Journal of Education Academic Chiang Rai Rajabhat University

Developing Competency in Explaining Phenomena Scientifically using Inquiry-Based Teaching (5Es) of students in Grade 2 at Nang Lae Kindergarten School (Ban Thung)

2024-02-22T09:55:09+07:00

The objectives of this research were to 1) study students' competency levels in using scientific knowledge to create reasonable explanations before using the inquiry-based learning plan (5Es). 2) To find out the effectiveness of the learning management plan. Investigative style (5Es) in developing students' ability to use scientific knowledge to create reasonable explanations. 3) To evaluate students' ability to use scientific knowledge to create reasonable explanations after using the inquiry-based learning plan (5Es). The sample group was 2nd grade students at Nang Lae Kindergarten School (Ban Thung) academic year 2023, number of 25 people, which were obtained by random sampling. The tools used in the research include: 1) Inquiry-based learning plan (5Es) to develop competency in using scientific knowledge to create reasonable explanations. 2) Competency measurement test. Statistics used include mean, standard deviation, and t-test. The results of the research found that:

1) The level of competency in applying scientific knowledge to create reasonable explanations, students had a medium level of competency at 56 percent and a high level of 24 percent, with a low level of 20 percent.

2) Students who received inquiry-based learning activities (5Es) had average scores. From the assessment of learning behavior by observing teachers. and subtests During study, it was equal to 46.52 out of a full score of 60 points, calculated as 77.53 percent, indicating that process efficiency (E1) was equal to 77.53, result efficiency (E2) was equal to 76.0 Therefore, the efficiency of the inquiry-based learning activity plan (5Es) (E1/E2) was equal to 77.53/76.00. Overall, the effectiveness index of the inquiry-based learning activity plan (5Es) has increased student knowledge. It shows that students have made progress in their studies at 77.53 percent.

3) Level of competency in applying scientific knowledge to create reasonable explanations. Students after using the inquiry-based learning plan (5Es) had a high level of competency, accounting for 52 percent, and the highest level. equal to medium level accounting for 24 percent, respectively The average performance in applying knowledge in applying scientific knowledge to create reasonable explanations of Grade 2 students at Anuban Nang Lae School (Ban Thung) after using the inquiry-based teaching technique (5E) was higher. Before use Before using the inquiry-based teaching technique (5E), the average was equal to 16.92, accounting for 56.4 percent, and after using the inquiry-based teaching technique (5E), the average was equal to 20.76, accounting for 69.2 percent.

Using Zone of Proximal Development Theory to Encourage the Behavior Reaction in English Subject of Ethnic’s Students

2024-03-28T14:45:51+07:00

This research aimed to study (1) to develop and access the efficiency of vocabulary for kids’ book by using zone of proximal development theory for ethnic’s students to meet the efficiency criterion of 75/75 and (2) to compare the behavior reaction in English subject of ethnic’s students. The target group was 14-student of Ar-o-yama Border Patrol Police School, Fang district, Chaing Mai province. The instrument was vocabulary for kids’ book, lesson plan, pre-test & post-test, and the evaluation form of the behavior reaction in English subject of ethnic’s students which be passed the evaluation by 5 experts. The statistic for collecting data was analysis data by basic statistics such as average, percentage and standard division. The research results were found as follows;

1. the efficiency criterion of vocabulary for kids’ book by using zone of proximal development theory for ethnic’s students was 78.35 / 79.00 and 2. the behavior reaction in English subject of ethnic’s students was divided to three parts were: cognitive domain of before using the vocabulary for kids’ book average was 2.00 in low level and after that the average was 4.67 in very high level, affective Domain of before using the vocabulary for kids’ book average was 2.00 in low level and after that the average was 4.16 in high level, and psychomotor domain) of before using the vocabulary for kids’ book average was 1.99 in very low level and after that the average was 4.10 in high level.

Model for Enhancing Teacher Competency in Classroom Management in Educational Schools under the Nakhon Nayok Primary Educational Service Area Office

2024-05-05T11:40:56+07:00

This research aimed to 1) investigate the factors of teacher competency in educational schools under the Nakhon Nayok Primary Educational Service Area Office,
2) explore actual and desirable conditions of teacher competency in educational schools, and 3) construct and assess the model for enhancing teacher competency in classroom management in educational schools under the Nakhon Nayok Primary Educational Service Area Office. The research sample consisted of 296 people and nine experts. The instruments were a questionnaire and an assessment. To analyze the data, the researcher conducted statistics consisting of percentage, mean, standard deviation, and Priority Needs Index (PNI_Modified). The findings revealed that 1) teacher competency in educational institutions included four factors: 1.1) an atmosphere promoting learning, happiness, and safety of learners; 1.2) promoting positive behavior between teachers and students; 1.3) preparation of classroom information and documents; and 1.4) classroom supervision. 2) The overall actual conditions in classroom management showed a high level ( = 4.441, S.D. = 0.718). Meanwhile, the overall desirable conditions of competency in classroom management indicated the highest level ( = 4.592, S.D.=0.635). 3) The constructed model was found to have four major parts, as follows: Part 1: principles and objectives; Part 2: competency components; Part 3: the competency development process consisting of five steps:
Step 1: preparation for development; Step 2: development necessity; Step 3: development operations; Step 4: implementation; Step 5: development evaluation; and Part 4: evaluation of operations and success conditions. The assessment of the model demonstrated the highest suitability and the highest feasibility.

The Effectiveness of the Triple Kit Package for Enhancing English Proficiency of Grade 9 Students in Schools with Limited English Teachers

2024-03-29T11:03:55+07:00

The study aimed to (1) evaluate the effectiveness of the triple kit intervention in enhancing the English competence of Grade 9 students, (2) examine the English competence of Grade 9 students with designed tests, and (3) compare the English competence of Grade 9 students by analyzing the results of pretests and posttests. The study was conducted during the first semester of the 2023 academic year. The participants were Grade 9 students from Watcharachai Municipality School, located in Phetchabun Province. A random sample of
39 participants was carefully chosen based on specific criteria, including collaborative skills and motivation to learn. Data were collected using tests and a triple kit intervention. Data were analyzed using basic statistical procedures. This included frequency (f), percentage (%),
mean ( ), standard deviation (S.D.), and hypothesis testing for paired samples using a t-test. The analysis revealed that the intervention (E1 process) achieved an efficiency of 83.42%
and an efficiency of 80.06 (E2 result). This indicated that the intervention was successful in achieving its objectives to a large extent.Scores on the posttest also demonstrated improvement, with scores ranging from 28 to 36 out of a possible maximum of 40. Importantly, the overall posttest score of the 39 participants was statistically significantly higher than their pretest score. This difference was confirmed by a t-test, which yielded a
t-value of 12.384 and a p-value of less than 0.05 (p .000).

Development of Learning Achievement in Mathematics on the Topic of Equality in all Respects. Using Van Hiele Theory for Grade-8 Students

2024-05-05T11:31:29+07:00

The objectives of this research are (1) to develop mathematics learning achievement; Regarding equality in all respects using Van Helie's theory for Grade-8 students to have efficiency according to the 80/80 criterion. (2) To compare academic achievement in mathematics. Regarding equality in all respects using Van Helie's theory for Grade-8 students between after school and before school. (3) To study satisfaction with learning achievement in mathematics. About equality in all respects using Van Helie's theory for Grade-8 students. The sample group was students at Wachiratham Sathit School. Bangkok, 30 students, obtained from stratified random sampling. Research tools include learning activity plans. Mathematics Achievement Test and satisfaction measurement. Research tools include learning activity plans. Mathematics Achievement Test and satisfaction measurement Statistics used to analyze the data include the arithmetic mean (M), standard deviation (SD) and A dependent t-test.
The results of the research found that (1) the efficiency of the learning activity plan the efficiency is equal to 85.98/84.06, according to the specified criteria. (2) Comparison of academic achievement in mathematics. The period after studying was significantly higher than before studying at the .05 level. (3) The level of satisfaction with the development of overall learning activities was at a high level with an average of 4.89.

Creation of Quality Assurance Management Innovations in Educational Institutions of Chiangrai Industrial and Community Education College under the Office of Vocational Education Commission

2022-11-29T09:40:38+07:00

The purpose of this research is to 1. To study the current state of quality assurance management within educational institutions. 2. To study the desired conditions of quality assurance management within educational institutions. 3. To study important factors affecting quality assurance management within educational institutions. 4. To create innovation in quality assurance management within educational institutions. The research sample is Be an executive There were 67 teachers and educational personnel. Data collection tools were questionnaires. Statistics used were averages. standard deviation Content analysis, interview form, and data analysis The research results found that:

1.Current condition of quality assurance management within educational institutions. Overall, the average is 3.60, which is at a high level. And when considering each area, it was found that the area with the highest average opinion was the preparation of educational development plans. At the highest level, followed by the setting of educational standards for educational institutions and the preparation of self-evaluation reports. at a high level.

2. Desired conditions of quality assurance management within educational institutions of Chiang Rai Vocational College. Under the Office of the Vocational Education Commission Overall, the average was 4.34, which was at a high level. And when considering each aspect, it was found that the aspect with the highest average opinion was the improvement and development of educational quality. at a high level Second is the preparation of educational development plans. at a high level.

3. Important factors affecting quality assurance management within educational institutions of Chiang Rai Vocational College. Under the Office of the Vocational Education Commission, overall (average 4.07) is at a high level. And when considering each aspect, it was found that the area with the highest average opinion was communication. at a high level Followed by personnel and organizational culture. at a high level.

4. Innovation in quality assurance management within educational institutions of Chiang Rai Vocational College Under the Office of the Vocational Education Commission From a group discussion meeting with 18 people, it was found that the CRIC Model management innovation according to the participatory model with the PDCA process consists of: 1) Create: C. Create awareness and enhance knowledge. 2) Responsibility : R Define duties and responsibilities 3) Initiative : I Starting quality assurance operations within the educational institution. 4) Cooperation : C Collaboration to carry out and jointly inspect quality so that all parties can exchange experiences. Tell us about the problems and obstacles. In working by jointly thinking, planning, jointly improving and jointly developing guidelines for use. and to ensure efficient operations.

The Curriculum Administration Guidelines for Social Studies, Religion and Culture Learning Area by Integrated and the 21st Century Education Approach : A Case Study of Ban Pasan School

2023-10-19T14:27:22+07:00

The curriculum administration guidelines for social studies, religion and culture of Ban Pasan School by integrated and the 21st century education approach require situational analysis, vision, mission, goals, strategic issues and project planning. The strategic issues were designed covering 3 areas i.e. 1) Learner Quality 2) Curriculum Management Process 3) Learner-centered Instructional Management Process. This led to designing project plans covering 15 strategies. Strategy 1: Develop learners’ learning achievement in social studies. 2: Develop learners’ desirable characteristics and values as determined by the school. Strategy 3: Promote teachers for consistent self-development due. Strategy 4: Develop landscape, service and social environment favorable to learning of the learners which comprises 2 projects. Strategy 5: Develop learner-centered instructional method for the 21st century learning skills of the learners. Strategy 6: Promote the use of technology in teaching, efficient monitoring and evaluation of learner’s learning achievement. Strategy 7: Fix the problems of uncaring parents on their children comprising 1 project. Strategy 8: Solve problems on inadequate instructional media and technology. Strategy 9: Develop administration system by promoting participatory approach. Strategy 10: Develop consistent internal quality assurance system. Strategy 11: Promote and improve social studies, religion and culture curriculum for efficiency and meeting the 21st century education. Strategy 12: Develop administration system and promote participation in educational administration. Strategy 13: Develop teacher’s quality for competence in integrated learning management and the 21st century education. Strategy 14: Promote teachers and educational personnel for the training on social studies to fix inadequate teachers in this learning area.