัง — 2026-05-05

This research aimed to study the state of strategic management of small-sized schools under the Uttaradit Primary Educational Service Area Office 1, and to study strategic management guidelines to enhance resource management of small-sized schools under the Uttaradit Primary Educational Service Area Office 1. The research methodology was divided into 2 steps: Step 1: Studying the state of strategic management of small-sized schools under the Uttaradit Primary Educational Service Area Office 1. The informants consisted of 99 school administrators or teachers responsible for planning affairs in small-sized schools, selected by purposive sampling. Data were collected using a questionnaire and analyzed using mean and standard deviation. Step 2: Studying the strategic management guidelines to enhance resource management of small-sized schools. The informants consisted of 5 persons, including a Deputy Director of the Primary Educational Service Area Office, an educational supervisor, school directors, and a teacher responsible for planning affairs, selected by purposive sampling. Data were collected through interviews and analyzed using content analysis. The research results revealed that. 1. The overall state of strategic management of small-sized schools under the Uttaradit Primary Educational Service Area Office 1 was at a high level. When considering each aspect, it was found that the aspect with the highest mean was school strategy formulation, which was at the highest level, and the aspect with the lowest mean was strategic control and evaluation in schools, which was at a high level. 2. The strategic management guidelines to enhance resource management of small-sized schools under the Uttaradit Primary Educational Service Area Office 1 revealed that: School administrators must act as leaders in environmental analysis by utilizing information technology to process data and gathering feedback from stakeholders. They should conduct field surveys to assess community needs in order to determine directions collaboratively with the basic education commission through the "BOWON" (Home, Temple, School) mechanism. Strategies should be formulated based on the 4M principles and the PDCA quality cycle. A collaborative network of 3-5 small-sized schools should be established to share resources and utilize cost-free technologies. Administrators must act as role models and develop teachers' potential through Professional Learning Communities (PLC) and mentoring systems. Furthermore, a two-phase evaluation system should be implemented, consisting of activity-based evaluations and an overall academic year-end evaluation, by applying technology to collect satisfaction data and using the feedback as a database for sustainable budget and resource allocation planning.

Keywords: Strategic Management, Resource Management, Small-Sized Schools

GUIDELINES FOR PROMOTING SCHOOL SAFETY OPERATIONS IN PRIVATE SCHOOLS UNDER THE SUPERVISION OF PHRAE PROVINCIAL EDUCATION OFFICE

Phanupong Suttana — 2026-05-05

Abstract

This research aimed to 1) study the operational conditions based on hazard management guidelines in private schools under the jurisdiction of the Phrae Provincial Education Office, and 2) study the guidelines for promoting safety operations in these educational institutions. The research methodology was divided into two phases. Phase 1 involved studying the operational conditions, with a sample group consisting of 28 school administrators and 214 teachers, totaling 242 participants determined by the Krejcie and Morgan table. Data were collected using questionnaires. Phase 2 involved studying the guidelines for promoting safety operations, utilizing 5 experts selected through purposive sampling as key informants. Data were collected via interviews and analyzed using content analysis. The research findings revealed that.

Regarding the operational conditions, the highest level of implementation for human violence hazards was the use of secure and confidential reporting processes for students. For accidental hazards, the highest implementation was regularly inspecting and maintaining buildings and equipment, as well as keeping walkways and risk areas well-lit and free of obstacles. For rights violation hazards, the highest implementation was using secure and confidential reporting processes for rights violations or academic stress. For physical and mental health hazards, regularly organizing diverse health promotion activities showed the highest implementation.
The guidelines for promoting safety operations indicated that school administrators should strictly prioritize safety by conducting workshops to plan comprehensive threat prevention for both current and emerging hazards. Recommendations also include appointing specialized security committees for regular environmental inspections, establishing counseling centers, and collaborating with external networks for rapid response. Finally, schools should develop the incident response skills of personnel, organize creative activities to cultivate empathy, and establish equitable care measures for vulnerable students, thereby transforming the schools into safe spaces conducive to the holistic development of learners.

COMPARATIVE ANALYSIS OF THAI LANGUAGE CURRICULUM AND TEACHING FOR CHINESE STUDENTS: A CASE STUDY OF EDUCATIONAL INSTITUTIONS IN CHINA AND THAILAND

Chalanda Puttasiriwong — 2026-05-05

This research aims to analyze and compare Thai language curricula and teaching methods for Chinese students at educational institutions in China and Thailand, and to propose guidelines for developing Thai as a Foreign Language curriculum to achieve maximum effectiveness. The study employs comparative analysis of curriculum documents and related research from 2015-2025 across six educational institutions, comprising three institutions in China and three in Thailand. The analysis covers three dimensions: curriculum objectives, structure and content focus, and concrete outcomes in teaching methods and assessment. The research findings and discussion reveal clear differences between curricula in both contexts in terms of educational philosophy and instructional approaches. Chinese curricula are characterized by an emphasis on theory and language structure, aiming to produce high-level Thai language specialists with academic knowledge, while Thai curricula focus on practical application and communication, resulting in learners with high communicative fluency and cultural competence. This research concludes with recommendations for developing more effective Thai language teaching curricula by integrating the strengths of both contexts, and policy recommendations for establishing academic collaboration.

The Development of a Community-Based Participatory Administration Model (CBL) to Enhance Teachers’ Competencies in Integrating Local Wisdom and Students’ Self-Directed Learning Skills at Ban Thung Thoeng School

อัมพวัลย์ บุปผาวัลย์ — 2026-05-05

This research aimed to investigate the fundamental information, develop a participatory administration model based on the community, study the implementation results, and evaluate the effectiveness of the model in enhancing teachers’ competencies in learning management integrated with local wisdom and students’ self-directed learning skills at Ban Thung Thoeng School, Thung Thoeng Subdistrict, Det Udom District, Ubon Ratchathani Province. The study employed a research and development methodology. The target group consisted of school administrators, teachers and educational personnel, members of the basic education school board, students, and parents, selected through purposive sampling. The research instruments included the administrative model and its implementation manual, an assessment form for teachers’ competencies in integrating local wisdom into learning management, an assessment form for students’ self-directed learning skills, and an evaluation form for the implementation of the model. Data were analyzed using percentage, mean, standard deviation, and content analysis.
The findings revealed that the current educational administration of the school lacked a systematic mechanism for genuine community participation. Therefore, a participatory administration model was developed to strengthen collaboration between the school and the community and to support learning management integrated with local wisdom. The developed model consisted of five components: background and principles, objectives, processes, evaluation, and success factors. The operational process included five steps: awareness and participation building, analysis of community context and local wisdom resources, participatory planning and design, community-based learning implementation, and evaluation for sustainable development. The implementation results indicated that teachers’ competencies in learning management integrated with local wisdom were at the highest level, and students’ self-directed learning skills were also at the highest level. Moreover, the overall evaluation of the model was at the highest level, demonstrating that the model effectively promoted collaboration between the school and the community and significantly enhanced the quality of student learning. The study suggests that continuous support for community and network participation in educational management should be encouraged. Additionally, the model should be
adapted and applied in other school contexts to enhance student quality and strengthen sustainable educational communities.

Risk Management in Schools under the Secondary Educational Service Area Office Sakon Nakhon

Anocha Hating — 2026-05-05

Risk management in schools is of critical importance for the effective planning and implementation of risk management processes within schools. It serves as essential information to support decision-making in the prevention, mitigation, and reduction of potential risks that may arise in educational settings. This study aimed to (1) examine the current and desired states of risk management in school, and (2) assess the needs assessment for risk management in school. The sample group consisted of 235 individuals, including administrators and teachers. The sample size was determined using the percentage criteria selected by Stratified Random Sampling. The instruments were two five-rating scale questionnaires: (1) a questionnaire on the current state of risk management in school with the Index of Item Congruence (IC) between .80-1.00, the discrimination between .25-.70, and the reliability of .88; (2) a questionnaire on the desired state of risk management in school with the Index of Item Congruence (IC) between .80-1.00, the discrimination between
.24-.70, and the reliability of .87. The statistics used were percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_Modified). The results revealed that (1) the overall current state of risk management in school was at a high level, while the overall desired state of risk management in school was at the highest level. (2) The overall
needs assessment of risk management in schools produced PNI Modified value of .301 ranking the aspects from the highest to the lowest as follows: (1) financial risk, (2) legal and regulatory compliance risk, (3) operational risk, and (4) strategic risk, respectively.