STOU Education Journal

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Ketkanok Urwonge — Fri, 27 Jun 2025 00:00:00 +0700

AI for Educators: Learning Strategies, Teacher Efficiencies, and a Vision for an Artificial Intelligence Future

Varangkana Topothai — Fri, 27 Jun 2025 00:00:00 +0700

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Ketkanok Urwonge — Fri, 27 Jun 2025 00:00:00 +0700

Application of Buddhist Group Counseling to Enhance Psychological Wellbeing in Psychology Undergraduate Students

Fri, 27 Jun 2025 00:00:00 +0700

Mental well-being encompasses mental, emotional, and social health, as well as an individual’s overall sense of well-being. This article presents an approach to enhancing mental well-being through a Buddhist-oriented psychological group counseling program designed to strengthen the mental well-being of undergraduate psychology students who are preparing to become future psychological practitioners. The program is based on the principles of Buddhist counseling psychology, which emphasizes helping individuals live in harmony with the realities of life with a mind free from suffering. Additionally, the article compiles experiences from implementing the Buddhist psychological group counseling program with these students, discusses the phenomena that emerged during the group counseling process, and offers recommendations for applying the approach in other contexts to support mental health services for this particular student group.

Can “Adversity Quotient” Be Taught to Drive Student Achievement?

Eknarin Jiracheewewong — Fri, 27 Jun 2025 00:00:00 +0700

The paper aims to identify the concept of the adversity quotient, where it originated, and what it means. This paper also addresses its importance in education and key critiques, examines the use of Adversity Quotient (AQ) in education, and reviews the evidence for AQ’s influence on educational outcomes, including academic and employability outcomes. Furthermore, the article examines how AQ can be taught, reviewing the evidence on different teaching practices and techniques. The conclusion section summarizes the findings and provides a final conclusion regarding the use of AQ to drive student achievement and how it can be taught. It concludes that even though there are some valid theoretical critiques, there are teaching techniques that can increase students’ AQ, and that furthermore this can drive student achievement, increasing both subject matter knowledge and employability.

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Ketkanok Urwonge — Fri, 27 Jun 2025 00:00:00 +0700

The Development of an Instructional Model for Enhancing Cognitive Skills Based on Thai Qualifications Framework for Higher Education for Undergraduate Students Rajabhat Universities

Kantida Boonma, Tweesak Chindanurak, Duongdearn Suwanjinda, Nasan PonPok — Fri, 27 Jun 2025 00:00:00 +0700

This research and development study with the following objectives: 1) to develop an instructional model for enhancing cognitive skills based on Thai Qualifications Framework for Higher Education for undergraduate students at Rajabhat Universities; and 2) to study the effectiveness of the developed instructional model. The research comprised two processes: The first process was to study and synthesize a conceptual framework of an instructional model by simple random sampling include 114 administrators and general education lecturers from Rajabhat Universities throughout the country were a questionnaire, and was development of the instructional model by studying of 34 undergraduate students at Suratthani Rajabhat University enrolled in the environment and quality of life development course obtained from cluster random sampling. For the second process, the study of the effectiveness of the developed instructional model of the undergraduate students at Suratthani Rajabhat University enrolled in the environment and quality of life development course. One class consisting of 33 students was randomly assigned as an experiment group and 30 students was assigned as a control group. The employed research instruments were learning management plans and cognitive skills intelligence test. Statistics employed for data analysis were the mean, standard deviation and t-test for independent and dependent sample. The research findings were: 1) the developed instruction model comprised 4 components: (1) the rationale; (2) the objective; (3) the learning management process which comprised 6 steps: (3.1) Motivation, (3.2) Exploration, (3.3) Construction and Elaboration, (3.4) Reflection, (3.5) Conclusion, and (3.6 Evaluation; and (4) the measurement and evaluation. and 2) the effectiveness of the instructional model, it was found that; cognitive skill of the experiment group were significantly higher than the counterpart scores of the control group; and the post-learning cognitive skills scores were significantly higher than their pre-learning counterpart scores at the .01 level of statistical significance.

The Effects of Using STEM Education Approach in the Topic of Fluid on Learning Achievement and Creative and Innovative Thinking of Grade 12 Students at Prankratai Pittayakom School in Kamphaeng Phet Province

Suriyan Jaikamtib, Tweesak Chindanurak, Chumnan Chaowakeeratipong — Fri, 27 Jun 2025 00:00:00 +0700

The purposes of this study were to (1) compare learning achievement on the part of grade 12 students who were learning under the STEM education approach with the traditional approach; and (2) compare the creative and innovative thinking of grade 12 students who were learning under the STEM education approach with the traditional approach. The research sample consisted of grade 12 students from Prankratai Pittayakom school, first semester of the academic year 2023, 2 classrooms totaling 86 students obtained by cluster random sampling. The experimental group was assigned to learn under STEM Education learning management, while the control group learned under the traditional approach. The employed research instruments were (1) 5 learning management plans for STEM education on the topic of fluid for a total of 20 hours; (2) 5 learning management plans on the topic of fluid for the traditional approach for a total of 20 hours; (3) an achievement test on the topic of fluid; and (4) a creativity and innovative thinking evaluation form. Statistics employed for data analysis were the mean, standard deviation, and t-test. The research findings showed that (1) the learning achievement of students who were learning under the STEM education approach was significantly higher than the control group at the .05 level; and (2) the creativity and innovative thinking of students who were learning under the STEM education approach was significantly higher than the control group at the .05 level.

Conceptual Development on Photosynthesis Using Hewson and Hewson’s Teaching Strategy and Kolb’s Experiential Learning for Upper Secondary Students

Natthapong Sakunkitphokhanon, Somkiat Phornphisutthimas — Fri, 27 Jun 2025 00:00:00 +0700

This research aimed to compare the upper secondary students’ concepts of photosynthesis between before and after learning using teaching strategies by Hewson and Hewson, which were incorporated with Kolb’s experiential learning model. The participants were 32 Grade–11 students enrolled in Science–Mathematics programme, during the second semester of the 2023 academic year. The participants were selected through the purposive sampling technique. The research instruments included 1) seven lesson plans and 2) a test measuring the concept of photosynthesis. Data were statistical analyzed by using frequency, mean, percentage, standard deviation and Wilcoxon matched–pair test. The results showed that the conceptual understandings after learning with this teaching strategy and Kolb's experiential learning model were significantly higher than those before learning at the .05 level of statistical significance. When comparing conceptual understanding levels between before and after learning, students indicated the decrease in conceptual understanding levels of no understanding or no conception (NU/NC), alternative conception (AC) and partial understanding with specific alternative conception (PS); However, the levels of partial understanding (PU) and complete understanding (CU) increased across all seven key concepts.

The Effect of Learning Management Using Cornell Note-taking Activity on First-year Undergraduate Students' Academic Report Achievement

Suthasinee Poungplub, Mett Robrue — Fri, 27 Jun 2025 00:00:00 +0700

This study aimed to 1) compare the academic achievement in academic report writing between before and after instruction of students who learned using the Cornell note-taking activity; 2) compare the academic achievement in academic report writing between students who learned using the Cornell note-taking activity and those who learned using tradition instruction; 3) investigate the students’ satisfaction with learning through the Cornell note-taking activity. The sample consisted of 30 students in the experimental group who learned using the Cornell note-taking activity and 30 students in the control group who learned using traditional instruction. Research instruments included a lesson plan for academic report writing, Cornell notes, an academic report rubric, an academic achievement test, and a satisfaction survey for students who learned using the Cornell note-taking activity. The results showed that 1) the experimental group’s post-test academic achievement scores in knowledge and skills related to academic report writing were significantly higher than their pre-test scores at the .05 level of statistical significance; 2) the academic achievement scores of the experimental group were significantly higher than those of the control group at the .05 level of statistical significance; and 3) the students expressed a high level of satisfaction with the Cornell note-taking activity, with an overall satisfaction rate of 98.76%, which was rated as very good.

The Research of Monitoring and Evaluation of Teacher Development at the Basic Education Level

Fri, 27 Jun 2025 00:00:00 +0700

The objectives of this research were to (1) study the conditions, problems, obstacles, and success factors for teacher development at the basic education level; (2) assess teacher development at the basic education level; and (3) propose policy recommendations for teacher development at the basic education level that is appropriate for learning in the 21st century. The research sample consisted of 6,428 questionnaire respondents classified into school administrators and teachers. Also, the key research informants were 126 persons who participated in focus group discussion. The research tools were 2 questionnaires and 4 question guidelines for focus group discussion. Data were analyzed by mean, standard deviation and content analysis. The research results showed that (1) they have clear policies and plans for teacher development in policy level, having policy communication, and having monitoring and evaluating system for teacher development; however, there are still policy issues that change frequently and lack of setting development goals that are consistent with the needs of teachers and schools; (2) regarding the teacher development results, it was found that teachers have knowledge and understanding about being a teacher and organizing learning, have ability or skills in learning management, and have the characteristics of being a teacher were rated at the high level; and (3) policy recommendations for teacher development were as follows: there should be (1) a national overall teacher development policy; (2) a teacher development curriculum that focuses primarily on meeting the needs of teachers and schools which consistent with learning management in the 21st century; (3) cost-effective management of resources for teacher development and encourage and support teachers to develop themselves; (4) promotion and development for teacher abilities to manage themselves appropriately; and (5) promotion and support for collaborative network for teacher development in line with the policy and strategic plan set out.

Factors of Administrative Behavior Affecting the Effectiveness of Educational Institutions under Chonburi Primary Educational Service Area Office 3

Thitiphat Hirannithithamrong — Fri, 27 Jun 2025 00:00:00 +0700

This research aimed to 1) examine the factors influencing management behavior, 2) assess the levels of school effectiveness, and 3) identify the management behavior factors that impact school effectiveness within the Chonburi Primary Educational Service Area Office 3. The study sample consisted of school administrators and teachers from 70 institutions. Participants were selected using Krejcie and Morgan's table and simple random sampling, resulting in 390 individuals. The primary instrument for data collection was a questionnaire developed by the researcher, which demonstrated a reliability coefficient of .88 for management behavior factors and .97 for school effectiveness. Data analysis was conducted using multiple regression analysis, including frequency, percentage, mean, standard deviation, and hypothesis testing. The findings indicated that 1) the overall levels of management behavior factors were high, 2) school effectiveness was also rated as high overall, and 3) the management behavior factors impacting school effectiveness in the Chonburi Primary Educational Service Area Office 3 included leadership, communication, and operational control, all of which were statistically significant at the .01 level. These factors could predict school effectiveness at a rate of 67.40%.

The Relationship between Digital Leadership of School Administrators and Learning Organization of Private Schools under Buriram Provincial Educational Office

Munee Hengyodmak, Sanrudee Deepu — Fri, 27 Jun 2025 00:00:00 +0700

The purpose of this study was to study level and relationship between the digital leadership of private school administrator and learning organization of private school under Buriram Provincial Educational Office. There were 291 samples selected from administrators and teachers of private schools under Buriram Provincial Educational Office in the academic year 2023. The research instruments were rating scale questionnaires. The digital leadership of private school administrator questionnaire with reliability .97 and the learning organization of private school questionnaire with reliability .96. Data were analyzed by frequency, percentage, mean, standard deviation, and Pearson’s product-moment correlation coefficient (r). The research result found that. 1) The organization culture of private schools under Buriram Provincial Educational Office in overall was high level. When considering each aspect were found that all aspect at high level, ordered by mean were the digital communication, digital literacy and skills, digital professional, digital vision and the digital supports in administration respectively. 2)The learning organization of private schools under Buriram Provincial Educational Office in overall was high level. When considering each aspect were found that the personal mastery empowerment was the highest level and other aspect were high level, ordered by mean were the shared vision, system thinking, learning culture, knowledge management and the technology application respectively. 3) The relationship between the digital leadership of school administrators and learning organization of private schools under Buriram Provincial Educational Office in overall was positively correlated with statistically significant at .01. The correlated coefficient was .89.

Administrative Factors Influencing Vocational Education Management of Colleges under Institute of Vocational Education in Agriculture Central Region

Natthawut Wisetsopa, Koolchalee Chongcharoen, Manaphan Charnsilp — Fri, 27 Jun 2025 00:00:00 +0700

The objectives of this research were to study college administrative factors influencing the effectiveness of vocational education management of colleges under Institute of Vocational Education in Agricultural Central Region. The employed research tools were a questionnaire on five college administrative factors related to vocational education management, namely, the factor of administrative and work performance policy, the factor of college administrator’s leadership, the factor of instructional management, the factor of personnel’s capability, and the factor of environmental condition, with reliability coefficients of .90, .97, .95, .96, and .90 respectively; and a questionnaire on the effectiveness of vocational education management of the colleges, with reliability coefficient of .98. Statistics employed for data analysis were the frequency distribution, percentage, mean, standard deviation, Pearson correlation coefficient, and stepwise regression analysis. The research findings revealed that 1) the college administrative factors correlated positively at the high level with the effectiveness of vocational education management, which was significant at the .01 level of statistical significance; and 2)the three college administrative factors influencing the effectiveness of vocational education management of the colleges at the .05 level of statistical significance were the following: that of the college administrator’s leadership, that of the environment condition, and that of the administrative and work performance policy; they could be combined to predict the effectiveness of vocational education management of the colleges by 68.20 percent.

Factors Related to the Guidance Services Needs of Students in Primary Schools in Thailand

Wunlapa Sabaiying — Fri, 27 Jun 2025 00:00:00 +0700

The objectives of this research were to study (1) the level of guidance service needs of primary school students in Thailand, (2) the factors related to guidance service needs of students, and (3) the predictive power for guidance service needs of students. The research design was correlational research. The sample consisted of 410 primary school students. The sample size was determined using the Taro Yamane formula at the 95% confidence level. The research instrument was a 5-level rating scale questionnaire on (1) the needs for guidance services of students, and (2) factors related to the needs for guidance services, with reliability coefficients of .92 and .97 respectively. Data were statistically analyzed using the percentage, mean, standard deviation, correlation coefficient, and multiple regression analysis. The research results revealed that (1) the needs for guidance services of the students were at the high level both overall and in 5 aspects of guidance services: individual inventory service, information service, counseling service, placement service, and follow-up and evaluation service; (2) the correlation coefficients of physical factors, student characteristics, relationship between students, parents’ expectations for child education and the relationship between teachers and students in 5 aspects of guidance services were at the moderate level; and (3) the needs for guidance services could be predicted by the factors of learner characteristics (X2), the relationship between students and parents or guardians (X3), parents’ or guardians’ expectations for child education (X4), and the relationship between teachers and students (X5); these factors collectively could predict the guidance services needs with 51.70% accuracy. The prediction equation in standardized scores was as follows: =+.233(X₅) + .205(X₃) + .184(X₂) + .170(X₄).

The Factors Affecting Burnout Among Public Secondary School Teachers in Bangkok

Gunchanon Khawda, Chaichana Nimnuan — Fri, 27 Jun 2025 00:00:00 +0700

This study aims to explore the factors affecting burnout among teachers in public secondary schools of Bangkok. Samples of this study were 436 teachers who were under the Secondary Educational Service Area Office in Bangkok. Multi-stage random sampling was utilized by the researchers to obtain a sample of 10 schools. Subsequently, data collection involved all teachers in the selected schools who were convenient to participate in this study. The measurements included demographic characteristics questionnaire, burnout questionnaire, and emotional intelligence questionnaire. The validity of all questionnaires was analyzed using factor analysis, and they exhibited an acceptable level of reliability. Statistics used for data analysis were: 1) Independent t-test, 2) One-way ANOVA, 3) Pearson’s correlation, and 4) Multiple linear regression analysis. The results found that the factors affecting teachers’ burnout were age, work status (government officer), and emotional intelligence. The most significant factor influencing teacher burnout was emotional intelligence, which showed a negative association with teacher burnout.

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Ketkanok Urwonge — Fri, 27 Jun 2025 00:00:00 +0700