Pathumthani University Academic Journal

บทบรรณาธิการ

2025-12-19T11:54:23+07:00

วารสารวิชาการมหาวิทยาลัยปทุมธานี ดำเนินการเผยแพร่บทความที่ผ่านการพิจารณาจากผู้ทรงคุณวุฒิ ในสาขาวิชาต่าง ๆ ด้านสังคมศาสตร์อย่างต่อเนื่อง เพื่อส่งเสริมความเข้มแข็งทางวิชาการ และผลงานวิจัยที่เป็นประโยชน์ต่อการนำไปต่อยอดองค์ความรู้ หรือประยุกต์ใช้ในการพัฒนาด้านต่าง ๆ วารสารทำการเผยแพร่บทความในรูปแบบวารออนไลน์ผ่านเว็บไซต์ https://www.tci-thaijo.org.index.php/ptujournal/index ถึงปัจจุบันเป็นปีที่ 17 และผ่านการรับรองคุณภาพของศูนย์ดัชนีการอ้างอิงวารสารไทย (Thai Citation Index: TCI) ให้อยู่ในกลุ่มที่ 2 (ปี พ.ศ. 2568-2562)

ซึ่งวารสารปีที่ 17 ฉบับที่ 2 (กรกฎาคม-ธันวาคม 2568) นี้ ได้รวบรวมบทความที่น่าสนใจในหลากหลายมิติ ทั้งด้านการบริหาร ด้านการศึกษา และด้านบริหารธุรกิจ ซึ่งมีบทความที่โดดเด่นน่าสนใจ อาทิ เช่น เจตคติทางการเรียนรู้ เรื่อง การแบ่งปัญหาใหญ่เป็นปัญหาย่อย ของนักเรียนระดับชั้นมัธยมศึกษาปีที่ 1 ผ่านสื่อมัลติมีเดีย ด้วยการประยุกต์ใช้ทฤษฎีของ Osgood’s, อิทธิพลของวัฒนธรรมองค์การเชิงสร้างสรรค์ ภาวะผู้นำเชิงจิตวิญญาณ และบุคลิกภาพห้าองค์ประกอบ ต่อองค์การแห่งการเรียนรู้ของบุคลากรในธุรกิจประกันชีวิตแห่งหนึ่ง

กองบรรณาธิการมีความคาดหวังเป็นอย่างยิ่งว่า บทความจากวารสารวิชาการมหาวิทยาลัยปทุมธานีฉบับนี้ จะมีคุณค่า เป็นประโยชน์ต่อผู้อ่านทั้งในทางวิชาการ และวิชาชีพ เพื่อนำไปปรับประยุกต์ใช้ให้เข้ากับบริบทของการดำเนินชีวิตในปัจจุบันได้เป็นอย่างดี ในนามของวารสารวิชาการมหาวิทยาลัยปทุมธานี ขอขอบคุณเจ้าของบทความทุกท่าน ผู้ทรงคุณวุฒิภายในและภายนอก ที่ให้เสนอแนะเพื่อความสมบูรณ์ของบทความ

ทั้งนี้หากผู้เขียนหรือผู้อ่านท่านใดมีข้อเสนอแนะที่เป็นประโยชน์สำหรับวารสารวิชาการฉบับนี้ สามารถส่งรายละเอียดได้ที่อีเมล์ ptujournal@ptu.ac.th กองบรรณาธิการจะนำไปพิจารณา เพื่อพัฒนาวารสารให้มีคุณภาพยิ่งขึ้นต่อไป

ATTITUDES OF LEARNING ON DECOMPOSITION AMONG GRADE 7 STUDENTS THROUGH MULTIMEDIA INSTRUCTION BY USING AN APPLICATION OF OSGOOD’S THEORY

2025-06-26T09:52:28+07:00

This research aimed to 1) develop multimedia instruction on the decomposition, and 2) examine changes in students’ learning attitudes toward decomposition after engaging with multimedia instruction. The sample consisted of 36 Grade 7 students enrolled in the first semester of the 2024 academic year at Rajanantaracharn Samsenwittayalai 2 School. Participants were selected through cluster random sampling, using classrooms as the sampling unit, based on the assigned Technology 1 course. The research instruments included: 1) multimedia instruction, 2) a multimedia appropriateness evaluation form, and 3) a learning attitudes assessment scale adapted from Osgood’s theory. The statistical methods employed for data analysis included the mean, standard deviation, and dependent sample t-test.

The results revealed that 1) the multimedia instruction package on decomposition comprised two topics: 1.1) computational thinking, and 1.2) the decomposition. The overall appropriateness of the multimedia, as evaluated by five experts, was rated at the high level ( =4.27, S.D.=.63). 2) Regarding the change in students’ learning attitudes after using the multimedia instruction, students demonstrated a very high level of positive attitudes. Furthermore, their post-learning attitude scores were significantly higher than their pre-learning scores at the .01 level of statistical significance, thereby supporting the research hypothesis.

THE GUIDELINES FOR PROMOTING FINANCIAL LITERACY AMONG STUDENT TEACHERS AT VALAYA ALONGKORN RAJABHAT UNIVERSITY UNDER THE ROYAL PATRONAGE

2025-07-22T11:32:26+07:00

This survey study aimed to 1) study the financial literacy levels of student teachers, 2) compare their financial literacy by gender, cumulative GPA, and year of study, and 3) propose appropriate strategies for enhancing their financial literacy. The sample comprised 200 student teachers from Valaya Alongkorn Rajabhat University, derived from stratified random sampling. Data were collected through a 30-item, 5-point Likert questionnaire. The reliability was.912 based on Cronbach’s alpha reliability coefficient method. In addition, focus group discussions were conducted to gain qualitative insights. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, t-test for independent samples and F-test for one–way ANOVA, qualitative data were analyzed using content analysis.

Findings revealed that 1) overall financial literacy was at a high level ( =3.80, S.D.=.43). Among the three dimensions, financial attitude scored highest, while financial behavior scored lowest. No significant differences were found by gender, GPA, or year of study. Based on these results, five key recommendations were developed: 1) integrate financial-management content into the teacher-education curriculum; 2) offer hands-on financial-decision workshops; 3) create a personalized financial-advisory platform; 4) foster a savings culture via student clubs and peer groups; and 5) leverage external financial networks to expand resources and opportunities.

A STUDENT SATISFACTION STUDY ON THE STUDENT ADMISSIONS SYSTEM OF RAJAMANGALA UNIVERSITY OF TECHNOLOGY SUVARNNABHUMI

2025-10-31T15:39:01+07:00

The objectives of this research were to study the student admission system influencing the satisfaction of new students at Rajamangala University of Technology Suvarnabhumi and to compare satisfaction levels among three educational levels: Vocational Certificate, High Vocational Certificate, and bachelor’s degree. The admission system consisted of six components: 1) system menu design, 2) admission regulations, 3) user manual of the admission system, 4) application status checking and additional document submission, 5) announcement of successful applicants, and 6) contact channels with system administrators for inquiries. This quantitative research employed a sample of 400 first-year students in the academic year 2024, selected through simple random sampling. A questionnaire was used as the research instrument, and data were analyzed using the SPSS program. The statistics used for data analysis included percentage, frequency, mean, standard deviation, and One-Way Analysis of Variance (One-Way ANOVA).

The findings revealed that the overall satisfaction of new students toward the admission system was at the highest level. The component receiving the highest satisfaction score was the announcement of successful applicants (mean = 4.36), followed by the system menu design (mean = 4.35) and contact channels with system administrators (mean = 4.30). Additionally, students at different educational levels showed statistically significant differences in satisfaction regarding the system menu design and the announcement of successful applicants at the 0.05 level. The respondents also suggested that the university should expand admission publicity channels and improve the system’s responsiveness to various electronic communication devices to enhance accessibility and satisfaction.

THE INFLUENCE OF CONSTRUCTIVE ORGANIZATIONAL CULTURE SPIRITUAL LEADERSHIP AND BIG FIVE PERSONALITY ON LEARNING ORGANIZATION OF PERSONNEL IN A LIFE INSURANCE BUSINESS

2025-10-29T11:01:07+07:00

This study aimed to: 1) examine the levels of constructive organizational culture, spiritual leadership, and the Big Five personality in relation to the learning organization among personnel in a life insurance company; 2) investigate the relationships between constructive organizational culture, spiritual leadership, and the Big Five personality with the learning organization of personnel in a life insurance business and 3) analyze the predictive influence of these three independent variables on the learning organization of personnel in a life insurance business. The sample consisted of 222 employees selected through stratified random sampling. Data was collected using a structured questionnaire. Descriptive statistics included frequency, percentage, meaning, and standard deviation. Inferential statistics comprised Pearson’s correlation coefficient to assess relationships among variables, and multiple linear regression analysis to evaluate the predictive power of the independent variables on the dependent variable learning organization.

The findings revealed that all three independent variables constructive organizational culture, spiritual leadership, and the Big Five personality were significantly and positively correlated with the learning organization at a high level. Specifically, constructive organizational culture showed a correlation coefficient of r=.70 (p<.01), spiritual leadership r=.74 (p<.01), and the Big Five personality r=.69 (p<.01), supporting the research hypotheses. Multiple regression analysis indicated that all three variables significantly predicted the learning organization (R^²=.69, p<.01), accounting for 69.50% of the variance. Among the predictors, the Big Five personality had the strongest influence (β=.36, p<.01), followed by spiritual leadership (β=.344, p<.01), and constructive organizational culture (β=.26, p<.01). All predictors demonstrated positive and statistically significant effects.

The predictive equation in raw score form is: Y = .466 + .229 X1 + .287 X2 + .431 X3

These findings highlight the strategic importance of cultivating a learning organization through the development of personnel with constructive personality traits, the promotion of a supportive and creative organizational culture, and the empowerment of spiritually grounded leadership. These factors collectively serve as essential foundations for guiding the organization toward becoming a sustainable learning entity.

THE EFFECTS OF APPLYING SCAFFOLDING TECHNIQUES WITH THINK PAIR SHARE TECHNIQUES TO PROMOTE MATHEMATICAL PROBLEMS SOLVING AND ACHIEVEMENT IN THE TOPIC OF DECIMAL OF FOURTH GRADE STUDENTS BY CONTROLLING A BASIC OF MATHEMATICS

2025-09-28T11:45:57+07:00

This research aimed to 1) compare the mathematical problem-solving ability and learning achievement of students before and after learning with the use of a Scaffolding Technique combined with a Think-Pair-Share Technique; 2) compare the mathematical problem-solving ability and learning achievement of students taught with the combined technique versus those taught with conventional methods, after controlling for their prior mathematical knowledge; and 3) investigate students' learning with the combined technique. The sample consisted of 61 fourth-grade students from two classrooms at Wat Ladkrabang School, Bangkok. The research instruments included lesson plans, a pre-test for prior knowledge, a problem-solving ability test, an achievement test, an interview form, and an observation form. Data were analyzed using One-way MANCOVA, Hotelling's T², and content analysis.

The findings revealed that 1) the students who learned using the combined technique showed a statistically significant improvement in both mathematical problem-solving ability and learning achievement after the intervention compared to before, at the .05 level; 2) after controlling for prior mathematical knowledge, the students who received instruction through the combined technique had higher mathematical problem-solving ability and learning achievement than those who received conventional instruction, with statistical significance at the .05 level; and 3) the students who received instruction utilizing the Learning Augmentation Technique showed positive development in knowledge, practice, and attitude, reflecting the positive outcomes of the instructional approach.

A STUDY OF CAUSAL MODELS THAT INFLUENCE WELL-BEING OF HIGH SCHOOL STUDENTS IN BANGKOK

2025-09-19T13:07:16+07:00

This quantitative research had two main objectives: 1) to examine the consistency of a hypothetical causal model influencing the well-being of high school students in Bangkok with empirical data, and 2) to study the direct and indirect causal factors influencing their well-being. The study's sample consisted of 600 high school students, selected through multi-stage random sampling. The research instrument was a questionnaire designed to measure the well-being of high school students in Bangkok. The data was analyzed using Structural Equation Modeling (SEM).

The key findings were as follows: The model's fit with the empirical data was found to be good. The absolute fit indices showed χ² = 29.44, χ²/df=1.96, P-value =.01, GFI=.99, AGFI=.96, RMSEA=.04, and SRMR=.02. The comparative fit indices also indicated a good fit, with CFI = 1.00 and NFI = 1.00, suggesting that the model was a good fit compared to the independent model. The causal model explained 85.00% of the variance in well-being. The causal variables with the greatest total influence on well-being were self-identity, environment, and interpersonal relationships, with influence coefficients of .89, .70, and .61, respectively. The variables with the greatest direct influence on well-being were self-identity, environment, and interpersonal relationships, with influence coefficients of 1.28, -0.11, and -0.34, respectively. The variables with indirect influence on well-being were interpersonal relationships (influence coefficient = 0.95), mediated through the environment variable, and the environment variable (influence coefficient=.82), mediated through the self-identity variable.