Journal of Research and Innovation for Sustainability (JRIS)

HEALTH AND LEISURE TIME BEHAVIOR OF THE ELDERLY NAFAI SUBDISTRICT, MUANG CHAIYAPHUM DISTRICT CHAIYAPHUM PROVINCE

Supaporn Theesoongnern — 2026-04-08

This Research Aimed to : Health and Leisure time Behavior of the Elderly Nafai subdistrict, Muang Chaiyaphum District Chaiyaphum Province. The Sample Consisted of Elderly Aged 60 Years and Over, Simple Random Sampling inclusion criteria: Is an elderly person who lives alone There were a total of 400 people and a questionnaire was used as a tool to collect data. and analyzed the data with descriptive statistics using numbers, frequencies, percentages, and means to describe the nature of the data.

The results of the study found that the majority of the sample were 62.0 percent were female, 38.0 percent were male, most were 60-69 years old, 71.3 percent, most were married, 52.1 percent, most had primary education, 50.5 per cent, and most were farmers, 62.2 percent. The results of the study on the behavior of the elderly in spending their free time, with the activities they mostly do alone being cooking regularly (41.2%), followed by reading books (56.70%). Activities that are done with family and society, most are talking with visiting relatives (35.40%). Creative free time activities, most do not do any creative free time activities at all, such as dancing (67.10%), followed by carving (65.80%). Outdoor leisure activities, mostly social gatherings, 45.20 percent, while in terms of overall health, the elderly agreed a lot (M=2.87, SD = 0.41).

SCIENCE TEACHERS’ PERCEPTIONS OF PCK+STEM EDUCATION: A FOUNDATION FOR A TEACHER-TRAINING PROGRAM

Angel M. Bontilao-Gayrama — 2026-04-08

This study explored the perceptions and understanding of science teachers in Iligan City regarding Pedagogical Content Knowledge (PCK) and the STEM education approach proposed by Sutaphan and Yuenyong (2019). A mixed-methods design was employed, combining quantitative and qualitative approaches to gain comprehensive insights into teachers’ knowledge, familiarity, teaching practices, and training needs. Data were collected from fifteen purposively selected science teachers through semi-structured interviews conducted during a focus group discussion (FGD). The interview guide, developed by the researcher, was validated by six PhD experts in PCK and STEM education, yielding a mean validity score of 3.61, interpreted as “exceeds expectations.”

Findings revealed that teachers generally have moderate knowledge of STEM education and high familiarity with PCK, reflecting their professional experience, though they acknowledged a lack of in-depth understanding. Teachers held positive perceptions toward integrating PCK in STEM, recognizing its role in enhancing problem-solving, fostering innovation, and preparing students for future careers. They emphasized that strong PCK enables the design of engaging, relevant, and inquiry-based lessons that connect learning to real-world contexts. However, despite this positive outlook, teachers identified challenges in implementing STEM-based instruction, including limited training and exposure, insufficient time and resources, and difficulties in aligning activities with the existing curriculum. These constraints were seen as barriers to the consistent and meaningful application of PCK-STEM integration in daily practice. Mainly, the study recommends addressing these challenges through curriculum enhancement, adequate resource allocation, and sustained professional development programs focused on PCK-STEM integration. Strengthening teacher collaboration, institutional support, and community partnerships is also vital. Overall, the study underscores the importance of continuous teacher training and reflective practice in promoting effective PCK-STEM integration and fostering student-centered, inquiry-driven learning that develops essential 21st-century skills.

DEVELOPING BASIC MATHEMATICAL SKILLS IN SEQUENCING PATTERNING THROUGH EDUCATIONAL GAMES FOR PRESCHOOLERS

Sukunya Satsanasopha — 2026-04-08

The development of basic mathematical skills, particularly sequencing and patterning, is a crucial foundation for higher-order logical and algebraic thinking. This study employed educational games, which align with the natural learning processes of early childhood, with the objectives of: 1) comparing the basic mathematical skills in sequencing and patterning of kindergarten 3 students before and after participating in learning activities using educational games, and 2) investigating the students’ satisfaction with the learning activities through educational games. The sample consisted of 28 students from kindergarten 3/1 at Sarasas Witaed Bangbon School, who were studying in the first semester of the academic year 2025 and were selected through simple random sampling. Research instruments included: 1) lesson plans for learning activities, 2) a basic mathematics skills test on sequencing and patterning, and 3) a satisfaction questionnaire. The research employed a one-group pretest-posttest design, and data analysis involved percentage, mean, standard deviation, and the dependent t-test.

The findings revealed that 1) the students’ basic mathematical skills in sequencing and patterning after participating in educational game-based learning (M = 24.18, SD = 8.87) were significantly higher than those before the activities (M = 15.86, SD = 6.00) at the .05 level of significance, and 2) the students’ overall satisfaction with the educational games-based learning was at a high level (M = 2.72, SD = 0.40). The results demonstrate that educational games are effective in developing sequencing and patterning skills, as they facilitate learning through hands-on experience and the use of concrete materials. These elements help transform abstract concepts into concrete understanding. Furthermore, the activities were structured to progress from simple to complex and encouraged students to use language to explain their thinking, which aids in cognitive organization. Learning through games also enhanced students’ motivation. Therefore, the continuous implementation of educational games and concrete materials, along with the consistent adjustment of activity difficulty to suit individual student capabilities, is recommended to maximize students’ learning efficiency and satisfaction.

THE DEVELOPMENT OF BASIC GEOMETRIC SKILLS USING CREATIVE ACTIVITY SETS FOR THIRD-YEAR KINDERGARTEN STUDENTS

Prathaksarat Laohavatin — 2026-04-08

Basic geometric skills are a fundamental foundation for spatial and logical thinking in early childhood. Creative activity sets have been employed as a key approach to promote learning through exploration, hands-on practice, and free expression. This study aimed to: 1) compare the basic geometric skills of kindergarten 3 students before and after participating in learning activities using creative activity sets, and 2) investigate the students’ satisfaction with the learning activities using creative activity sets. The sample consisted of 28 students from kindergarten 3/2, who were studying in the first semester of the 2025 academic year at Sarasas Witaed Bangbon School, selected through simple random sampling. Research instruments included: 1) a guide for using the creative activity sets, 2) lesson plans, 3) a basic geometry skill test, and 4) a satisfaction questionnaire. The study employed a one-group pretest-posttest design. Data analysis involved percentages, means, standard deviations, and dependent t-tests.

The findings revealed that 1) the students’ basic geometry skills after participating in the activities (M = 23.14, SD = 13.76) were significantly higher than those before the activities (M = 7.18, SD = 14.74) at the .05 level of significance, and 2) students’ overall satisfaction with the learning activities using the creative activity sets was at a high level (M = 2.64, SD = 0.45). The results indicate that creative activity sets effectively enhance geometric skills, as the activities were systematically designed according to Van Hiele’s levels of thinking and promoted hands-on learning, which facilitated concrete understanding and increased motivation. Therefore, the continuous implementation of creative activity sets in mathematics learning is recommended, with scaffolding adjusted for more complex activities to suit the developmental levels of individual children.

DEVELOPMENT OF THAI DESSERT MAKING LEARNING ACTIVITIES TO PROMOTE SOCIAL RELATIONSHIPS IN GROUP WORK AMONG EARLY CHILDHOOD CHILDREN

Krittameth Nitiwatthana — 2026-04-08

The purpose of this study was to examine the effects of Thai dessert-making activities on preschool children’s social interaction in terms of group work, and to compare their social interaction before and after participating in the activities. This study employed a one-group pretest–posttest quasi-experimental design. The sample consisted of 25 preschool children aged 4–5 years, selected by cluster random sampling. The research instruments included Thai dessert-making activity plans and an observation form for social interaction in group work. Data were analyzed using a dependent sample t-test.

The results indicated that the preschool children’s social interaction in group work after participating in the Thai dessert-making activities was significantly higher than before participation at the .05 level. The findings demonstrate that Thai dessert-making activities can effectively promote preschool children’s social interaction in group work.

FROM OBSTACLES TO SOLUTIONS: TEACHERS' PERSPECTIVES ON INSTRUCTIONAL COMPETENCY DEVELOPMENT AND POLICY SUPPORT IN PRIVATE HIGHER EDUCATION

ํYanitha Rajchakom — 2026-04-10

This study investigates teachers' perspectives on instructional competency development obstacles and solutions in private higher education, focusing on Guangxi Engineering Vocational College, China. The research objective was to investigate the obstacles and solutions of teachers' perspectives on instructional competency development and policy support in private higher education. Using a mixed-method design, data were collected from 243 full-time teachers via questionnaires with open-ended questions. Stratified random sampling ensured representativeness across faculties, academic ranks, and teaching experiences. The instrument achieved perfect content validity (IOC = 1.00). Content analysis identified recurring themes regarding obstacles, and solutions on instructional competency development and policy support in private higher education.

The findings reveal that the most significant obstacle is Technology Integration Abilities (51.4% combined), primarily due to teaching resources and environmental constraints (26.3%). This indicates a critical lack of technological infrastructure, which acts as a barrier to developing Technological Pedagogical Content Knowledge. The second most affected domain is Pedagogical Knowledge (22.8%), followed by Classroom Management Skills (17.3%), and finally Assessment Strategies (4.1%).

In terms of solutions, Technology Integration Abilities was also the most frequently identified area of need, cited by 67.1% of teachers. Teachers prioritized optimizing resource allocation to provide institutional guarantee and infrastructure, directly addressing the primary obstacle. Other key solutions include reconstructing pedagogical development goals (46.9%) and alleviating professional burnout (45.3%). The study also validates the role of intrinsic motivation (Self-Determination Theory) in driving teaching excellence despite external challenges. These insights provide crucial guidance for policymakers and administrators in private higher education to strategically invest in tangible resources and teacher well-being, fostering a sustainable environment for instructional growth.

IMPROVING OF READING COMPREHENSION ABILITY BY USING BRAIN-BASED LEARNING FOR GRADE 3 STUDENTS AT ANUBAAN CHIANG MAI SCHOOL

Chadaporn Saenrat — 2026-04-12

This research aimed to 1) determine the effectiveness of reading comprehension skill exercises for third-grade students at Anubaan Chiang Mai School according to the 75/75 standard criteria, 2) compare the reading comprehension ability using brain-based learning for third-grade students at Anubaan Chiang Mai School School before and after the intervention, and 3) study the satisfaction of third-grade students with brain-based learning. The experimental group consisted of 30 students from class 3/8 at Anubaan Chiang Mai School, selected by simple random sampling using a lottery method. The research design employed an action research design with a single experimental group to measure results before and after the intervention. The research instruments included brain-based learning plans, pre- and post-tests, and a student satisfaction questionnaire. Data were analyzed using basic statistics including mean, standard deviation, percentage, and dependent sample t-test.

The research results showed that 1) the effectiveness of the reading comprehension skill exercises for third-grade students at Anubaan Chiang Mai School was 80.11/79.78, which is higher than the set standard criteria; and 2) the comparison of reading comprehension ability. Using brain-based learning for third-grade students at Anubaan Chiang Mai School, post-test scores were significantly higher than pre-test scores at the .05 statistical significance level. 3) The satisfaction of third-grade students with brain-based learning was at the highest level (M = 4.79, SD = 0.02).