Journal of MCU Kanchana Review

Application of the Four Noble Truths to Promote the Resolution of Drought and Flood Problems in Suphan Buri Province of The Water Resources Office 7

2025-08-14T10:35:39+07:00

This research article aims to 1) study the level of drought and flood problem-solving efforts in Suphan Buri Province by the Office of Water Resources 7, 2) examine the relationship between the Four Noble Truths and the resolution of drought and flood problems in Suphan Buri Province by the Office of Water Resources 7, and 3) propose an application of the Four Noble Truths to enhance the effectiveness of drought and flood problem-solving in the area. The study employed a mixed-methods research design, combining quantitative research through the distribution of questionnaires and qualitative research via in-depth interviews with 10 key informants. Content analysis was conducted in context, and descriptive narratives were presented alongside frequency tables of key informants to support the quantitative findings. Data analysis involved frequency, percentage, mean, standard deviation, and Pearson’s Product Moment Correlation Coefficient.

The research results were found as follows;

the overall level of problem-solving regarding droughts and floods by the Office of Water Resources 7 was moderate. The mitigation aspect was at a high level, followed by recovery and response, which were moderate, while preparedness was also rated moderate.
The relationship between the Four Noble Truths and overall efforts in solving drought and flood issues showed a moderate positive correlation (R=.335). When examined by component: Dukkha (suffering) had a low positive correlation (R= .282); Samudaya (origin) had a very low positive correlation (R= .112); Nirodha (cessation) showed a moderate positive correlation (R = .340); and Magga (path) also showed a moderate positive correlation (R= .341).
The proposed guidelines for applying the Four Noble Truths are as follows: Dukkha emphasizes understanding problems both physically and mentally; Samudaya focuses on analyzing the causes stemming from improper behaviors and management; Nirodha highlights setting sustainable goals for water management; and Magga focuses on systematic planning, promoting participation, and building long-term community resilience.

Developing Digital Literacy for Thai High School Teachers in Nonthaburi Province

2025-05-20T20:25:44+07:00

This research study aims to: 1) examine the current state, challenges, and needs related to digital skill development for secondary school teachers in Nonthaburi Province, and 2) enhance their modern digital competencies by focusing on four key components—understanding, access, usage, and creation—through three tailored training courses and 3) evaluate the result of the Nonthaburi school teachers’ digital skill development. This study is a research and development project targeting teachers as the primary participants. The study included in-depth interviews with 18 teachers, focus group discussions with 10 teachers, a modern digital skills development group of 30 for modern digital skills development training. The current situation assessment group, problems and needs in digital skills development, numbered 473 people, and the modern digital skills development assessment group and 33 for evaluating the program's outcomes using questionnaires to collect data. Data analysis utilized percentages, means, standard deviations and t-tests. Findings revealed that schools currently face shortages of modern computers and equipment, unstable internet connections, and that while most teachers possess basic digital skills, they lack advanced competencies such as using online AI applications—an area where training demand was high. The digital skills development program implemented 3 lab-based training courses with manuals, focusing on 4 key skill components: 1) understanding 2) accessing 3) utilizing and 4) creating. Evaluation of pre- and post-training digital skills, along with assessments of teachers' ability to create infographics using AI applications, showed highly satisfactory results and the school administrators and academic heads are extremely satisfied with the teachers regarding the integration of digital skills in the school.

Development of learning management model with educational board game innovation, Career subject 1, Good and Beneficial Food, for Mathayom 4 students

2025-05-20T20:26:20+07:00

This research aimed to explore instructional design and the use of educational board games as an innovation in the subject of Career and Technology Education. The objectives were: (1) to study instructional approaches integrated with educational board games, (2) to develop a learning model that incorporates board games as a core innovation, (3) to examine the outcomes of implementing this model and innovation, and (4) to synthesize lessons learned and validate the quality of the learning model and board game innovation. The sample consisted of 77 Grade 10 students in the first semester of the 2024 academic year, selected through simple random sampling. Research instruments included questionnaires, interviews, a manual for using the learning model, a board game implementation guide, and evaluation forms assessing academic achievement, teamwork skills, problem-solving skills, innovation creation ability, and learner satisfaction. Data were analyzed through content analysis and descriptive statistics, including percentage, mean, and standard deviation.

The findings revealed that the learning approach emphasized active participation and learner engagement. The board game innovation enhanced motivation, enjoyment in learning, and key skills such as teamwork and problem-solving. The developed learning model—MAUIS—comprised five stages: Motivation, Analysis, Unique, Innovation, and Social and Service. The model demonstrated high quality and statistically significant effectiveness at the 0.05 level. The implementation of the model led to improved academic achievement, as well as good levels of teamwork, problem-solving, and innovation creation among students. Learner satisfaction was rated high, and expert evaluations confirmed the model and board game innovation to be of high quality.

A key finding of this research is that using educational board games as an innovation in Career and Technology Education can create experiential learning environments that effectively integrate knowledge, skills, and motivation. This approach contrasts with traditional content-focused methods and contributes to developing learners' 21st-century competencies, including analytical thinking, collaboration, problem-solving, and creative innovation. It is recommended that the MAUIS model and board game innovation be applied to other subjects and educational levels to promote innovative learning strategies aligned with contemporary needs and to sustainably enhance the Thai education system.

The Development of a Blended Learning Model Based on Design Thinking to Enhance Preservice Teachers' Ability in Instructional Media Design and Media Literacy

2025-05-26T13:50:12+07:00

This research aimed to: (1) develop a blended learning instructional model based on design thinking; and (2) examine the effectiveness of the developed instructional model in terms of: 2.1) students' ability to design educational media using technology, 2.2) students' media literacy, and 2.3) students' satisfaction with the model. The sample group consisted of 25 second-year teacher education students enrolled in the Bachelor of Education program at the Faculty of Education, Muban Chombueng Rajabhat University. The sample was selected through simple random sampling. The research instruments included: the instructional model, a teaching manual based on the model, lesson plans, a media design competency assessment, a media literacy assessment, a satisfaction survey on the instructional model, and an evaluation form for model validation. Data analysis was conducted using percentage, mean, standard deviation, and content analysis.

The findings revealed that the developed instructional model, named the "SECE Model," consists of five key components: 1) Principles 2) Objectives 3) Instructional procedures, which comprise four steps: Step 1: Study and Understand the Problem, Step 2: Enhance Ideas, Step 3: Create the Work, Step 4: Evaluation and Development, 4) Assessment and Evaluation, and
5) Supporting Factors. Experts evaluated the quality of the model and found it to be highly appropriate (M=4.51, SD=0.67).

In terms of effectiveness: Students showed improved ability in designing instructional media using technology, with a high overall score (M=4.44, SD=0.50). Students’ media literacy also improved significantly, reaching a high level (M=4.31, SD=0.45). Student satisfaction with the blended learning model based on design thinking—in terms of activities, learning atmosphere, and practical benefits—was at the highest level (M=4.62, SD=0.47).

In conclusion, the developed SECE Model was found to be effective in enhancing students’ instructional media design skills and media literacy. It also received high satisfaction ratings, making it a suitable approach for modern teacher professional development.

The Development of Information Retrieval Skills of Students Using Active Learning Method

2025-05-26T13:51:14+07:00

This research aimed to 1) develop information retrieval skills 2) develop active learning method, and 3) study the assessment results of information retrieval skills of students. The sample groups were students of the branch program in early childhood education, department faculty of education, Bangkokthonburi University who enrolled in the Ideology and Spirituality of Teachers course in the second semester of the academic year 2023. The experimental group was 20 students and the control group was 20 students and divided using cluster random sampling. The research instrument was 1) the active learning method plan, and 2) the information retrieval skills assessment forms. The statistics used for data analysis were percentage, mean, and standard deviation.

The research results revealed that: 1) Information retrieval skills comprised 5 skills as follows: Planning for researching information sources from learning sources, Collecting information, Organizing information, Presenting/communicating information, and Summarizing information results, 2) Active learning management methods using active learning management plans in the subject of Ideology and Spirituality of Teachers into 10 plans, the overall assessment results for the suitability of each aspect were found to be at a high to highest level, ranked in order of suitability as follows: teaching aids ( = 4.62, SD = 0.25), content ( = 4.56, SD = 0.31), illustrative ( = 4.54, SD = 0.25), training action plans, and language ( = 4.41, SD = 0.26), and 3) the assessment results of information retrieval skills of students found that the post-active learning method of the experimental group had more information retrieval skills than before the active learning method, and the post-active learning method of the experimental group had more information retrieval skills than before the control group.

Development of student care system management of schools under the Secondary Educational Service Area Office Nonthaburi

2025-06-17T22:07:33+07:00

This Article aimed to (1) study the student care system of schools under the Secondary Educational Service Area Office Nonthaburi (2) develop the administration of student care system of schools under the Secondary Educational Service Area Office Nonthaburi. The samples were 17 school directors, 255 teachers and 45 educational personnel in schools, with the total of 317 samples. They were randomly selected by stratified sampling. The research tool was a questionnaire. The reliability coefficient of .955. The data was analyzed by percentage, Mean, standard deviation, t-test Independent and F-test (One-way ANOVA). Least significant difference (LSD) test Were also used to analyze the collected data.

The findings of the research were as follow:

The management of the student care system is at the highest level overall. When considering each aspect, it is found to be at the highest level in every aspect, which are ranked from highest to lowest average values as follows: knowing students individually, preventing and solving problems, promoting and developing students, screening students, and referring students, respectively.
The development of student care system management is an operational model that has been established for using in promoting, developing, preventing, and solving student problems. It has been improved and developed in the process and steps of the student care system to be more efficient by adding a process for organizing activities that focus specifically on at-risk students and students with problems in preventing and solving problems. The eight activities include; 1) Caring activities 2) Consulting activities 3) Teamwork activities 4) Creative brainstorming activities 5) Activities to promote the democratic regime with the King as head of state 6) Activities to strengthen morality and ethics 7) Activities to build immunity against drug threats 8) Digital media literacy activities.

Conditions Problems and Guidelines for Budget Management of Large-Sized Schools under the Secondary Educational Service Area Office Kanchanaburi

2025-08-10T12:10:46+07:00

This study aimed to examine the current conditions, problems, and guidelines for budget management in large secondary schools under the Kanchanaburi Secondary Educational Service Area Office. The sample consisted of 246 administrators and teachers selected through stratified random sampling, along with eight key informants purposively chosen for focus group discussions. The research instrument was a questionnaire with a content validity index (IOC= 1.00) and
a reliability coefficient of 0.99. Data were analyzed using percentage, mean, standard deviation, and content analysis. The findings revealed that:

The overall and specific aspects of budget management were rated at a high level.
The order of mean scores from highest to lowest was: budget allocation, accounting management, monitoring and evaluation with reporting, financial management, supplies and asset management, budget preparation and proposal, and resource mobilization and investment for education.
The problems of budget management were generally rated at a low level. The ranking from highest to lowest was: resource mobilization and investment, monitoring and evaluation with reporting, supplies and asset management, budget allocation, financial management, budget preparation and proposal, and accounting management.
The proposed guidelines for budget management were as follows: (1) Budget preparation and proposal develop information systems, summarize performance outcomes, and create budget plans, (2) Budget allocation encourage participation from communities, parents, teachers, and students, and coordinate with the educational service area office, (3) Monitoring, evaluation, and reporting appoint committees to oversee and monitor budget utilization,
(4) Resource mobilization and investment maintain financial records and analyze the necessity of resource utilization, (5) Financial management emphasize accuracy of financial documentation and strengthen staff competencies, (6) Accounting management provide training for accounting staff, appoint audit committees, and recruit qualified personnel, (7) Supplies and asset management conduct procurement in compliance with regulations, maintain asset inventories, and verify equipment specifications.