STOU Education Journal

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Ketkanok Urwonge — Thu, 28 Dec 2023 00:00:00 +0700

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Ketkanok Urwonge — Thu, 28 Dec 2023 00:00:00 +0700

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Ketkanok Urwonge — Thu, 28 Dec 2023 00:00:00 +0700

Tools for Transforming from VUCA World to BANI World: A Case of Educational Sector in Thailand

Eknarin Jiracheewewong — Thu, 28 Dec 2023 00:00:00 +0700

This paper aims to identify key skills for transformation from a VUCA world to a BANI world and how the Thai educational system can prepare students for this transformation. The VUCA world, which is volatile, uncertain, complex and ambiguous, is rapidly giving way in the post-pandemic period to a BANI world, which is brittle, anxious, nonlinear and incomprehensible. The BANI world is increasingly chaotic, with challenges that are completely unknown and cannot be predicted. While this is a relatively new concept, it is clear that there are tools that can be used to respond to the BANI world, including resilience and slack, alertness, mindfulness and empathy, adaptability and flexibility, and tools like data literacy, media literacy, and critical thinking. Today, the Thai educational system has gap and lack of some ability to promote and develop competent skills in students, as they have not been a priority in the past. Thus, the recommendation of this paper is that the educational system should be redeveloped to promote these skills from earlier or beginning stage such as early childhood.

Toward Quality Assurance and Excellence in Higher Education (1st edition)

Sasiton Kanchanasuvarna — Thu, 28 Dec 2023 00:00:00 +0700

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Ketkanok Urwonge — Thu, 28 Dec 2023 00:00:00 +0700

The Effects of Phenomenon- Based Learning Experience Provision on Self -Acquiring Knowledge Skills of Young Children

Ladda Prasopcum, Oraphan Butkatunyoo, Chalatip Samahito — Thu, 28 Dec 2023 00:00:00 +0700

The purpose of this study was to examine the effects of phenomenon-based learning experience provision on self- acquiring knowledge skills of young children, specifically in the areas of observation and asking questions, planning, data processing, summarizing results, and disseminating knowledge. The sample consisted of 22 children, aged 4-5, from Kindergarten 1, Classroom 3, during the academic year 2022 at Wat Khubon (Wattananan Uthit) School in Bangkok. They were selected through cluster sampling. The study employed 2 main instruments: 1) learning experience plans, which consisted of 4 steps: (1) observing the phenomenon, (2) asking questions based on children's interests, (3) practicing self-acquiring knowledge, and (4) summarizing, presenting, and reflecting; and 2) a self-acquiring knowledge skills assessment form for young children, consisting of sections on (1) observing and asking questions, (2) planning, (3) data processing, and (4) summarizing results and disseminating knowledge. The data were analyzed using mean, standard deviation, t-test, and content analysis. The results of the study indicated that young children who participated in phenomenon-based learning experience provision exhibited significantly higher self-acquiring knowledge skills at the .01 level, both overall and in each aspect. The children were able to use open-ended questions to explore their curiosity, search for information, explain their findings, and co-plan their search. They utilized their senses to gather information and expressed their reflections through drawing. They successfully connected their discoveries to present and communicate their knowledge.

The Effects of Inquiry Instruction Together with Educational Games in the Topic of Separating Mixture on Science Learning Achievement and Scientific Problem Solving Ability of Grade 6 Students at Benjatriphakhi School Net Work Group in Chanthaburi Province

Wipawadee Osotcharoen, Nuanjid Chaowakeratipong, Songpon Phadungphatthanakoon — Thu, 28 Dec 2023 00:00:00 +0700

The purposes of this research were to 1) compare the science learning achievement of grade 6 students after learning through inquiry instruction together with educational games with 75 percent criterion and 2) compare the scientific problem-solving ability of grade 6 students before and after learning through inquiry instruction together with educational games. The research sample consisted of 8 grade 6 students of Watsamphan School in Chanthaburi Province studying in the first semester of the academic year 2022, obtained by cluster random sampling. The research instruments were 1) 4 instruction plans based on inquiry instruction together with educational games for 18 hours, 2) a science learning achievement test, and 3) a scientific problem-solving ability test. The statistics used for data analysis were frequency, percentage, mean, and sign test. The research findings showed that 1) the post - science learning achievement of the students learning through inquiry instruction together with educational games was higher than 75 percent criterion at the .05 level of statistical significance, and 2) the post - learning scientific problem-solving ability of the students learning through inquiry instruction together with educational games was higher than their pre-learning counterpart ability at the .05 level of statistical significance.

Enhancing Grade-12 Students’ Scientific Conceptions in Endocrine System Using Game-Based Learning

Suradet Sritha, Orawan Kuhapensang, Partorn Phongpaijit — Thu, 28 Dec 2023 00:00:00 +0700

The objectives of this research were to 1) enhance grade-12 students’ scientific conceptions in the endocrine system using the game-based learning and to 2) identify perceptions of the students towards the game-based learning. The sample of this research consisted of 100 12^th graders at a large school in Bangkok, who were studying in the second semester of the academic year 2022 and voluntarily participated in this research. The instruments were a test to determine endocrine game-based learning lesson plan, scientific conceptual test in the endocrine system and a students' reflective practice on their perceptions. The data on the scientific conceptions were analyzed by grouping the responses and reported by percentage. The students' perceptions towards the learning were analyzed using means and standard deviations. The results of the research indicated as follows: After the game-based learning, the students had higher scientific understanding (SU) than the pre-learning period of all concepts. The concepts with the three highest levels included: Growth hormone (44%), Testosterone (42%) and Insulin (40%), respectively. Regarding the students’ perceptions towards the game-based learning, the majority of the students recognized that the board game on the endocrine system was beneficial to the students at a high level (M = 3.77, SD = 0.7). In addition, the students developed communication skills and peer interaction at a high level (M = 4.26, SD = 0.87).

The Development of Massive Multiplayer Online Games Model Affecting Learning Behaviors to Enhance Skills in the Digital Age

Chatchai Puangplub, Sunchai Pattanasith, Sutithep Siripipattanakul — Thu, 28 Dec 2023 00:00:00 +0700

This research aims to:1) examine the components of massive multiplayer online games that impact the learning behavior to enhance skills in the digital age; 2) investigate the relationships between the behavior of players in massive multiplayer online games and the skills in the digital age acquired through gameplay; 3) explore the correlation between the patterns of play in massive multiplayer online games and the skills in the digital age acquired; and 4) develop a model of massive multiplayer online games influencing learning behavior to enhance skills in the digital age. The research instruments include: 1) a draft of the massive multiplayer online games, 2) an online gaming behavior questionnaire, and 3) a form to assess the suitability and acceptance of the massive multiplayer online games. The researchers analyzed the data using percentages, means, standard deviations, and Pearson correlation coefficients. The findings revealed that 1) the patterns of massive multiplayer online games influencing learning behavior to enhance skills in the digital age consist of three main components: (1) the components of massive multiplayer online games, (2) the behavior of players in online games, and (3) skills in the digital age. 2) Player behavior in online games is also correlated with skills in the digital age. Moreover, the variables of player behavior and the components of online games can explain the variability in skills in the digital age by 35% of the variation in skill variables in the digital age (R² = 0.35). 3) The components of massive multiplayer online games are significantly correlated at the level of statistical significance with skills in the digital age (p-value < 0.05). Similarly, 4) the developed model of massive multiplayer online games that consists of three main components had the evaluation results at the highest level (M = 4.88, SD = 0.35).

Guidelines of Digital Camp Activities using Peer Assessment to Enhance Teacher Students’ Digital Literacy

Charit Wiriyachan, Jaitip Na-Songkhla — Thu, 28 Dec 2023 00:00:00 +0700

This study aims to 1) study the stage and needs of digital camp activities using peer assessment to enhance teacher students’ digital literacy and 2) study the results of proposed digital camp activities using peer assessment to enhance teacher students’ digital literacy guidelines. The sample consists of 284 teachers and 3 digital literacy development experts. The stage and needs assessment survey and activities guideline assessment were used as research instruments, which were analyzed using means and standard deviations. The findings show that 1) teacher students have a high level of digital literacy in all dimensions, with access being the highest (M = 4.06, SD = 0.90), followed by evaluation (M = 3.94, SD = 0.82), creation (M = 3.88, SD = 0.83), communication (M = 3.83, SD = 0.91), and understanding being the lowest (M = 3.81, SD = 0.88). Based on the needs survey of teacher students regarding digital camp activities, it was found that the needs for digital communication, digital learning resources, digital creation, digital assessment, and digital devices were high, except for using interactive learning resource creation software and audio editing tools, which were at a moderate level. Additionally, computers were identified as the most necessary tool for creating digital learning resources, and 2) the following seven steps are the proposed digital camp activities using peer assessment techniques to promote digital literacy guidelines namely : (1) Introduce activity details (2) Create or revise digital resources (3) Fill the digital resources creation knowledge gap (4) Submit digital resources for evaluation (5) Assessing peer digital resources (6) Received Peer feedback and (7) Submit final work

The Effect of Assimilative Integration Group Counseling Based on Rational Emotive Behavior Theory on Cognitive Flexibility of Undergraduate Students

Saranya Raphee-a-phakul, Doldao Wongtheerathorn, Sompong Panhoon — Thu, 28 Dec 2023 00:00:00 +0700

This research article was aimed to study the effect of assimilative integration group counseling based on Rational Emotive Behavior Theory on cognitive flexibility of undergraduate students. This study was an experimental research. The sample group consisted of 16 first year students in a bachelor’s degree program of the Faculty of Education, Burapha University, whose scores of cognitive flexibility were at the least level (less than 119 points) from regional norms created by the researcher, and they voluntarily participated in the experiment. They were randomly assigned by taking lots into an experimental group and a control group, each of which consisting of 8 students. The research instruments used were (1) a scale to assess cognitive flexibility, with the overall reliability of .89; and (2) an assimilative integration group counseling program based on Rational Emotive Behavior Theory, which had passed the evaluation of IOC and appropriateness by three experts. Data was statistically analyzed using the mean, standard deviation, and two way repeated measure ANOVA. The findings revealed that (1) there was a statistically significant interaction at the .05 level between the method and the duration of the experiment; (2) the experimental group students’ cognitive flexibility scores at the end of the experiment and during the follow-up phase were significantly higher than their pre-experiment counterpart scores; and (3) the experimental group students’ post-experiment and follow-up phase cognitive flexibility scores were significantly higher than the control group students’ post-experiment and follow-up phase counterpart scores at the .05 level of statistical significance.

Development of Learning Design for Competency-Based Learning of Science Teachers by Using Self-Directed Learning Strategies

Jurarat Thammaprateep — Thu, 28 Dec 2023 00:00:00 +0700

The aims of this study were to develop a learning design for competency-based learning and study self-directed learning of science teachers through online professional development using self-directed learning strategies and to study best practices of online professional development using self-directed learning strategies. The study group comprised 15 in-service science teachers who applied for the five-month online training program. Data was collected from competency-based learning design assessments, self-directed learning assessments, reflection, and focus group interviews. The qualitative data analysis methods were employed. The findings revealed that science teachers' competency in designing competency-based learning management improved. The best practices included: 1) self-assessment tools, motivation, goal setting, encouraged teachers to design and plan competency-based learning management; 2) online media and learning resources were used to enhance knowledge in designing competency-based learning management; 3) self-evaluation and reflection, along with feedbacks from resource persons, enabled teachers and participants to improve and develop their competency-based learning design skills; and 4) training with long enough duration together with the establishment of good interaction between the resource persons and teachers affected the acceptance of and openness to learning on how to design competency-based learning and apply it in their classrooms.

A Study of Current State and Guidelines of Online Mathematics Instruction during COVID-19 Pandemic Situation

Jirasuk Suksawat, Sureerat Areeraksakul Konglok — Thu, 28 Dec 2023 00:00:00 +0700

The objectives of this research were to study (1) the state of online mathematics instruction under the COVID-19 pandemic situation; and (2) the guidelines for online mathematics instruction under the COVID-19 pandemic situation. This study was a mixed-method research involving quantitative and qualitative research methodologies. The research sample in the quantitative study consisted of 144 mathematics teachers at the upper secondary level obtained by stratified random sampling; while the key research informants in the qualitative study were 10 purposively selected mathematics teachers at the upper secondary level. The research instruments were a questionnaire on the state of and guidelines for online mathematics instruction and a semi-structured interview form. Research data were analyzed using the percentage, mean, standard deviation, and content analysis forming inductive conclusions. The research results were as follows: (1) regarding the state of online mathematics instruction, it was found that the teachers' readiness was at the high level, while the students' readiness and the instructional management in the online classrooms were at the moderate level; and (2) regarding the guidelines for online mathematics instruction, it was found that the teachers should develop themselves by attending training programs on technology, increase professional learning networks in order to share experiences and find new techniques to design online mathematics instruction; the students should practice using the program before starting their studies, while the teachers should provide advice and consultation to students both inside and outside the classroom via a variety of channels; as for the instructional management in the online classrooms, the schools should support enough equipment as well as setting appropriate policies and study times; the teachers should use modern and innovative activities to encourage student participation, and should measure and evaluate learning outcomes according to authentic assessment.

The Results of Developing Teachers' Ability to Design Active Learning Activities to Deal with Disasters Using Local Area Networks and Lesson Study: A Case Study of Sai Khao-Tha Ho Subdistrict Administrative Organization School, Chiang Rai Province

Thu, 28 Dec 2023 00:00:00 +0700

This research aimed to study the results of developing teachers' ability to design active learning activities to deal with disasters using local area networks and lesson study. The target group comprised 18 teachers from Sai Khao-Tha Ho Subdistrict Administrative Organization School. Data were collected using training plans, assessment forms for designing active learning activities to deal with disasters, and an interview form. The collected data were analyzed using mean and content analysis. The results indicated that, 1) overall, teachers' ability to design active learning activities to deal with disasters was at a good level. They employed multiple instructional methods and active learning techniques consistent with the learning outcomes and the learners' ages. These methods included (1) using simulations for surviving shooting rampages, evacuating during earthquakes and fires; (2) implementing gamification, such as using a Monopoly game to learn earthquake survival and a Bingo game to address the fight against COVID-19; (3) using music to raise awareness, such as earthquake remembrance songs and songs promoting frequent handwashing; (4) employing role plays to build understanding and sympathy, including practicing self-isolation at home for both COVID-19 patients and co-residents; (5) demonstrating and practicing evading earthquakes and proper mask-wearing; (6) utilizing geographic processes and instruments to create a risk map; and (7) employing the timeline technique to learn the history of earthquakes. 2) Furthermore, the director and teachers demonstrated a shared vision, worked as a team, maintained positive energy, and focused on mutual benefits. This collaborative effort led to success in designing active learning activities to deal with disasters for students and the community.

Effectiveness of Learning Management Policies During the Situation of Coronavirus 2019 Outbreak of the Office of the Basic Education Commission

Somboon Sirisunhirun, Phut Ploywan — Thu, 28 Dec 2023 00:00:00 +0700

The objectives of this research are to: 1) study the factors affecting the effectiveness of learning management policies; 2) study the effectiveness of learning management policies; and 3) study the factors affecting the effectiveness of learning management policies in the period of the Coronavirus Disease (COVID-19) pandemic. The sample used in this study includes 157 teachers from different regions of Thailand. The research tools were questionnaires about factors related to policy effectiveness and the effectiveness of learning management policies. The reliability was 0.941 and 0.937. The statistics used for analysis were mean, standard deviation, and Multiple Linear Regression. The results of this study showed that 1) factors related to policy effectiveness include the COVID-19 factor, the policy maker factor, the system factor, and the environment factor. 2) The effectiveness level of teachers' learning management was at a high level, and 3) the policy management system factor is the only factor that affects the effectiveness of the policy.

The Research of Follow-up and Assessment of Learner Characteristics According to the Desirable Outcomes of National Education Standards

Thu, 28 Dec 2023 00:00:00 +0700

The objectives of this research were (1) to assess learner characteristics; (2) to study the conditions of administration and management of educational institutions to develop learner characteristics, and (3) to propose educational management guidelines to achieve desirable outcomes based on the National Education Standards, B.E. 2561. This study was mixed-method research. The research sample of this study consisted of 4,400 questionnaire respondents classified into school administrators, teachers/instructors, school board members, parents and students. Also, the key research informants were 143 persons who participated in focus group discussion. The research tools used to collect quantitative data were 26 questionnaires and 17 question guidelines for focus group discussion. Data were analyzed by mean, standard deviation and content analysis. The research results showed that (1) in overall, characteristics of learners according to the desired outcome framework at all educational levels were rated at the high level; (2) regarding the administration and management conditions of educational institutions to develop learner characteristics, it was found that at all levels there were the actions aiming to achieve the desirable outcomes specified in the national educational standards.(3) educational management guidelines to obtain desirable outcomes based on the National Education Standards, B.E. 2561 for all levels of education were as follows: (3.1) the policy should be communicated and conveyed to all educational institutions; (3.2) the school curriculum should be improved to become the competency-based curriculum; (3.3)should focus on active learning; (3.4) should focus on the participation of the community, society and enterprises; (3.5) should emphasis on authentic assessment; (3.6) the problem of insufficient teachers should be solved; (3.7) the resources should be allocated and managed to ensure equal quality of all types of educational institutions; (3.8) the participation of all sectors should be promoted.; and (3.9) the educational quality assurance system and educational supervision should be integrated to conform and promote the implementation of national educational standards.

A Needs Assessment in Online Learning for Students of School of Educational Studies in Sukhothai Thammathirat Open University

Sasiton Kanchanasuvarna, Vandee Sangprateeptong — Thu, 28 Dec 2023 00:00:00 +0700

The purpose of this research was to assess the needs for online learning of students in the School of Educational Studies, Sukhothai Thammathirat Open University (STOU). The research sample consisted of 400 undergraduate and graduate students of the School of Educational Studies, STOU, obtained by stratified random sampling. The research tool was a 5-level rating scale questionnaire of dual response type on the needs for online learning of students of the School of Educational Studies, STOU. It had IOC indices of 0.67 - 1.00, discrimination indices of 0.60 - 0.78, and overall reliability in terms of alpha coefficient of 0.97. The data were analyzed using the mean, standard deviation, and PNI_modified needs index. The results showed that the needs for online learning of students in the School of Educational Studies, STOU after being prioritized with the PNI_modified needs index were as follows: the first ranked need was that for university support (PNI_modified = .198), followed by that for students (PNI_modified = .109), that for technology (PNI_modified = .083), that for measurement and evaluation (PNI_modified = .082), that for learning process (PNI_modified = .067) and that for instructors (PNI_modified = .061), respectively.

An Effect Size Analysis of Whole School Improvement Innovation on Students’ Socio-emotional Attributes

Nuttaporn Lawthong, Warunee Lapanachokdee, Vorachet Saejea, Purin Thepsathit — Thu, 28 Dec 2023 00:00:00 +0700

This study aimed to analyze the effect size of Whole School Improvement Innovation on students’ socio-emotional attributes. The research sample consisted of 518 upper primary and lower secondary students obtained by multi-stage random sampling. The employed research instrument was a self-assessment inventory for TSQP students that was adapted from SENNA Inventory 2.0, which measured five socio-emotional attributes: open-mindedness, conscientious self-management, engaging with others, caring for others (amity), and negative emotion regulation. The instrument was a three-level rating scale questionnaire containing 29 items. Data were analyzed using descriptive statistics and effect size analysis. Then, statistical tests, including chi-square test, Cramer’s V, and one-way MANOVA, were performed. Results revealed that students’ mean scores of five socio-emotional attributes were at the medium level. In addition, students in schools under different participating networks that used different learning innovations, had significant differences in four attributes, including open-mindedness, conscientious self-management, engaging with others, and caring for others (amity) at the .05 level, excepting the attribute of negative emotion regulation, which no significant difference was found.

Local Wisdom Lesson Distilled in Thonburi Old Town Conservation Area for Tourism Integrated in to Learning Management in School

Nongyao Utoomporn — Thu, 28 Dec 2023 00:00:00 +0700

The objectives of this research were (1) to study the learning resources that are local wisdom in Thon Buri Old Town Conservation Area, and (2) to study lessons distilled for the integration of knowledge about local wisdom in Thon Buri Old Town Conservation Area for Tourism Integrated in to Learning Management in School. This study was a qualitative research. The key research informants were 15 local wisdom persons, and 7 experts classified into supervisors, and teachers. The employed research tool was an interview form. Research data were analyzed with the use of content analysis. The research results showed that (1) the majority of local wisdom persons in Thon Buri Old Town Conservation Area were females, aged over 61 years, with educational qualification of higher than secondary education; most of them lived in Thon Buri area; the majority of their tasks were those that required artisans’ special skills and were anciently inherited from generation to generation; the field of study that had the highest degree of local wisdom was the home economics about food; the learning processes and accumulated experiences had different characteristics, i.e. self-access learning and inheritance from parents, ancestors and kin; in terms of production procedures, they were not complicated with the emphasis on easy production process and the use of materials available in the local community; and (2) the majority of lessons that were taken from local wisdom integrated into learning management in schools in Thonburi Old Town Conservation Area for Tourism included the field of food branch of home economics, the field of invention arts, and the field of fine arts and handicrafts; they could be integrated with the Thai Language Learning Area in both the foundation courses, supplementary courses, and learner development activities, with the integration in the reading, writing, listening, seeing, and speaking substances as well as the the principles of Thai language usage at Grades 7 – 9.

A Study of Management on Non-Degree Programs and Credit Bank Systems of Sukhothai Thammathirat Open University and Open Universities in Asia

Thu, 28 Dec 2023 00:00:00 +0700

The present study aimed to study studied the management of non-degree programs and credit bank systems and propose related policies. Phase 1 studied the management of non-degree programs and credit bank systems. The participants were chief executives, lecturers, officers, and university students including the study of document of 5 open universities. The research instruments were questionnaires and recording forms. Phase 2 examined the proposed policies regarding the management development of non-degree programs and credit bank systems. The participants were experts, lecturers, officers, and university students. The research tool was a guided focus group interview. The research revealed that 1) the management of non-degree programs and credit bank systems of STOU was generally at a high level. This included a strong technological infrastructure and the use of various information media. Policies and organizational arrangements were clear, and the curriculum and teaching methods align with the needs of the students. While the management of non-degree programs and credit bank systems of the other open universities in Asia demonstrated that each university has established responsibilities based on the government’s guidelines that helped promoting the life-long learning policy. In phase 2, (1) some of the proposed policies in relation to the management of non-degree programs were as follows: (1.1) The universities should adopt a national policy to enhance lifelong learning. (1.2) The universities should determine the target groups for non-degree curriculums that cover all ages. (2) some of the proposed policies on the management of the credit bank system were: (2.1) The government should establish standard qualification frameworks for universities to use as a reference for knowledge and experience transfer. (2.2) The government should create agencies to oversee the standards for knowledge and experience transfer, and (2.3) There should be committees responsible for monitoring and evaluating the performance of operations at all levels.

The Development of an Instructional Model by Integrating Thai Food Wisdom for the Elderly Healthcare

Winaithorn Wichaidit — Thu, 28 Dec 2023 00:00:00 +0700

The purposes of this research were to 1) develop an instructional model by integrating Thai food wisdom into practical health care for the elderly, 2) compare the ability to care for the elderly's health on food before and after learning through the instructional model, and 3) study the health development of the elderly after implementing the integrated instructional model. The sample consisted of 30 elderly individuals or the caretakers from Laem Fa Pha sub district selected through simple random sampling. The tools used in the research consisted of a document analysis form, an interview form, an instructional manual, an evaluation form, a record of the elderly’s health form, and focus group interview items. The statistics employed for data analysis were mean, standard deviation, nonparametric test (sign test) and content analysis. The results were as follows: 1)The developed instructional model, developed by integrating Thai food wisdom into practical health care for the elderly, was composed of 4 components: (1) Principle (2) Objective (3) Instructional steps: (3.1) Life Style Study (3.2) Independent Practice and Co-Observe (3.3) Feedback for Behavior Change (3.4) Expert Care and Coach (3.5) Evaluate and Reflect (3.6) Evolution of Life and (4) Condition of Achievement. The model was rated as appropriate at the highest level. 2) The ability to care for the elderly's health on food after learning was significantly higher than their pre-learning counterpart mean score at the .05 level of statistical significance, and 3) After the elderly learned through the developed instructional model, they exhibited higher health improvement.