Ratchaphruek Journal

Whole-Class Discussion Enhancing Analytical Thinking for Grade 3 Students in a Mathematics Classroom Using TLSOA

Kasem Premprayoon — 2026-07-22

This research aimed to: 1) Examine the characteristics of whole-class discussions that promote analytical thinking; 2) Analyze teacher practices in facilitating these discussions; and 3) Investigate students' analytical thinking abilities compared to a 75% criterion. The participants consisted of 32 third-grade students who had consistently learned through the Open Approach since first grade, and one expert teacher with over 10 years of experience in Thailand Lesson Study incorporated with Open Approach (TLSOA). Research instruments included lesson plans, behavioral observation forms, and an analytical thinking test. Qualitative data were analyzed by using thematic analysis. The quantitative data were analyzed by using descriptive statistics and the one-sample t-test.

The results revealed that: 1) the whole-class discussions functioned as an intellectual public arena, utilizing students' misconceptions as strategic learning tools and employing Japanese blackboard practice (Bansho) to systematically record footprints of thinking; 2) the teacher purposefully facilitated discussions through the Five Practices, comprising anticipating, monitoring, selecting, sequencing, and connecting mathematical ideas; and 3) the students' average analytical thinking ability was significantly higher than the 75% criterion at the .05 level of significance. Students demonstrated particularly high performance in problem understanding and logical reasoning.

Enhancing Pre-Service Mathematics Teachers’ Geometric Proof Abilities at Nakhon Pathom Rajabhat University through Inquiry-Based Learning (5E) with GeoGebra

Kaewta Juanak — 2026-07-22

This research aimed to enhance the geometric proof abilities through the inquiry-based learning (5E) model integrated with GeoGebra learning media. The participants consisted of 32 first-year pre-service mathematics teachers in the second semester of the academic year 2024, selected by stratified random sampling whose scores in geometric proof were below the proficiency criterion. The research objectives were 1) to compare the post-intervention geometric proof abilities against the 60 percent criterion; 2) to examine the relationship between GeoGebra proficiency and geometric proof abilities; 3) to investigate students’ satisfaction with learning management; and 4) to explore opinions of the participants through the learning management. The research instruments included lesson plans, GeoGebra learning media, a geometric proof achievement test, a GeoGebra proficiency assessment scale, a satisfaction questionnaire, and an opinion-based interview. Data were analyzed using arithmetic mean, standard deviation, percentage, one-sample t-test, and Pearson correlation coefficient.

The results indicated that 1) the post-intervention geometric proof ability was significantly higher than 60 percent criterion; 2) GeoGebra proficiency was positively correlated with geometric proof abilities; 3) the students’ satisfaction was at the highest level; and 4) the students had positive attitudes toward the learning management.

A Study of Algorithmic Thinking through Sorting Network Activity in Classroom Using Transformative Lesson Study Incorporated with Open Approach

Chakkrapan Kaewsiri — 2026-07-22

This study aimed to investigate students’ algorithmic thinking through sorting network activities implemented in classrooms using the Open Approach. The study employed a qualitative research methodology emphasizing protocol analysis, students’ written work, and analytical descriptions. The target group consisted of 43 elementary school students from Grade 4 and Grade 5. Data were analyzed through two Lesson Study cycles. Each cycle consisted of three phases: 1) collaboratively designing the lesson plan, 2) collaboratively observing the teaching practice based on the lesson plan, and 3) collaboratively reflecting on the implemented lesson. The research instruments included lesson plans, still-image recording devices, and video recording devices.

The findings showed that, in the first cycle, students demonstrated the following aspects of algorithmic thinking: 1) understanding how algorithms work and being able to follow them, and 2) carefully coordinating each step of the algorithm. In the second cycle, the Lesson Study team redesigned the lesson by using rays to represent the direction of data movement and by adding conditions related to the operational constraints of the nodes. The findings revealed the following aspects of algorithmic thinking: 1) understanding how algorithms work and being able to follow them, 2) carefully coordinating each step of the algorithm, and 3) constructing algorithms that consistently produced correct solutions. However, no evidence of discovering efficient algorithms was found.

Synthesis of Mathematics Courses from Eight U.S. Magnet Schools for Developing a Conceptual Framework of a Thai Applied Mathematics

Chalermsak Mayoo — 2026-07-22

This documentary research aimed to analyze and synthesize the structures of applied mathematics courses offered in eight mathematics-focused Magnet Schools in the United States in order to develop a conceptual framework for designing an applied mathematics curriculum for upper secondary education in Thailand. The research data were collected through an in-depth document analysis of course catalogs, curriculum frameworks, and course descriptions from the selected schools. Content analysis and systematic categorization were employed, while the trustworthiness of the synthesized findings was verified by experts in curriculum studies and mathematics education.

The findings revealed that applied mathematics courses in Magnet Schools could be systematically categorized into three major clusters: 1) the Pure Mathematics Cluster, 2) the Mathematics–STEM/STEAM Integration Cluster, and 3) the Applied and Interdisciplinary Mathematics Cluster. These findings led to the development of the “Applied Mathematics Tri-Cluster Model” as a comprehensive conceptual framework for curriculum design. In addition, the spiral organization of courses across grade levels reflected an educational trend that may promote students’ analytical thinking, problem-solving abilities, and the application of mathematics in real-world contexts. The findings also provide both policy-level and practical implications for the development of applied mathematics curricula in specialized and general upper secondary schools in Thailand.

Nang Loeng Meta: Guideline to Development of Tourism Potential in Nang Loeng Community by Immersive Technology

Chaiwut Chairerk — 2026-07-22

This study aimed to 1) examine the tourism potential of the Nang Loeng community, 2) investigate the use of virtual reality technology for tourism purposes, and 3) propose development guidelines for enhancing the community’s tourism potential through virtual reality technology. A mixed-methods research design was employed. Quantitative data were collected from 400 tourists selected through accidental sampling using a structured questionnaire, while qualitative data were obtained through in-depth semi-structured interviews with 20 key informants, including government administrators, local stakeholders, and academic experts selected through purposive sampling.

The findings revealed that: 1) the tourism potential of Nang Loeng is strongly associated with its cultural heritage resources, including traditional foods, ancient Thai desserts, historic architecture, and the preservation of local ways of life, together with its strategic location in central Bangkok. Nevertheless, certain limitations remain, particularly the lack of value-added tourism activities that encourage longer visitor stays. 2) The appropriate use of virtual reality technology lies in supporting storytelling, creating immersive tourism experiences, and preserving cultural knowledge that is gradually disappearing. The technology should be user-friendly, affordable, accessible to diverse groups of users, and designed to complement rather than replace authentic on-site experiences. 3) An appropriate development approach involves integrating virtual reality technology with the community’s cultural assets based on the principles of simplicity, effectiveness, and cost-efficiency. This approach should emphasize community participation in storytelling and decision-making processes, together with support from both the public and private sectors.

Future Oriented Educational Administration Elements for Enhancing Vocational Students' Entrepreneurial Competencies

Chakrit Suriyachay — 2026-07-22

This study investigated the elements of future-oriented educational institution administration aimed at enhancing the entrepreneurial competencies of vocational learners by employing the Ethnographic Delphi Futures Research (EDFR) technique. The elements were synthesized from in-depth interviews with 21 experts, including vocational institution administrators and small and medium-sized enterprise (SME) entrepreneurs. The data were analyzed using content analysis and categorized according to conceptual relationships.

The findings revealed that the elements of future-oriented educational institution administration for enhancing the entrepreneurial competencies of vocational learners consisted of 12 major elements: 1) Learners, 2) Curriculum and Learning Management, 3) Teachers and Administrators, 4) Networks and Collaborations, 5) Policies and Support Systems, 6) Outcomes and Impacts, 7) Technology and Innovation, 8) Resources and Infrastructure, 9) Organizational Culture and Values, 10) Assessment and Sustainability, 11) Research and Development, and 12) Internationalization and Competitiveness.

Regarding the suitability assessment, the analysis of experts’ opinions using the median (Mdn) and quartile deviation (QD) showed that the synthesized framework, consisting of 12 major elements and 53 sub-elements, achieved the highest level of suitability (Mdn = 4.20-5.00) with a high degree of consensus among the experts (QD ≤ 0.75). These findings indicate that the proposed elements are highly appropriate and can be effectively applied as guidelines for developing the entrepreneurial competencies of vocational learners.

The Use of Ukulele Activities through Practice-Based Learning to Enhance Musical Skills and Confidence in Teaching Music among Early Childhood Education Students

Tawatchai Sritep — 2026-07-22

This study aimed to 1) develop practice-based learning activities using the ukulele for early childhood education students, 2) examine the effects of ukulele activities on students’ musical skills, 3) investigate the effects of the ukulele activities on students’ confidence in teaching music, and 4) students’ reflections on organizing ukulele activities through practice-based learning. The target group consisted of 19 fourth-year Early Childhood Education students at the Faculty of Education, Prince of Songkla University. Research instruments included a learning activity plan, a musical skills assessment form, a music teaching confidence form, and a reflection form.
The statistics used in this study included the mean, standard deviation, and content analysis.

The results revealed that the ukulele activities based on the practice-based learning approach were highly effective, exceeding the standard efficiency criteria (81.32/83.21). Students’ post-test musical skill scores were significantly higher than their pre-test scores at 05. Students’ confidence in teaching music was rated at an excellent level (M = 4.58, S.D. = 0.49). Reflections indicated that students had positive attitudes toward hands-on learning, were able to connect theory with practice, and effectively applied their musical skills to organizing music activities for young children.

An Educational Supervision Model Based on Professional Learning Communities for Institutions under the Office of the Vocational Education Commission

Noranit prompoun — 2026-07-22

This study aimed to identify the components and develop an educational supervision model based on Professional Learning Communities (PLCs) for vocational education institutions by integrating the concepts of differentiated instruction, educational supervision processes, and professional learning communities. The research was conducted in two phases. Phase 1 focused on identifying the components of the model through a review and synthesis of 25 related documents and research studies, along with an evaluation of the appropriateness of the components by nine experts. Phase 2 involved developing and examining the structural validity of the model using a 76-item rating-scale questionnaire. The instrument was tested for content validity and reliability with a try-out group of 30 participants before being administered to 240 administrators and teachers. Confirmatory factor analysis (CFA) was employed to validate the model. The findings revealed that the developed model consisted of three domains with a total of sixteen components, all of which were rated by experts at a very high level of appropriateness. The results of the confirmatory factor analysis indicated that the model demonstrated a good fit with the empirical data. Overall, the findings confirm that the proposed educational supervision model possesses strong structural validity, conceptual integrity, and practical applicability. The model can serve as an effective framework for developing educational supervision systems in vocational education institutions and for enhancing teachers’ competencies in designing and implementing learning experiences that respond effectively to learners’ diverse needs.

Innovative Behavior: Components, Causal Factors, and Developmental Guidelines for Secondary School Teachers

Namthip Ongardwanich — 2026-07-22

The objectives of this study were: 1) to develop the components of innovative behavior among secondary school teachers, 2) to construct a causal model of innovative behavior among secondary school teachers, and 3) to identify guidelines for enhancing innovative behavior among secondary school teachers. The research was conducted in three phases. In Phase 1, the components of innovative behavior were developed using qualitative methods. Seven key informants were purposively selected, and data were collected through interviews and analyzed using content analysis. In Phase 2, a causal model of innovative behavior was developed. The sample consisted of 569 secondary school teachers. Data were collected using a five-point rating scale questionnaire and analyzed through Structural Equation Modeling (SEM). In Phase 3, guidelines for enhancing innovative behavior were explored through semi-structured interviews with five experts in educational innovation. The data were analyzed using content analysis and analytic induction.

The findings indicated that innovative behavior comprised four components: Opportunity Seeking, Creative Thinking, Thought Leadership, and Innovative Application. The structural model of innovative behavior demonstrated a good fit with the empirical data ((849) = 1054.56, CFI = 0.994, TLI = 0.994, RMSEA = 0.021, SRMR = 0.046). The proposed guidelines for enhancing teachers’ innovative behavior included staying informed about educational trends and innovations, designing new instructional activities or learning materials, serving as role models in implementing new ideas within schools, and experimenting with new teaching tools and instructional methods in authentic classroom contexts.

Promoting Knowledge Management in Thai Cultural Tourism Development along the Bang Yai Canal, Bang Yai District, Nonthaburi Province

Prasert Yothicara — 2026-07-22

This study aimed to examine and propose guidelines for promoting knowledge management in the development of Thai cultural tourism along the Bang Yai Canal in Bang Yai District, Nonthaburi Province. A convergent parallel mixed-methods design was employed, in which qualitative and quantitative data were collected concurrently. Qualitative data were obtained through in-depth interviews, observations, and focus group discussions with 60 stakeholders, while quantitative data were collected from surveys of community members and tourists, totaling 200 respondents. Quantitative data were analyzed using descriptive statistics, whereas qualitative data were analyzed through content analysis.

The findings revealed that the Bang Yai Canal area possesses significant potential in both tangible and intangible cultural resources, which are closely connected to the traditional riverside way of life and can be further developed into cultural tourism attractions. However, knowledge management in the area remains limited, particularly in terms of the absence of a centralized database system and concrete mechanisms for knowledge transfer. Community members expressed the highest level of need for tourism development ( = 4.60, S.D. = 0.71), while tourists’ overall perceptions of the tourism area were at a high level ( = 4.08, S.D. = 0.71). The study also developed a seven-step knowledge management process and designed a systematic framework for knowledge transfer, together with a practical knowledge management handbook. These outputs can serve as operational tools for tourism development and for linking cultural capital to sustainable community-based cultural tourism development.

Development of Mathematical Critical Thinking Ability Using Learning Activities Based on the TPACK Framework for Grade 11 Students

Phansphitcha Gugaew — 2026-07-22

This study aimed to: 1) Develop learning activity plans based on the TPACK framework for Grade 11 students; 2) Compare Grade 11 students’ mathematics critical thinking abilities with the criterion of 70 percent; 3) Compare students’ learning achievements before and after learning through TPACK-based learning activities; and 4) Examine students’ satisfaction with the TPACK-based learning activities. Sample group consisted of 27 Grade 11 students from Nong Khon Wittaya School, selected by cluster random sampling. The research instruments included: 12 TPACK-based learning activity plans; a critical thinking ability test; a mathematics learning achievement test; and a satisfaction questionnaire. The data were analyzed by using percentage, mean, standard deviation, and t-test.

The research findings revealed that: 1) The TPACK-based learning activity plans were rated at the highest level of appropriateness, with a mean score of 4.88; 2) Students’ critical thinking ability after the implementation of TPACK-based learning activity plans was significantly higher than the 70 percent criterion at the .05 level; 3) Students’ mathematics learning achievement after learning through the TPACK-based learning activities was significantly higher than before learning at the .05 level; and 4) Students’ overall satisfaction with the TPACK-based learning activity plans was at the highest level.

A Study of Stereotypical Images on Biologists and Biological Work Perceived by Thai Grade 10 Students

Witchayada Nawanidbumrung — 2026-07-22

This study aimed to explore Thai Grade 10 students’ perceived images of biologists and biological work. The participants consisted of 50 students. Data were collected through questionnaires and analyzed using qualitative content analysis.

The findings revealed that although biology is considered a specialized field of science, most students’ perceptions of biologists and biological work were still strongly influenced by traditional stereotypes associated with scientists in general. These perceptions also tended to lack diversity in terms of physical appearance, types of work, and working environments. The study therefore suggests that more diverse representations of biologists and biological work should be promoted through public media, learning materials, and classroom learning experiences. Such representations may help broaden Thai students’ perspectives on biology-related professions and inspire them to pursue further study or careers in biology-related fields.

Linguistic Devices in Digital Tourism Advertisements by the Tourism Authority of Thailand (TAT): A Discourse Analysis Perspective

Suwatchai Khotchaphet — 2026-07-22

This study aimed to 1) classify the types and frequency of linguistic devices and 2) explain the functions and strategic interplay of these devices in constructing persuasive meanings in digital tourism advertisements produced by the Tourism Authority of Thailand (TAT). The study employed a qualitative research approach through textual analysis. Advertisements published on official digital platforms between 2022 and 2025 were selected based on predetermined criteria. Purposive sampling was used to select 30 advertisements, with 10 each from Facebook, websites, and YouTube. The research instrument was a linguistic device recording form. Data were analysed using content analysis based on the framework of Systemic Functional Linguistics (SFL), along with frequency and percentage analyses.

The findings revealed ten types of linguistic devices. The three most frequently used devices were lexical selection (42.51%), speech acts (17.51%), and claiming (9.92%). Functionally, these devices worked together to construct four persuasive strategies: 1) creating atmosphere and identity, 2) directing action, 3) establishing credibility and authority, and 4) framing perspectives. The findings indicate that the Tourism Authority of Thailand’s digital advertisements function as strategically adapted linguistic practices tailored to the contexts of specific digital platforms in order to enhance communicative effectiveness.

Effects of the Scaffolded Reading Experience Using Electronic Storybooks on Reading Comprehension of Fifth Graders

Kawinnart Pajantuk — 2026-07-22

The objectives of this study were: 1) to examine the effects of scaffolded reading experiences using e-storybooks on the reading comprehension of fifth-grade students, and 2) to investigate students’ opinions toward learning English through scaffolded reading experiences using e-storybooks. The samples consisted of 30 fifth-grade students from a private school in Mueang Chaiyaphum District, Chaiyaphum Province. They were selected through cluster random sampling. The research instruments included lesson plans based on scaffolded reading experiences using e-storybooks, an English reading comprehension test, and a student opinion questionnaire. The data were analyzed using percentage, mean, standard deviation, and dependent-samples t-tests.

The findings revealed that the students’ post-test mean score for reading comprehension was significantly higher than the pre-test score at the .05 level. In addition, the students expressed highly positive opinions toward learning English through scaffolded reading experiences using e-storybooks, with the overall level of agreement rated as “strongly agree.” The study indicates that scaffolded reading experiences using e-storybooks can effectively enhance students’ reading comprehension.

The Use of the Picture-Word Inductive Model (PWIM) Focusing on Nursing Content to Promote Vocabulary Acquisition of Nursing Students

Thanachart Lornklang — 2026-07-22

The objectives of this study were: 1) to investigate the effects of teaching English using the Picture Word Inductive Model (PWIM) with nursing-related content on the vocabulary acquisition of first-year nursing students in the experimental group, and 2) to compare the vocabulary acquisition of first-year nursing students between the experimental group and the control group after the experiment. The samples consisted of 71 first-year nursing students from two mixed-ability classes enrolled in the Fundamental English 1 course during the first semester of the 2025 academic year at Nakhon Ratchasima Rajabhat University. The participants were selected through purposive sampling. The research instruments included lesson plans for both the experimental and control groups, as well as an English vocabulary acquisition test.

The pre-test scores of the two groups were examined for equivalence using an independent-samples t-test. The data were then analyzed using dependent-samples t-tests and independent-samples t-tests. The findings revealed that the experimental group’s post-test mean score for English vocabulary acquisition was significantly higher than the pre-test score at the .05 level. In addition, the post-test mean score of the experimental group was significantly higher than that of the control group at the .05 level. The findings indicate that the use of the Picture Word Inductive Model (PWIM) with nursing-related content effectively promotes vocabulary acquisition among nursing students.