Journal of Learning and Organizational Development

Development of a Brainstorming Learning Model Reinforcing Mathematical Experiences to Promote Problem Solving and Connections to Real Life for grade 11 Students

2025-01-06T10:12:17+07:00

This research aimed to develop and improve a learning model that uses brainstorming to enhance problem-solving abilities and connect mathematics to real life. The target group consists of 38 students from Class 5/6 at Huai Yot School in the second semester of the academic year 2023. The participants were selected through purposive sampling and were students in the science-mathematics program. The research instruments consisted of achievement tests, problem-solving ability tests, mathematics connection ability tests, and a satisfaction questionnaire. Data were collected using a pretest-posttest design and analyzed using descriptive statistics and t-test. The findings are as follows 1) The developed SCOOTER model consisted of six steps 1) Stimulation 2) Action and Coaching 3) Brainstorm 4) Connections to real life 5) Evaluation and 6) Reflection with high quality level ( = 4.58, SD = 0.10), 2) Students post-test
scores were significantly higher than pre-test scores (p < .05), 3) Problem-solving abilities exceeded the 70% (p < .05), 4) The ability to connect mathematics to real life also exceeded the 70% (p < .05), 5) Students' overall satisfaction with the learning model was at the highest level ( = 4.81, SD = 0.29).

The Relationship Between the Innovation Leadership of Institution Educational and the Innovation Organization in the Schools, The Secondary Education Service Area Office Nakhonsawan

2025-02-14T17:10:18+07:00

The purposes of this research were 1) to study the innovation leadership of Institution Educational, 2) to study the innovation organization in the schools, and 3) to study the relationship between the innovation leadership of Institution Educational and the innovation organization in the schools, The secondary education service area office Nakhonsawan. The sampling group in the research were 317. The 37 administrators were selected by specific assignment and 280 teachers were selected through stratified random sampling. The survey instrument used was a Likert scale questionnaire consisting of approximately 56 items across 5 levels of measurement. Data analysis involved using mean values, standard deviations, and Pearson correlation coefficients.

The results showed that: 1) The overall innovative leadership of Institution Educational is high. When categorized by aspects, the highest average score is in organizational management, which is at the highest level. Following this, the next highest is in the personal image of innovative leaders, which is at a high level. The aspect with the lowest average score is the skills of innovative leaders, which are at a high level. 2) The innovation organization the school, the secondary education service area office Nakhonsawan, is overall at a high level. When assessed by aspects, the highest average score is in internal innovation leadership within the innovation organization, which is at the highest level. Next is the management of internal administrative structures within the innovation organization, which is at a high level. The aspect with the lowest average score is the operational atmosphere within the innovation organization, which is at a high level, and the organizational operational culture within the innovation organization, which is at a high level. 3) The results of the study on the study on the relationship between the innovation leadership of Institution Educational and the innovation organization in the schools, The secondary education service area office Nakhonsawan. The findings indicate a strong and statistically significant positive correlation between innovative leadership and the level of innovation in schools (r = 0.940, p < .01)

Development of Executive Function in Elementary School Students in Demonstration School of Kasetsart University Multilingual Education Program Center for Educational Research and Development Using a Multiple Intelligences Approaches

2025-02-17T15:03:22+07:00

Developing learners aged 0-7 years to have the potential and ability to sustainably adapt in the 21st century world requires developing fundamental Executive Function as the basis for life that can support further academic learning and living. This study therefore aimed to evaluate the effectiveness of activities promoting Executive Function in early elementary school students in Demonstration School of Kasetsart University Multilingual Education Program Center for Educational Research and Development using the multiple intelligences concept developed in a sample randomly selected of 92 people form 120 people who enrolled in activities to develop thinking skills with Executive Function of the academic year 2023. The research instruments were activities promoting Executive Function in early elementary school students using the multiple intelligences concept, and the Executive Function Assessment Battery (KU-THEF). A t-test was used to compare the mean Executive Function scores after the experiment of the experimental group, which were higher than before the experiment.

The research found that the Executive Function scores after the experiment of the experimental group were significantly higher than before the experiment at the .01 level. This indicates that the developed activities promoting Executive Function in early elementary school students using the multiple intelligences concept were effective in developing learners' Executive Function.

The Results of the Learning Management Using STEM Activities on the Factors Affecting the Rate of Chemical Reactions to Promote the Chemistry Concepts Grade 11 Students at PSU Demonstration School (Secondary)

2025-05-20T00:12:31+07:00

This research aimed to: 1) compare students’ academic achievement before and after learning through STEM-based activities 2) compare students’ chemistry conceptions before and after learning through STEM-based activities and 3) investigate the satisfaction level of Grade 11 students at the PSU Demonstration School (Secondary) regarding the implementation of STEM-based learning activities. The sample consisted of 35 Grade 11 students from the Health Science Classroom Group 4. The research instruments included a STEM-based learning management plan, a test on factors affecting the rate of chemical reactions, a chemistry concept assessment, and a satisfaction questionnaire. The study employed a one-group pretest-posttest design. Data were analyzed using mean, standard deviation, and paired-sample t-tests.

The results showed that students who participated in STEM-based learning activities had significantly higher post-learning academic achievement and chemistry conceptions than before learning (**p < 0.05). Additionally, students’ overall satisfaction with STEM-based learning activities was at the highest level.

Using the Six Thinking Hats Questioning Technique to Develop Analytical Reading Skills in English for Grade 10 Students at Prince of Songkla University Demonstration School (Secondary)

2025-05-20T08:48:55+07:00

This research aims to 1) investigate the ability to read English analytically and 2) examine the achievement of learning through the six thinking hats questioning technique to develop the ability to read English analytically in Grade 10 students at Prince of Songkla University Demonstration School (Secondary) in Mueang District, Pattani Province, during the 2024 academic year. The target group consisted of 41 Grade 10 students at the school. The research instruments included 1) a lesson plan using the six thinking hats questioning technique and 2) an analytical reading test. The research was conducted over 8 sessions, with 2 sessions per week, each lasting 50 minutes. The statistics used in the research included mean, standard deviation, and dependent t-test.

The research findings revealed that 1) students’ analytical reading ability significantly improved after learning with the Six Thinking Hats technique, with a statistically significant difference at the 0.05 level, demonstrating that the Six Thinking Hats questioning technique effectively enhances students’ analytical reading skills. 2) Students’ academic achievement after learning was significantly higher than before learning, with a statistical significance level of 0.05. The standard deviation (S.D.) of the pre-test scores was 3.37, while the post-test scores had an S.D. of 3.95. The dependent t-test result was 10.49, indicating that the learning approach significantly contributed to the improvement of students' academic performance.