STOU Education Journal

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Ketkanok Urwonge — 2026-06-29

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Ketkanok Urwonge — 2026-06-29

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Ketkanok Urwonge — 2026-06-29

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Ketkanok Urwonge — 2026-06-29

Teaching Critical English Reading for Thai Learners in the 21st Century

Areerug Mejang — 2026-06-29

This article proposes strategic approaches for fostering critical reading skills in English among Thai learners within a global landscape saturated by an overwhelming volume of information. Given the unprecedented scale of contemporary data, which encompasses a dense mix of factual evidence and distorted or misleading content, the ability to critically evaluate text has become a prerequisite for effective learning and informed decision making. However, many Thai students struggle to achieve this depth of analysis due to a persistent reliance on literal translation and a traditional educational emphasis on basic comprehension over complex cognitive engagement. The present work examines the conceptual foundations of critical reading and its essential link to higher order thinking skills while providing practical frameworks for instruction. The discussion includes specific classroom activities and the integration of digital tools such as artificial intelligence to enhance the learning process. Furthermore, the article contends that successful implementation is contingent upon providing students with sufficient time for reflection, fostering a psychologically safe environment, and adopting the role of an empathetic facilitator rather than a traditional disseminator of knowledge. This is particularly vital in the Thai educational context, where cultural preferences for non-confrontational social harmony and a respect for hierarchical authority can often inhibit students from questioning texts or expressing dissenting opinions. By adopting these methods, educators can help transition students from passive consumers of information into the discerning evaluators required for modern citizenship.

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Ketkanok Urwonge — 2026-06-29

The Development of Training Kits to Enhance Learning Outcomes and Mathematical Problem - Solving Skills According to the Vygotsky and Feuerstein Theoretical Frameworks for Mathayom Suksa 3 Students

Naritsa Doungphumek — 2026-06-29

The purposes of this research were to 1) investigate the needs and identify appropriate learning activity guidelines for enhancing mathematical problem-solving skills among Mathayom Suksa 3 students; 2) develop and determine the efficiency of the training kits; and 3) examine the effectiveness of the developed training kits. The research sample consisted of 32 Mathayom Suksa 3 students from one classroom selected through cluster random sampling, with the classroom serving as the sampling unit. The research instruments included: lesson plans on Linear Inequalities in One Variable comprising 15 instructional hours; four training kit booklets on Linear Inequalities in One Variable, including Booklet 1: General Knowledge of Linear Inequalities in One Variable, Booklet 2: Solutions and Graphical Representations of Linear Inequalities in One Variable, Booklet 3: Solving Linear Inequalities in One Variable, and Booklet 4: Applying Knowledge of Linear Inequalities in One Variable to Problem Solving; and a learning achievement test administered before and after instruction, consisting of 25 items, including 20 multiple-choice items and 5 subjective items. The data were analyzed using mean, standard deviation, and dependent-samples t-test. The findings revealed that: 1) learning activities designed to enhance mathematical problem-solving skills should emphasize participatory learning, guided learning, and mediated learning experiences to develop students’ cognitive structures; 2) the developed training kits achieved an efficiency rating of 83.39/85.00, exceeding the established criterion of 80/80; and 3) students’ learning outcomes and mathematical problem-solving skills after using the training kits were significantly higher than those before instruction at the .05 level of statistical significance.

The Effects of Model-based Learning Together with Explicit and Reflective Approach in the Topic of Electrochemistry on Understanding Scientific Concepts and Views of the Nature of Science and Models of Grade 12 Students Majoring in Health Science at a Demonstration School of a University in Bangkok Metropolis

Sumitra Sookpengdee — 2026-06-29

The purposes of this research were to 1) compare views of nature of science and models of grade 12 students before and after learning by using a model-based learning together with explicit reflection and 2) study scientific concept understanding in the topic of electrochemistry of grade 12 students who learned by using a model-based learning together with explicit reflection. This research was a one-group pretest-posttest design. The participants were 27 Grade 12 students in Health Science Major at a Demonstration School of a University in Bangkok Metropolis in the academic year 2024. The research instruments were 1) 5 lesson plans of model-based learning together with explicit and reflective approach in the topic of electrochemistry for 18 hours, 2) a pretest-posttest test to measure views of nature of science and models and 3) scientific conceptual test in the topic of electrochemistry. Data were analyzed by using frequency, percentage, and content analysis. The results indicated that 1) most students had higher views of nature of science and models after the instruction than before instruction, and 2) the students had the highest electrochemistry’ s conceptual understanding in redox reactions, followed by cell diagrams, electrolytic cells, galvanic cells, electrolysis, and metal purification and electroplating respectively. When analyzed according to the level of electrochemistry' s concept understanding overall, it was found that (1) most of the students, 52 percent, had the understanding at a level of No Understanding, (2) 22 percent of students had the understanding at a level of partial scientific understanding; (3) 18 percent of students had the understanding at a level complete understanding; (4) 6 percent of students had the understanding at a level of partial understanding; and (5) 2 percent of students had the understanding at a level of alternative conception.

The Development of Science Competency through Problem-based Learning in the Topic of Changes in Matters of Grade 5 Students at Ban Thung Chon School in Nakhon Si Thammarat Province

Phoomchan Trongsakul — 2026-06-29

This research aimed to 1) develop the science competency of Grade 5 students at Ban Thung Chon School through Problem-based Learning on the topic of Changes in Matters, and 2) investigate best practices in implementing Problem-based Learning in the topic of Changes in Matters that enhance the science competency of Grade 5 students at Ban Thung Chon School. This research was an action research study. The participants were 20 Grade 5 students in the second semester of the 2024 academic year, selected by purposive sampling. Research instruments included 1) Problem-based Learning lesson plans on the topic of Changes in Matters, 2) a science competency assessment form, 3) a teaching observation form, 4) teacher journals, and 5) student journals. Data were analyzed using thematic analysis, frequency and percentage. The findings revealed that 1) students’ science competency showed continuous improvement across the action research cycles. In Cycle 1, most students were at a fair level, while in Cycles 2 and 3, the majority reached a good level. When comparing before and after the implementation of problem-based learning, it was found that after learning, most students (65%) achieved a good level of science competency and before learning, most students (70%) were at a fair level. This aligns with the progressive development observed in each cycle, and 2) The best practices of Problem-based Learning that enhanced science competencies included: (1) using questions aligned with scientific concepts combined with observing scientific phenomena and formulating hypotheses; (2) using guiding questions to stimulate curiosity and verifying scientific problem-solving through empirical evidence; and (3) establishing a reasoning framework for constructing scientific explanations through argumentation and decision-making in scientific problem-solving.

Effects of Context-based Learning interacted with the Virtual Science Classroom on Scientific Explanation Ability and Attitudes Toward Science of Upper Primary School Students

Yotwadee Punphuet — 2026-06-29

The purposes of this research were to: 1) compare the scientific explanation abilities of upper elementary school students before and after learning through context-based learning combined with a virtual science classroom; 2) compare the post-learning scientific explanation abilities of these students against a set criterion 70%; and 3) compare the students' attitudes toward science before and after the intervention. The research design employed a one-group pretest-posttest
pre-experimental design. The research sample consisted of 30 sixth-grade students from a school under the Ministry of Higher Education by multistage cluster sampling.The research instruments included: 1) experimental instruments, consisting of lesson plans and a virtual science classroom; and 2) data collection instruments, consisting of a scientific explanation ability test and an attitude toward science questionnaire for upper elementary students. Data were analyzed using mean, standard deviation, and t-test. The research findings revealed that: 1) the scientific explanation abilities of the students after learning were statistically significantly higher than before learning at the .05 level; 2) the students' post-learning scientific explanation abilities were statistically significantly higher than the established criterion 70% at the .05 level; and 3) the students' post-learning attitude scores toward science were statistically significantly higher than before learning at the .05 level.

The Effects of Learning Management Using Artificial Intelligence Technology on Academic Achievement on the Topic of Biotechnology and Scientific Literacy of Vocational Certificate Students at Phitsanulok Vocational College in Phitsanulok Province

Nattapoom Jubklai — 2026-06-29

The purposes of this research were to: 1) compare learning achievement in the topic of biotechnology between vocational students who learn through instructional management integrating artificial intelligence technology and those who were taught using conventional methods, and 2) compare scientific literacy between students who learn through instructional management integrating artificial intelligence technology and those who were taught using conventional methods. This research employed a quasi-experimental design with an experimental group and a control group. The population consisted of 314 first-year vocational certificate students enrolled in the second semester of the 2024 academic year at Phitsanulok Vocational College, across a total of nine classrooms. The sample group was obtained through cluster random sampling from two classrooms. One classroom (38 students) was randomly assigned as the experimental group, and the other classroom (32 students) as the control group. The research instruments included: a lesson plan for the subject Basic Occupational Science on the topic of Biotechnology integrated with artificial intelligence (AI) technologies to enhance scientific literacy; conventional lesson plans; a learning achievement test on Biotechnology; and a scientific literacy assessment. The statistical methods used for data analysis included mean, standard deviation, and t-test. The research findings revealed that: 1) learning achievement in biotechnology of the students learning through the integration of artificial intelligence technology was higher than students who were taught using conventional methods at the .05 level of statistical significance, and 2) the scientific literacy of students who learned through the integration of artificial intelligence technology was significantly higher than that of students in the conventional learning group at the .05 level of statistical significance.

Effects of Scaffolding in Project-Based Learning on Collaboration Skills of Lower Secondary School Students

Thanaporn Jeerawut — 2026-06-29

This research was aimed to 1) compare students' collaboration skills before and after receiving scaffolding in project-based learning, and 2) examine the key characteristics of scaffolding that promote students' collaboration skills. The research design was a one-group pretest-posttest design. The participants were 38 eighth-grade students. The research instruments included 1) a lesson plan, 2) a collaboration skills assessment form, and 3) a collaboration skills observation form. Data were analyzed using the mean, standard deviation, percentage mean, dependent-samples t-test, and one-sample t-test. The results showed that 1) the students’ post-learning collaboration skills remained at the exemplary level similar to their pre-learning counterpart skills. However, the mean score of students’ post-learning collaboration skills was significantly higher than their pre-learning counterpart skills at the .05 level of statistical significance, with a large effect size. The mean scores increased in all components, including (1) work productively, (2) demonstrated respect, (3) compromise and (4) shared responsibility; 2) The key characteristics of the scaffolding finding were that it specifically responded to students' learning development, was dynamic, and was adaptable to situations. Although the use of Hard Scaffolding in combination with Soft Scaffolding resulted in the students' collaborative skills remaining at the exemplary level as before, it was found that the mean score of their collaborative skills increased after both types of scaffolding were implemented together.

AI Changing the Arc of Educational Leadership

Sopana Sudsomboon — 2026-06-29