STOU Education Journal

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2024-06-28T20:27:21+07:00

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2024-06-28T20:28:15+07:00

Teaching Innovation Using Online Research-Based Learning for Developing Skills in Writing and Presenting Research Data

2023-08-25T12:49:15+07:00

This research aimed to investigate the effects of implementing innovative research-based online learning (RBL) teaching methods on the development of writing skills and the presentation of research data analysis. The quasi-experimental design post-test only was employed for this research. The tools included lesson plans, rubrics, a questionnaire, and a semi-structured interview form for focus group discussion after the experiment. The sample group for this study was obtained by the purposive selection approach and consisted of 21 students enrolled in the Course: 421-311 Research Statistics for Informatics. The experiment spanned 9 weeks, covering 27 hours of instruction that involved both writing and verbally presenting research results according to the lesson plans. Statistics for analysis of quantitative data included the percentage, mean, standard deviation, one-sample t-test; while qualitative data were analyzed with content analysis. Results indicated that the implementation of innovative RBL, assessed through rubrics, led to significant improvements in students' learning outcomes related to writing skills and presenting research data analysis. Students achieved average scores surpassing the 60% threshold and meeting criteria with statistical significance at the .05 level after completing the course. Furthermore, students expressed high levels of satisfaction, with an average score of indicating a "very satisfactory" experience. They also provided feedback that the rubric assessment criteria were appropriate and positively influenced their learning, intentions, plans, as well as the development of their writing skills and presentation abilities for analyzing research data.

The Development of 10th Graders’ Collaborative Problem Solving Competency Using DEEPER Scaffolding Model

2023-08-22T10:09:32+07:00

The objective of this research was to develop grade 10 students’ Collaborative Problem Solving (CPS) competency using the DEEPER Scaffolding model. The participants were 33 10^th graders in the science-math program who studied chemistry at a public school in Bangkok. Data were obtained from the CPS Performance Test. The reliability coefficient of the test was 0.71. Content analysis was used for data analysis by classifying students’ responses according to three rubric criteria: high, medium, and need improvement. The results showed that after learning through the DEEPER Scaffolding model, the majority of children (54.55%) had a high level of CPS competency. It was followed closely by medium level (42.42%). When considering each sub-competency of the CPS under the context of Safety and skills in chemical operations and chemical bonds, the students developed the most of CPS competency in the sub-competency of ‘taking appropriate action to solve the problem’. It was followed by the sub-component of ‘establishing and maintaining team organisation’. The sub-competency in which the children developed the least was ‘establishing and maintaining shared understanding’.

Development of an Activity Learning Model via Online System by Using Supported Instructional Technology for Graduate Students at Sukhothai Thammathirat Open University

2023-09-06T12:42:38+07:00

This research and development study with the following objectives: (1) to develop an activity learning model via online system by using supported instructional technology for graduate students at Sukhothai Thammathirat Open University; (2) to verify quality of the model; (3) to study the learning achievement of students who learned from the model; and (4) to study opinions of students who learned from the model. This research comprised four phases. The first phase was a study of the needs of the students for the model by studying from 286 randomly selected students. The research tool was a questionnaire on student’s needs. The second phase was the drafting of the model as a result of the focus group discussion involving seven experts. The research tools were (1) a draft of the model, and (2) a form containing guidelines for focus group discussion. The third phase was the verification of quality of the model by three experts. The research tool was a quality verification form. The fourth phase was a study of learning achievement and opinions of 38 students obtained from cluster random sampling. The research tools were (1) two parallel forms of a learning achievement test for pre-testing and post-testing, and (2) a questionnaire on student’s opinions toward the model. Statistics employed for data analysis were the percentage, mean, standard deviation, and t-test. The research findings revealed that (1) the students had the overall needs for the model at the high level, with their highest need being that for the support on the instructional media via the online system; (2) the components of the model were the input, process, and output; (3) the experts’ opinions toward the model were at the highest appropriate level; and (4) the students’ post-learning achievement was significantly higher than their pre-learning counterpart achievement at the .05 level, and their overall opinion toward the model was at the highest level.

The Comparison of Teacher Competency of 4-year and 5-year Course Teacher Students of Faculty of Education, Yala Rajabhat University

2023-11-01T21:16:08+07:00

The purposes of this research were to 1) survey teacher competencies of teacher students in 4-year programs and 5-year programs and 2) compare teacher competencies of teacher students in 4-year programs and 5-year programs. The samples were mentors for teacher students selected according to the proportion of students from 12 majors by simple random sampling. There were 210 mentors for the 4-year programs and 204 mentors for the 5-year programs. The research instrument was a teacher competencies assessment form that has been determined for content validity with values ranging from 0.67-1.00 and reliability values were 0.83 and 0.93. Statistics for data analysis included frequency, percentage, mean, standard deviation, and independent t-test. The research results were as follows: 1) teacher competencies of teacher students in the 4-year program and the 5-year program were found to be as follows; (1) the professional competencies for teachers with the highest average was ethics and professional ethics, followed by curriculum/teaching science and the lowest average was design and implementation of educational quality assurance work; and (2) the core competencies of education in the 4.0 era with the highest average was a lifelong learner and the next was cross-cultural communication and the lowest average was critical thinking; and 2) in the teacher professional competencies and the core competencies of education in the 4.0 era, it was found that all aspects of competencies of the teacher students in the 4-year program were higher than those of the teacher students in the 5-year program at the .05 level of statistical significance.

The Use of Information and Communication Technology for Learning during the Coronavirus Disease 2019 Pandemic of Graduate Students in School of Educational Studies, Sukhothai Thammathirat Open University

2023-09-15T15:23:25+07:00

The objectives of this research were to survey (1) the use of Information and Communication Technology (ICT) for learning during the Covid-19 Pandemic; (2) the knowledge and skills of using ICT for learning; (3) the problems of using ICT for learning; and (4) the needs for supporting the use of ICT for learning. The key research informants were 197, obtained from simple random sampling graduate students studying in the 2021 academic year at the School of Educational Studies. The research tool was a questionnaire on the use of ICT for learning. Research data were analyzed using the frequency distribution, percentage, mean, standard deviation, and content analysis. Research findings revealed that (1) regarding the use of ICT, the students used ICT; before the start of their learning, used to acquire knowledge to enable themselves to be ready for learning; while studying, used for participation in the online seminars; (2) regarding the knowledge and skills of using digital technology had knowledge and skills as follows: the students had knowledge on computer technology and digital media; could operate digital technology with understanding; and had the skills of creating student networks to share knowledge; (3) regarding the problems of using ICT as follows: lacked the knowledge and skills for connecting the Internet networks; and lacked instruments to be used in online learning; and (4) regarding the needs to support the use of ICT for learning, the students had the needs as follows: needed the Internet network signals that covered the usage area; receiving the training program on using MS-Teams Program; needed the authority to provide them with the texts, and manuals for online learning; and needed to conduct a survey on the student’s needs for using the ICT for online seminars.

The Development of Innovative Thinking Skill and Collaborative Problem Solving Competency by Using STEM Innovation Learning Approach in the Topic of Plant of Grade 11 Students at Pluakdaeng Pittayakom School, Rayong Province

2024-01-24T14:14:57+07:00

The purposes of this action research were to: 1) develop innovative thinking skills and collaborative problem solving competency of grade 11 students at Pluakdaeng Pittayakom school learning through the STEM innovation learning approach in the topic of plants, and 2) study the best practices of learning management in the STEM innovation learning approach, which fosters both innovative thinking skills and collaborative problem solving competency. The study group comprised 41 students from Pluakdaeng Pittayakom school selected through purposive sampling. The employed research instruments were the STEM innovation learning approach lesson plans, an innovative thinking skill assessment form, a student innovation work evaluation form, a collaborative problem solving competency assessment form, a collaborative problem solving performance observation form, and learning logs from teachers and students. Data underwent analysis using frequency, percentage and inductive analysis. The research findings revealed that: 1) throughout each operational cycle, all students exhibited a higher level of innovative thinking skills and collaborative problem solving competency development. In the third cycle, 36 students (87.8%) displayed a high degree of innovative thinking skills and all students showcased a high level of performance in collaborative problem-solving competency, and 2) the best practices relating to the learning management approach, include: (1) selecting problem situations aligned with students' prior experiences and learning objectives to enhance their problem identification skills, (2) incorporating motivational questions during the design phase to facilitate the creation of more successful products, and (3) establishing a shared understanding of presentation and assessment objectives among groups, leading to improved work quality.

Development of a Competency Assessment for External Evaluators at the Basic Education Level

2023-11-22T15:03:16+07:00

The objectives of this study were to 1) develop a competency assessment for external evaluators at the basic education level, 2) validate the competency assessment for external evaluators at the basic education level. The sample consisted of 350 external evaluators at the basic education level, which was determined by Taro Yamane formula, with a margin of error of 5% and a confidence level by 95%. The sampling was carried out proportional to the number of evaluators in 37 External Quality Assessment Units, obtained by simple random sampling. The employed research instrument was a competency assessment scale for external evaluators at the basic education level; composing of content validity, construct validity, discriminating power and reliability coefficient. Research findings were as follows: 1) The developed a competency assessment for external evaluators at the basic education level had three factors including, knowledge competency domain with of three indicators, skill competency domain with of four indicators, and attribute competency domain with of two indicators. 2) Content validity of the competency assessment ranged from .57 to 1.00. For the Construct validity, the result revealed that (21) measuring the goodness of fit between the model and empirical data was 35.69, goodness of fit index (GFI) of .98, adjust goodness of fit index (AGFI) of .95, comparative fit index (CFI) of .99, standard root mean square (SRMR) of .03. Discriminating power ranged from .30 to .76. Reliability coefficient was .89

The Development of Arithmetic Skills Assessment for 4th-6th Grade Elementary School Students

2024-01-17T11:16:00+07:00

The objectives of this research were 1) to develop an arithmetic skills assessment for 4^th-6^th grade students; and 2) to verify quality of the developed arithmetic skills assessment for 4^th-6^th grade students. The research sample consisted of 400 students in 4^th-6^th grade using the Krejcie & Morgan tables with a 5% error and 95% acceptability, obtained from by multistage sampling. The research instrument was the arithmetic skills assessment for 4^th-6^th grade students. Quality of the instrument was verified by finding its content validity, difficulty indices, discriminating indices, and reliability. The results of the research found that 1) The arithmetic skills assessment for 4th-6th grade students, 1 copy, 40 questions, was a short answer objective test, consisting of 5 elements: addition, subtraction, multiplication, division, and mix addition, subtraction, multiplication, and division. 2) The quality of the developed arithmetic skills assessment for 4th-6th grade students had content validity as shown by the IOCs ranging from .67 to 1.00. The difficulty indices of item ranged from .27 to .80. The discriminating indices of items ranged from .20 to .52 and reliability of the test was .91

Child and Adolescent Mental Health Theory and Practice

2024-05-23T15:35:30+07:00

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2024-06-28T20:25:49+07:00

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2024-06-28T20:26:28+07:00