Ramkhamhaeng Research Journal of Humanities and Social Science

The Effects of Mathematics Learning Activities on Fractions Based on the Constructivism Theory on Matthayom Sueksa One Students

2021-01-04T13:12:47+07:00

In this quasi-experimental research, the researcher develops mathematics learning activities on fractions based on the constructivism theory for Matthayom Sueksa One students with the criterion efficiency of 80/80. The researcher compares the academic achievement in mathematics on fractions of the students studying with the constructed learning activities prior to and after the study. The researcher examines the student satisfaction with the constructed mathematics learning activities. The sample population consisted of thirty-nine Matthayom Sueksa One students in one classroom in the first semester of the academic year 2019 at the Demonstration School of Ramkhamhaeng University (Secondary Level). The technique of cluster sampling was used for students from eight classrooms. The research instruments consisted of the following: (1) the lesson plans for the mathematics learning activities on fractions based on the constructivism theory; (2) a test of the academic achievement on fractions; and (3) a questionnaire eliciting the student satisfaction with the constructed mathematics learning activities. The statistics used in the data analysis were percentage, arithmetic mean, and standard deviation. The test to locate the means of the differences prior to and after the study was conducted using a technique of dependent t test. Findings are as follows: (1) The constructed mathematics learning activities exhibited an efficiency of 84.98/82.71 in accordance with the criterion of 80/80; (2) The academic achievement in mathematics on fractions of the students under study exhibited a higher level after the study than prior to the study at the statistically significant level of 0.05; and (3) The student satisfaction with the constructed mathematics learning activities overall was at a high level.

European Union’s Crisis : Lessons for ASEAN

2021-01-06T09:44:21+07:00

The important purposes of this research is to study Development of European Union integration Crisis of European Union and its impact to ASEAN Lessons from European Union’s Crisis for ASEAN The study of the topic indicate that European economic integration is constantly progress but in the beginning of 21^st century European Union has confronted the major challenges such as eurozone debt, Ukraine, refugee crisis and Brexit which has impact on ASEAN in many aspect depending on interdependence between European Union and each member of ASEAN. Moreover, ASEAN can learn about National Unity and keeping equidistant between super power from Ukraine crisis. Brexit will not significant affect ASEAN’s economic but is a very precious lesson for ASEAN integration in the years to come.

A Study of the Ethical and Moral Behaviors of Teachers at the Demonstration School of Ramkhamhaeng University

2020-12-31T16:45:46+07:00

This research aimed to 1) study the ethical and moral behaviors of teachers at the Demonstration School of Ramkhamhaeng University (DSRU), and 2) compare their ethical and moral behaviors in terms of gender, educational degree and work experience. The population of the study were 151 teachers at DSRU teaching in the first semester of 2015. The sample size was determined using the Krejcie and Morgan Table at the 95% level of confidence, and 108 samples were then selected through a simple random sampling technique. The instrument of the study was a 40-item Likert scale questionnaire covering items regarding the four areas of teachers’ ethical and moral behaviors, namely, ethical behaviors towards students, towards self, towards profession, and towards society. The questionnaire had the indices of item congruence between 0.8-1.0 and a reliability of 0.94. The data were analyzed using frequency, percentage, mean, and standard deviation. The comparisons of the means were conducted using independent t-test and one-way ANOVA. The findings indicated that 1) the teachers had a high level of overall and the four individual areas of ethical and moral behaviors; 2) male and female teachers showed a significant difference in their overall and the four individual areas of ethical behaviors at the 0.05 levels; 3) teachers with different educational degrees showed a significant difference in their overall and the four individual areas of ethical behaviors at the 0.05 level; and 4) teachers with different work experience showed a significant difference in their overall and the four individual areas of ethical behaviors at the 0.05 level.

The Application of Buddhist Teaching for Self - Development : A Case Study of the Students Attending the “Introduction to Buddhism” Course, Ramkhamhaeng University

2021-01-06T09:45:30+07:00

The aims of this research were to explore the Buddhist teachings on self - development and to search for the promising method to be used for the application of the Buddhist principle for self – development of 100 student attending the “Introduction to Buddhism” course at Ramkhamhaeng University. It also aimed to study the results of such application for self – development, both in body - development, mind - development, and the quality of life. According to the documentary research, it was found that “Puññakiriyāvatthu” consisting of Dānā, Sīla and Bhāvana is the suitable principle to be applied for self - development training of the participants. As for the method, it is found that Dr. Maxwell Maltz’s idea on adjustment period to changes and new behaviors known as “21 - Day Habit Theory”, that any action done repeatedly and continuously for a minimum of about 21 days tend to form “habit”, is promising to be used in setting the timelines for the practice of “Puññakiriyāvatthu” to make a sustainable self - development. According to the field research, it was found that “Puññakiriyāvatthu” is the principle that everyone in the practice group viewed it as being practicable and habitual in daily life. They also found it effective both in body - development, mind - development, and in improving the quality of life. In regard to the changes or development in behaviour, characters, thought and mind, most of the student viewed it at the high level, while some viewed it at the highest level, and only few and very few viewed it at the moderate and low level respectively. Considering the four desired virtues of “The Thai 4.0”, it can be said that the practice of “Puññakiriyāvatthu” can develop such moral characters: the practice of Dānā or giving , sharing, sacrificing, helped to develop the two virtues: living in moderation or sufficiency and public mind. While Sīla, doing no harm to others, helped to develop the other two virtues, i.e. self - discipline in living in conformity to law and morality, and responsibility for oneself and others. Lastly, the practice of Bhāvanā or mental culture developed the mind, and enhanced “Pañña”, the wisdom in understanding the true nature of life and all things which enabling one to act properly and therefore free from sufferings.