Journal of Innovation and Learning Sciences

Developing and Evaluating a Learning Organization Model to Foster Students’ 21st-Century Quality at Kaset Sombun Witthayakhom School

พีรวรรธ์ จิตนวล — Thu, 13 Aug 2026 00:00:00 +0700

This study aimed to develop, implement, and evaluate a Learning Organization Model to enhance students' 21st-century quality at Kaset Sombun Witthayakhom School, Chaiyaphum Province, Thailand. A research-and-development (R&D) design was employed across four phases: (1) needs assessment, (2) model development and validation, (3) model implementation, and (4) model evaluation and endorsement. In Phase 1, 80 teachers assessed the current and desired states of learning organization practices across five dimensions — personal mastery, mental models, shared vision, team learning, and systems thinking. Results revealed a substantial gap between current (x̄ = 2.37, S.D. = 1.19) and desired (x̄ = 4.62, S.D. = 0.80) conditions, with Mental Models identified as the highest-priority dimension (PNI_modified = 0.970). In Phase 2, a learning organization model comprising five components — principles, objectives, processes, outputs, and feedback mechanisms — was developed and validated by five educational experts, demonstrating strong content validity (IOC = 0.80–1.00). In Phase 3, the model was implemented through three sequential stages: preparation, implementation, and assessment and feedback. Teachers evaluated all model components at the highest level of appropriateness (x̄ = 4.65, S.D. = 0.51). In Phase 4, students (n = 300) reported high overall satisfaction (x̄ = 4.63, S.D. = 0.52), particularly regarding perceived development of 21st-century competencies including critical thinking, creativity, communication, and collaboration. Expert endorsement further confirmed the model's appropriateness, feasibility, and applicability. Although findings are based on stakeholder perceptions rather than objective competency measures, results provide meaningful empirical support for the model's feasibility and relevance as a school-based framework for organizational learning. The study contributes a context-sensitive, theory-grounded learning organization model to inform school leadership, professional learning design, and future outcome-based research in Thai secondary education.

The Development of a Self-Discipline Enhancement Model for Students at Wat Lum Mahachai Chumphon Municipality School

Nittaya Krut Yai — Thu, 13 Aug 2026 00:00:00 +0700

This research aimed to: 1) study the current and desired conditions regarding the development of a self-discipline enhancement model for students; 2) construct and develop a self-discipline enhancement model for students; 3) implement the model; and 4) evaluate and certify the self-discipline enhancement model for students at Wat Lum Mahachai Chumphon Municipality School. The research employed a Research and Development (R&D) methodology divided into four phases. The target group consisted of 46 teachers and 583 students in Grades 1–6. A sample of 400 students was selected for model implementation using Yamane's table, along with five qualified experts. The instruments used included questionnaires, evaluation forms, and satisfaction questionnaires. Data were analyzed using frequency, percentage, mean, standard deviation, and the Index of Objective Congruence (IOC). The findings revealed that the current state of student self-discipline enhancement was at a moderate level overall, while the desired state was at the highest level overall. The developed model comprised six components: Goal, Context, Input, Process, Output, and Feedback. Expert evaluation of component congruence yielded IOC values ranging from 0.80 to 1.00 for all components. The results of model implementation showed that overall appropriateness was at the highest level, teacher satisfaction was at the highest level, and student satisfaction was at the highest level. The evaluation and certification of the model by qualified experts indicated that overall appropriateness was at the highest level. These findings demonstrate that the developed model is effective and can be successfully applied to enhance self-discipline among students in primary schools.

Development of a learning management model for economics to promote student quality for Mathayom 1 students

Kannika Kaewnok — Thu, 13 Aug 2026 00:00:00 +0700

This research aimed to: 1) examine the current and desirable conditions of economics learning management; 2) develop a learning management model for economics to promote student quality; 3) implement the developed learning management model; and 4) evaluate and validate the learning management model for Mathayom 1 students. The study was conducted using a Research and Development approach across four phases. The experimental sample consisted of 42 Mathayom 1/9 students from Muangphon Pittayakom School under the Khon Kaen Provincial Administrative Organization, selected through cluster random sampling. Research instruments included a current and desirable conditions questionnaire, a learning achievement test, a desirable characteristics assessment, a key competencies assessment, and a satisfaction questionnaire. Data were analyzed using descriptive statistics and a paired samples t-test. The findings revealed that: 1) the current conditions of economics learning management were at a moderate level (X̄ = 3.22, S.D. = 0.85), while the desirable conditions were at the highest level (X̄ = 4.68, S.D. = 0.60); 2) the developed learning management model, termed the IPDCE Instructional Model, comprised five components: principles, objectives, a five-step learning process, measurement and evaluation, and feedback, and was rated at a high level of quality by experts (X̄ = 4.48, S.D. = 0.58); 3) the implementation results showed an efficiency ratio of 80.94/82.74, meeting the 80/80 criterion, with an effectiveness index of 0.7114, post-test scores significantly higher than pre-test scores at the .05 level, and student desirable characteristics, key competencies, and satisfaction all rated at the highest level; and 4) the evaluation and validation of the model by five experts yielded an overall rating at a high level (X̄ = 4.33, S.D. = 0.38).

Guidelines for developing a tablet-based meeting agenda presentation system for the Sirikit Heart Center Executive Committee.

อารยา กงลา — Thu, 13 Aug 2026 00:00:00 +0700

This research aims to 1) examine the current status of agenda and meeting document presentation via tablet computers (iPad), 2) identify problems and obstacles in system usage, and 3) propose development guidelines. This study employed a mixed methods research design combining quantitative and qualitative approaches. The research instruments included questionnaires and interviews. The quantitative sample consisted of 15 executive board members and related staff, selected through purposive sampling due to the specific nature of the population. The qualitative sample included 5 key informants. Instrument validity was examined using the Index of Item Objective Congruence (IOC), and reliability was tested using Cronbach’s alpha coefficient. Quantitative data were analyzed using descriptive statistics, including percentage, mean, and standard deviation, while qualitative data were analyzed using content analysis.
The results revealed that: The overall level of agenda and meeting document presentation via iPad was at a high level, with efficiency and effectiveness scoring the highest (x̄ = 4.63) , while data security scored the lowest (x̄ = 3.63). Key problems included limitations in adding real-time agenda items and concerns regarding data security. Development guidelines should focus on enhancing system flexibility, strengthening data security measures, and supporting online and hybrid meetings.

Enhancing English Writing Ability in Grade 4 Students Using a Context-Adaptive Learning Model with a Process-Based Approach

Rakkwan Pholjarn, Piyada Sudathip, Kwanruedee Sriburin — Thu, 13 Aug 2026 00:00:00 +0700

Writing is among the most challenging skills for young learners of English as a Foreign Language (EFL), particularly in Thai primary classrooms where writing instruction often focuses on rote copying rather than meaningful text production. This study aimed to enhance Grade 4 students’ English writing ability by integrating a Context-Adaptive Learning Model (CALM) with a Process-Based Approach (PBA). Sixteen students participated in four CALM–PBA instructional cycles over eight hours using an action research design with pre- and post-testing. Quantitative results revealed substantial improvement in students’ writing performance: the mean post-test score (M = 87.32%) was significantly higher than the pre-test (M = 38.92%), t(15) = 18.45, p < .001, with a very large effect size (d = 4.05). Qualitative analysis of students’ drafts showed clear progress in idea organization, vocabulary range, sentence variety, and grammatical accuracy. Learners’ writing developed from short, fragmented sentences to coherent, well-structured paragraphs demonstrating greater fluency and syntactic control. In addition, the engagement questionnaire indicated a high overall level of student engagement (M = 4.13 / 5), reflecting positive attitudes toward contextualized, scaffolded, and collaborative writing lessons. These findings confirm that integrating CALM, emphasizing diagnostic assessment, contextual relevance, and adaptive support, with the recursive stages of PBA provides a structured yet flexible framework for enhancing writing ability, fostering motivation, and supporting meaningful literacy development among young EFL learners.