Journal of Education and Educational Communication

Integrating Economic Simulation Games to Develop Ethical Decision-Making Skills of Grade 9 Students

2026-01-19T20:30:06+07:00

This research aimed to 1. develop lesson plans using economic simulation games for Grade 9 students, 2. examine the effects of the instruction on ethical decision-making skills, and 3. compare ethical decision-making skills before and after the intervention. The sample consisted of 40 Grade 9 students at Ban Mi Witthaya School under the Office of Secondary Educational Service Area Lopburi in the first semester of academic year 2025, selected through purposive sampling. The research instruments comprised 15 lesson plans and a 20-item ethical decision-making skills assessment with a reliability coefficient of 0.91. Data were analyzed using mean, standard deviation, and paired sample t-test.

The findings revealed that: 1. the 15 developed lesson plans demonstrated a high level of appropriateness (𝑥̅ = 4.56, S.D. = 0.28), 2. post- intervention ethical decision-making skills were at a high level (𝑥̅ = 4.15, S.D. = 0.38), and 3. post-intervention ethical decision-making skills were significantly higher than pre-intervention scores at the .05 level (t = 12.68, p < .05). This research demonstrates that economic simulation games are an effective instructional innovation for developing ethical decision-making skills among secondary school students.

The Development of Critical Questioning Skills through Inquiry-Based Learning Process on Local Environmental Issues of Mathayomsuksa 2 Students at Inburi School, Inburi District, Singburi Province

2026-02-19T11:21:05+07:00

This research aimed to: 1. develop learning activities that promote critical questioning skills through an inquiry-based learning process, 2. compare students' critical questioning skills through an inquiry-based learning process before and after the intervention, and 3. examine the level of students’ satisfaction toward learning activities implemented through critical questioning within an Inquiry-Based Learning approach. The sample consisted of 36 Mathayomsuksa 2/3 students at Inburi School, Inburi District, Singburi Province, during the first semester of the academic year 2025, selected through cluster random sampling. The research instruments included: 1) ten lesson plans designed to promote critical questioning skills through an inquiry-based learning process, 2) a 30-item multiple-choice test measuring critical questioning skills through an inquiry-based learning process, and 3) a 15-item five-point Likert scale satisfaction questionnaire. Data were analyzed using mean, standard deviation, and dependent samples t-test.

The research findings revealed that: 1. the appropriateness of the learning activity plans was at the highest level (𝑥̅ = 4.57, S.D. = 0.64), 2. students' critical questioning skills through an inquiry-based learning process after the intervention were significantly higher than before at the .05 level (t = 15.92, df = 35, Sig. = .000), and 3. students' overall satisfaction with the learning activities was at the highest level (𝑥̅ = 4.61, S.D. = 0.45).

The Effects of Active Learning Activities Using A History Board Game on Historical Conceptual Thinking Skills of Grade 8 Students

2026-01-26T10:57:05+07:00

This study aimed to 1. compare the historical conceptual thinking skills of Grade 8 students before and after participating in Active Learning activities using a historical board games; 2. compare the historical conceptual thinking skills of students who learned through Active Learning with historical board games and those who received conventional instruction; and 3. examine the level of historical conceptual thinking skills of students after participating in the Active Learning activities. The sample consisted of 84 Grade 8 students from Phra Narai School in the first semester of the 2025 academic year, selected through purposive sampling. The participants were divided into an experimental group (n = 40) and a control group (n = 44). The research instruments included conventional lesson plans and Active Learning lesson plans using a historical board games, totaling 17 lesson plans for each instructional approach. The lesson plans were evaluated by experts and found to be of the highest quality. A historical conceptual thinking skills test consisting of 20 items with a reliability coefficient of 0.91 was also employed. Data were analyzed using mean, standard deviation, paired-samples t-test, and independent-samples t-test.

The results indicated that 1. the historical conceptual thinking skills of students in the experimental group after the intervention were significantly higher than those before the intervention at the .05 statistical significance level; 2. students in the experimental group demonstrated significantly higher historical conceptual thinking skills than those in the control group at the .05 level of statistical significance; and 3. the level of historical conceptual thinking skills of students after participating in Active Learning activities using a historical board games was at a high level.

The Effects of Learning Activities Using The TGT Technique Combined with Inquiry - Based Learning on Learning Achievement in “Cultures of Countries in The Asian Region” of Grade 8 Students at Phatthananikhom School

2026-02-07T19:37:34+07:00

This research aimed to compare the learning achievement on the topic of cultures of countries in the Asian region among Grade 8 students before and after participating in learning activities implemented through the Teams – Games – Tournament (TGT) technique integrated with Inquiry-Based Learning, to compare the learning achievement between students taught through the integrated TGT – Inquiry - Based Learning approach and those receiving conventional instruction, and to examine the effectiveness of the implemented learning activities. The sample consisted of 66 Grade 8 students at Phatthananikhom School in the first semester of the 2025 academic year, divided into an experimental group of 33 students and a control group of 33 students. The research instruments included 15 lesson plans employing the TGT technique integrated with Inquiry-Based Learning, 15 conventional lesson plans, and a 30-item learning achievement test. The data were analyzed using mean, standard deviation, and t-test statistics.

The research findings revealed that: 1. the learning achievement of students in the experimental group after learning was significantly higher than before learning at the .05 level, 2. the learning achievement of students in the experimental group was significantly higher than the control group at the .05 level, and 3. learning activities using the TGT technique combined with inquiry-based learning were effective in developing learning achievement both within the learner group and when compared with conventional learning management. This reflected the success of integrating cooperative learning techniques with cognitive processes that promote both motivation and analytical thinking skills. The integration of the TGT technique with the inquiry-based learning process can create a learning structure that transforms learners' roles from passive recipients to active knowledge co-constructors, and is appropriate for social studies learning management that requires both collaborative work and deep understanding development.

Problem-Based Learning Combined with Six Thinking Hats Technique to Promote Creative Thinking of Mathayomsuksa 1 Students at Sutheewittaya School, Phra Phutthabat District, Saraburi Province

2026-02-07T18:44:47+07:00

This study aimed to 1) compare students’ creative thinking skills before and after the implementation of Problem-Based Learning (PBL) integrated with the Six Thinking Hats technique, 2) compare students’ learning achievement in Buddhist Studies before and after the intervention, and 3) examine students’ satisfaction with the instructional approach. The sample consisted of 30 Grade 7 students (Mathayomsuksa 1/3) from Sutheewittya School, Phra Phutthabat District, Saraburi Province, during the first semester of the 2025 academic year, The participants were selected through cluster random sampling. The research instruments included lesson plans based on PBL integrated with the Six Thinking Hats technique, a creative thinking skills assessment, a learning achievement test, and a student satisfaction questionnaire. Data were analyzed using descriptive statistics (mean and standard deviation) and a t-test for dependent samples to compare pretest and posttest scores

The research revealed that: 1)The students' creative thinking skills after learning through Problem-Based Learning combined with the Six Thinking Hats technique were significantly higher than before learning at the .05 level. In addition, 2) The post-learning achievement was significantly higher than the pre-learning achievement at the .05 level. Furthurmore, 3)The students' satisfaction with the learning management using Problem-Based Learning combined with the Six Thinking Hats technique was at the highest level overall.

The Development of a Reflective Teaching Model to Enhance Historical Thinking Competency of Grade 12 Students at Ban Mo “Phatthananukul” School

2026-01-30T21:09:18+07:00

This research article aimed to 1) develop a reflective teaching model to enhance the historical thinking competency of Grade 12 students at Banmoh Pattananukul School, 2) examine the effects of implementing the reflective teaching model on students' historical thinking competency, and 3) compare students' historical thinking competency before and after receiving instruction through the reflective teaching model. This study employed a two-phrase research and development approach. The sample comprised 31 Grade 12 students from Class 12/1, selected through purposive sampling. The research instruments consisted of one reflective teaching model, reflective learning plans, and a historical thinking competency assessment instrument. Data were analyzed using mean, standard deviation, and paired samples t-test.

The research findings revealed that 1) the developed reflective teaching model was found to be highly appropriate and of high quality. The teaching model comprised four main components: principles, objectives, instructional procedures following the 4E Model (Engage, Explore, Explain, Evaluate), and assessment and evaluation; 2) students who received instruction through the reflective teaching model exhibited high levels of historical thinking competency overall and across all components. The use of historical evidence component the highest mean score, followed by interpreting historical events and connecting the past with the present; and 3) students' historical thinking competency scores were after significantly higher than their pretest scores at the .05 level of statistical significance.

Developing Local History Learning Management Using Digital Museums and AI - Powered Storytelling to Enhance Historical Understanding of Grade 9 Students

2026-02-24T21:00:17+07:00

This study aimed to: 1) develop lesson plans for local history learning on the Bang Kham Watershed using digital museums integrated with artificial intelligence-based storytelling for Grade 9 students, and 2) examine the effects of such learning management on students' historical understanding. A one-group pretest-posttest quasi-experimental design was employed. The sample consisted of 32 Grade 9 students from Classroom 3/1 at Ban Sam Ruean (Wankru 2500) School during the first semester of the 2025 academic year, selected through purposive sampling. The research instruments comprised 15 lesson plans for local history learning on the Bang Kham Watershed integrating with digital museums and artificial intelligence-based storytelling, and a 20-item, four-choice multiple-choice test measuring historical understanding. Data were analyzed using the mean, standard deviation, percentage, and paired samples t-test.

The findings revealed that: 1) all 15 developed lesson plans demonstrated overall quality at a high level of appropriateness (𝑥̅ = 4.52, S.D. = 0.51), and 2) students' historical understanding scores after the learning management (𝑥̅ = 16.46, S.D. = 2.04) were significantly higher than those recorded before the intervention (𝑥̅ = 10.96, S.D. = 1.84) at the .05 level of statistical significance (t = 14.87, df = 31, p < .001).

The Development of Digital Citizenship Skills of Grade 7 Students Using a Blended Learning Approach on An Online Classroom Platform

2026-02-12T22:01:14+07:00

This research aimed to 1) develop blended learning activities on an online classroom platform for seventh-grade students, 2) examine the effects of the developed blended learning approach on an online classroom platform on students' digital citizenship skills, and 3) compare the digital citizenship skills of seventh-grade students before and after implementing blended learning on an online classroom platform. The sample consisted of 33 seventh-grade students from Ban Sam Ruean (Wan Khru 2500) School in the first semester of the 2025 academic year, selected through cluster random sampling. The research instruments included 20 blended learning lesson plans on an online classroom platform and a digital citizenship skills assessment form. Data were analyzed using mean, standard deviation, and paired samples t-test.

The findings revealed that 1) the developed blended learning lesson plans on the online classroom platform demonstrated an overall high level of appropriateness (𝑥̅ = 4.49, S.D. = 0.56), 2) students' digital citizenship skills after the implementation were at a high level (𝑥̅ = 4.41, S.D. = 0.50), and 3) students' digital citizenship skills after the implementation were significantly higher than their pre-implementation scores at the .05 level, both overall and in each dimension. The results indicate that blended learning on an online classroom platform can effectively enhance the digital citizenship skills of lower secondary school students.

Effects of Geo - Inquiry Learning Model Instruction on Spatial Problem - Solving Skills of Mathayomsuksa 3 Students at Khok Kathiam Witthayalai School

2026-02-15T21:22:54+07:00

This research aimed to 1) develop and evaluate the quality of a Geo-Inquiry Learning Model for Mathayomsuksa 3 students, 2) compare spatial problem-solving skills and learning achievement before and after learning through the Geo-Inquiry Learning Model, and 3) examine students' satisfaction with learning through the developed model. The sample consisted of 34 Mathayomsuksa 3/3 students from Khok Kathiam Witthayalai School in the first semester of the 2025 academic year, selected through cluster random sampling. The research instruments included a spatial problem-solving skills assessment, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using means, standard deviations, and a dependent samples t-test.

The findings revealed that 1) the developed Geo - Inquiry Learning Model consisted of three components and a five-step learning process: Step 1 asking spatial questions based on local community problems; Step 2 searching for and collecting spatial data from real sources; Step 3 interpreting and presenting data through maps and visual representations; Step 4 synthesizing reasoned explanations from collected data; and Step 5 applying knowledge to solve problems in real situations. The overall quality evaluation was at the highest level. 2) Students' spatial problem-solving skills and learning achievement after learning through the Geo - Inquiry Learning Model were significantly higher than before learning at the .05 level of statistical significance. 3) Students' overall satisfaction with learning through the Geo - Inquiry Learning Model was at a high level.

The Evolution of Textbook Studies: From Reading Psychology to Critical Discourse Analysis

2026-02-19T11:28:41+07:00

This article explores the formation and evolution of “Textbook Studies” as an interdisciplinary field reflecting the dynamics between the state, society, and knowledge. By employing a documentary research methodology through the content analysis of academic literature and relevant studies, the scope of this work is divided into three primary sections covering an evolutionary analysis of textbook history, an exploration of the development of textbook research through academic paradigm shifts, and a synthetic analysis of contemporary concepts and methodologies in textbook studies.

First, the finding highlight the functional role of textbooks as the primary vehicle for transmitting certified knowledge and as essential instruments for establishing cultural standards as well as collective social memory. Regarding paradigm shifts, the research indicates that the field has evolved from a focus on psychology and readability in the early 20th century toward Critical Discourse Analysis (CDA) particularly since the 1970s to decode hidden ideologies and the construction of “Self” versus “Other.” Furthermore, the contemporary complexity of the field is characterized by the integration of postmodernism and multimodal media analysis to understand power negotiations amidst the challenges of digital innovation. Finally, the article identifies academic gaps in Thailand where, despite the immense influence of textbooks, systematic research within educational science remains limited and lacks a clear disciplinary home as it often appears only within the realms of history and linguistics. Consequently, this article proposes that the Thai academic community in education prioritize systematic and intensive textbook research as a vital key to challenging intellectual monopolies and fostering an educational system that is responsive to global transformations.