Journal of Research and Innovation for Sustainability (JRIS)

SYNTHESIS OF RESEARCH ON TEACHING THAI LITERATURE IN THE SECONDARY LEVEL PUBLISHED BETWEEN 2017 – 2024

Paphitchaya Phromkantha — Fri, 25 Sep 2026 00:00:00 +0700

This research aimed to synthesize 52 research studies on teaching Thai literature in the secondary level published between 2017–2024, focusing on analyzing the characteristics of the research, teaching formats, and outcomes for students. The research employed purposive selection (Purposive Sampling) to identify studies meeting the inclusion criteria: (1) research on teaching Thai literature at the secondary level, (2) published between 2017–2024, (3) accessible in full text, and (4) providing clear details on teaching methods and outcomes.

The research results found that (1) most of the research was experimental research (86.5%), focusing on developing teaching innovations (84.6%), using purposive selection (50%), using lesson plans (92.31%), and tests (90.38%) as the main tools, and using descriptive statistics (100%) and parametric statistics (75%). (2) A variety of teaching formats, including creative-based teaching, inquiry-based teaching (5E), collaborative learning, and the use of digital media (such as Padlet, Kahoot, and gamification), are expected to increase during 2023–2024. (3) Student outcomes include significantly higher academic achievement, improved reading and analytical skills, thinking, and writing, higher attitudes and satisfaction, and social and psychological characteristics such as honesty and appreciation of literature.

THE DEVELOPMENT OF SKILLS IN WRITING THAI SENTENCES USING THE BRAIN TARGET TECHNIQUE FOR THE PRATHOMSUKSA 3 STUDENTS, TESSABAN 1 SCHOOL (WITTHAYANAREE), MUEANG CHAIYAPHUM DISTRICT, CHAIYAPHUM PROVINCE

Boonyanuch Assaphai , Praphakorn Phapor — Mon, 28 Sep 2026 00:00:00 +0700

Many primary school students experience difficulties in constructing Thai sentences correctly, particularly in sentence structure and appropriate word selection, which affects effective communication and learning achievement. The objectives of this research were
1) to develop Thai sentence writing skills of Prathomsuksa 3 students using the Brain Targeted Teaching Technique and 2) to analyze the level of relative gain scores of Prathomsuksa 3 students taught using the Brain Targeted Teaching Technique in the teaching process. The sample used in the research consisted of 30 Prathomsuksa 3/1 students at Municipal School No. 1 (Witthayanaree), Mueang Chaiyaphum District, Chaiyaphum Province, obtained by simple random sampling. This research was experimental research. Learning management was conducted according to plans systematically created by the researcher to promote learning processes consistent with brain functioning and learner potential development. The instruments used in the research included 5 lesson plans designed according to the steps of the Brain Targeted Teaching Technique and a 20-item Thai sentence writing skills test. The statistics used in the research included percentage (%), mean (M), and standard deviation (S.D.). The level of development scores was analyzed using the relative gain score calculation formula.

The research findings revealed that: (1) Thai sentence writing skills after learning with the Brain Targeted Teaching Technique were higher than before learning at a statistical significance level of .05, and (2) Thai sentence writing skills of Prathomsuksa 3 students who learned with the Brain Targeted Teaching Technique showed development at a moderate level of 40.77.

DEVELOPMENT OF A GAME-BASED LEARNING ACTIVITY PACKAGE USING GAME SETS TO PROMOTE TEAMWORK SKILLS IN COMPUTER SUBJECT FOR GRADE 2 STUDENTS AT ANUBAN CHAIYAPHUM SCHOOL

Pornthip Kamkheaw , Sirapat Intarapanit , Rujira Laorit — Tue, 29 Sep 2026 00:00:00 +0700

The objectives of this research were to: 1) develop a Game-Based Learning activity package using game sets based on the efficiency criteria of 80/80; 2) compare students' learning achievement before and after learning; 3) examine students' teamwork skills; and (4) investigate students' satisfaction toward the developed activity package. The study employed a one-group pretest-posttest research design to measure students’ academic improvement after participating in the activities. The sample consisted of 35 second-grade students from Class 2/4 at Anuban Chaiyaphum School during the first semester of the 2025 academic year. Cluster random sampling was employed, using classrooms as sampling units. The research instruments included a Game-Based Learning activity package, lesson plans aligned with learning objectives, a learning achievement test administered as both pre-test and post-test, a teamwork skills assessment form, and a satisfaction questionnaire constructed using a five-point Likert scale. Data were analyzed using mean, percentage, standard deviation, and dependent samples t-test.

The findings revealed that the developed activity package achieved an efficiency of 92.67/82.67, exceeding the established 80/80 criterion. Students’ learning achievement after instruction was significantly higher than before instruction at the .05 level of statistical significance, with the pre-test mean score of 7.82 and the post-test mean score of 16.94. Students demonstrated overall teamwork skills at a very good level ( = 3.91), including participation, responsibility, communication, leadership, and collaborative problem-solving. Moreover, students’ overall satisfaction was rated at the highest level ( = 4.86), particularly regarding enjoyment, instructional design, and the promotion of effective cooperative learning in classroom settings overall.

DEVELOPING MODELING SKILLS OF MATHAYOM 4 STUDENTS MODEL-BASED LEARNING ON COVALENT BONDS

Suteemon Singtanu, Ampun Wunthongchai, Kantisorn Tonsinon — Tue, 29 Sep 2026 00:00:00 +0700

This study aimed to examine the effectiveness of Model-Based Learning in developing Grade 10 students’ modeling skills on the topic of covalent bonding. A one-group pretest–posttest quasi-experimental design was employed. The participants were 39 Grade 10/3 students selected through purposive sampling, as the researcher was responsible for teaching this class. The research instruments included Model-Based Learning lesson plans, activity logs, modeling tasks, semi-structured observation forms, and a modeling skills test. Data were analyzed using mean, percentage, categorization, and pre- and post-test comparisons.

The results revealed that students’ modeling skills improved after the implementation of Model-Based Learning. The activity logs indicated continuous improvement across four instructional cycles, with mean percentage scores of 66.53%, 75.00%, 82.34%, and 95.34%, respectively. The observation results also showed a progressive development of students’ modeling skills from a low level in the first lesson, to low–moderate in the second, moderate in the third, and high in the fourth. In addition, the modeling skills test indicated that the mean pre-test score was 2.36 (23.59%), whereas the post-test score increased to 8.05 (80.51%). Data were analyzed individually and subsequently categorized into high, medium, and low ability levels. A statistically significant difference was found between pre-test and post-test scores at the .01 level. The findings suggest that Model-Based Learning is an effective instructional approach for enhancing students’ modeling skills in chemistry education.

UNIVERSITY–COMMUNITY ENGAGEMENT THROUGH THE PHILOSOPHY OF SUFFICIENCY ECONOMY: THE STRATEGIC ROLE OF RAJABHAT UNIVERSITIES IN THAILAND

Tue, 29 Sep 2026 00:00:00 +0700

Rajabhat Universities are recognized as "Universities for Local Development" and are instrumental in advancing sustainable community development in Thailand. Nevertheless, scant attention has been afforded to the role of the Sufficiency Economy Philosophy (SEP) as a strategic framework for university-community cooperation and local development. Current research on university-community interaction predominantly emphasizes Western contexts, but the incorporation of SEP into university missions and community engagement methods is insufficiently examined. This study seeks to evaluate the strategic function of Rajabhat Universities in promoting university-community engagement via SEP and to investigate the impact of strategic local development initiatives on sustainable community development. This research utilized documentary analysis using theme content examination. Data were gathered from higher education policy documents, strategic plans of Rajabhat Universities, reports on local development projects, and pertinent scholarly publications. SEP functioned as the analytical framework for elucidating university missions and community engagement activities.

The results demonstrate that Rajabhat Universities facilitate sustainable local development through three interrelated functions: knowledge dissemination, community empowerment, and collaborative network formation. The incorporation of SEP into pedagogy, research, and academic services enhances university-community interaction by fostering participatory learning, community-oriented problem-solving, and local creativity. Moreover, strategic local development initiatives function as effective means for implementing SEP principles into sustainable economic, social, and community development results. This study enhances the literature by illustrating the integration of SEP into university missions to fortify university-community collaboration and promote sustainable local development. The results offer practical insights for higher education institutions and politicians aiming to improve community engagement and sustainability-focused development strategies in Thailand.