JOURNAL OF EDUCATION KHON KAEN UNIVERSITY

Development of English Reading Comprehension Ability Through Cooperative Integrated Reading and Composition (CIRC) with Applications for 5th Graders

Varangkana Pusiripinyo — 2025-03-31

This research presented the development of English reading comprehension ability for fifth graders. The research aimed to 1) compare English reading comprehension ability before and after using CIRC with applications, and 2) study the sample group’s satisfaction toward the lessons designed by using CIRC with applications to develop English reading comprehension ability for fifth graders. The sample group, which was selected by purposive sampling, consisted of 16 fifth graders who studied at a school under Phetchabun Primary Educational Service Area Office 2. The research instruments were 1) lesson plans designed by using CIRC with application, 2) the pretest and posttest for testing English reading comprehension ability, and 3) a questionnaire used for surveying students’ satisfaction toward the lessons designed by using CIRC with application for developing English reading comprehension ability for fifth graders. The statistics used for the data analysis were mean, standard deviation, and percentage.

The results of the study were:

The posttest average score of students’ English reading comprehension ability was higher than the pretest score after exposing to the lessons that use CIRC with applications to develop students’ English reading comprehension ability.
The students’ satisfaction toward the lessons designed for developing English reading comprehension ability by using CIRC with applications were very positive at a mean of 4.54.

A Study of Status and Guidelines for Teacher Empowerment in Princess Chulabhorn Science High Schools

เบญจามินญ์ จินตรารักษ์ — 2025-03-31

This research aims to study: 1) the empowerment of teachers in Chulabhorn Science High Schools, and 2) the guidelines for empowering teachers in Chulabhorn Science High Schools. The sample group consisted of 310 school administrators, teachers, and educational personnel, selected through stratified random sampling. Data were collected using a questionnaire with a reliability coefficient of 0.97 and semi-structured interviews. The research findings revealed that: 1) the overall and individual aspects of teacher empowerment in Chulabhorn Science High Schools were at a high level, and 2) the guidelines for teacher empowerment in Chulabhorn Science High Schools should include creating accurate and clear data, communicating directly, transparently, and accessibly, ensuring unity and shared goals, providing appropriate support, respecting personal time, avoiding work-related contact outside of office hours, and promoting a supportive working atmosphere.

The Development of a Physics Teaching Model Integrated with Polya's Approach to Enhance Physics Problem-Solving Abilities and Scientific Mind of Mathayom 5 Students

จักริน งานไว — 2025-03-31

This research aimed to 1) examine the current conditions and needs for developing a physics teaching model, 2) construct and develop the teaching model, 3) implement the teaching model, and 4) evaluate and validate the teaching model. The target group consisted of 41 Mathayom 5 students in the second semester of the 2024 academic year at Muang Phon Pittayakhom School, selected through purposive sampling. The research instruments included lesson plans, an academic achievement test, a physics problem-solving ability assessment, a scientific mind evaluation form, and a satisfaction questionnaire.The findings revealed that: 1) The current conditions were at a moderate level, while the desired conditions were at the highest level; 2) The teaching model comprised five components: principles, objectives, instructional process (consisting of seven steps: Elicitation Phase, Facing Problem Situations, Analyzing and Seeking Information, Planning Stage, Action Step, Creating Conclusions, and Evaluation Stage), measurement and evaluation, and feedback; 3) The implementation results showed that the efficiency ratio (E1/E2) was 82.01/81.08, and the effectiveness index was 0.7135. Post-instructional academic achievement and physics problem-solving abilities were significantly higher than pre-instructional scores at the .05 level. Additionally, students' scientific mind and satisfaction were at the highest level; 4) The evaluation and validation of the teaching model indicated the highest level of appropriateness.

The IMPAIN Model learning Management Model Integrating Practical Skills with Imagery to Enhance Petanque Performance to Excellence for Mathayomsuksa 1 Students.

เกตุวดี บุญเทพ — 2025-03-31

This research aimed to: 1) investigate the current conditions and desired states for developing the instructional model; 2) construct and develop the model; 3) implement the model experimentally; and 4) evaluate and validate the model. The study sample comprised 17 students, Mathayomsuksa 1 from Premtinsulanonda School during the first semester of the 2024 academic year, selected through purposive sampling. Research instruments included: 1) learning management plans; 2) achievement tests; 3) petanque performance ability assessment forms; and 4) satisfaction questionnaires. The findings revealed that: 1) The current instructional conditions were rated at a moderate level, while the desired conditions were rated at the highest level; 2) The developed instructional model, designated as the IMPAIN Model, consisted of five components: principles, objectives, learning processes, evaluation, and feedback. The learning process incorporated six sequential stages: (1) Imitation Copy Action, (2) Manipulation, (3) Precision, (4) Articulation, (5) Imagery, and (6) Naturalization; 3) Implementation results demonstrated an efficiency ratio of 80.94/81.19 with an effectiveness index of 0.7316. Students' academic achievement and petanque performance abilities were significantly higher after instruction at the .05 level of statistical significance, with student satisfaction rated at the highest level; 4) Expert evaluation and validation of the model indicated the highest level of appropriateness.

Development of a Participatory Supervision Manual to Enhance Design Thinking in Active Learning Management for Upper Elementary School Teachers

Ramphori Thinkrathok Thinkrathok — 2025-03-31

This research aims to develop instructional practices aligned with 21st-century changes by applying design thinking processes to active learning, as traditional teaching methods have limitations in developing students' potential. The objectives were to study problems and needs in supervision, develop and determine the effectiveness of a participatory supervision manual, examine the effects of the manual on teachers' design thinking abilities in active learning management, and assess teachers' satisfaction with the participatory supervision manual. The research employed a Research and Development (R&D) methodology with a sample of 84 sixth-grade teachers from 42 schools, selected through multi-stage random sampling. Research instruments included questionnaires, interviews, design thinking ability assessments, and satisfaction surveys. Data were analyzed using means, standard deviations, and t-tests. Results revealed that teachers had a high level of need for developing design thinking abilities in learning management. The developed supervision manual demonstrated the highest level of appropriateness and met the 80/80 efficiency criteria. After implementation, teachers' design thinking abilities in learning management significantly increased at the 0.5 statistical level. Analysis of teachers' active learning management following the use of the participatory supervision manual, which incorporated design thinking processes, showed that teachers demonstrated high-level competency in active learning management overall. Teachers reported the highest level of satisfaction with the manual. A key finding was that integrating design thinking processes with participatory supervision effectively enhanced teachers' active learning management capabilities, presenting a novel approach to teacher professional development that emphasizes participation and learning innovation

The Effects of Mathematics Learning Management Model Based on Constructivist Approach to Develop Analytical Thinking Abilities of Mathayomsuksa 1 Students

วาริศดา ภูผาพลอย — 2025-03-31

This research aimed to 1) study the current and desirable conditions of mathematical learning management based on constructivism theory to develop analytical thinking abilities of seventh-grade students, 2) construct and develop an instructional model, 3) examine the implementation results of the model, and 4) evaluate and validate the model. The study employed Research and Development (R&D) methodology consisting of four phases: 1) Research (R₁), 2) Development (D₁), 3) Research (R₂), and 4) Development (D₂). The sample consisted of 32 students from Mathayom 1/1 of Nongno Prachasan School, studying in the second semester of the 2024 academic year, selected through cluster random sampling. he research instruments included lesson plans, an achievement test, an analytical thinking ability assessment, and a satisfaction questionnaire. The findings revealed that: 1) The current conditions were at a low level, while the desirable conditions were at a high level. 2) The developed model, named "PIVARF Model," comprised five components: principles, objectives, instructional process, evaluation, and feedback. The instructional process consisted of six stages: Prepare (P), Involve students in Learning Activities (I), Verify Students' Understanding (V), Action (A), Reflect (R), and Free Practice (F). 3) The implementation results showed that the model had an efficiency of 81.24/82.47, an effectiveness index of 0.7043, and post-learning achievement and analytical thinking abilities were significantly higher than pre-learning at the .05 level. Students' satisfaction was at the highest level. 4) The evaluation and validation of the model were deemed highly appropriate.

The Development of an English teaching model to promote English communication skills of Mathayom 3 students (ICFS Model)

Sirinart Phajirawattanachat — 2025-03-31

This research aimed to: 1) study the current and desirable conditions, 2) create and develop, 3) implement, and 4) evaluate an English teaching model to enhance communication skills of Mathayom 3 (Grade 9) students. The target group consisted of 24 students from Mathayom 3/3 in the first semester of the 2022 academic year at Loei Provincial Administrative Organization School 1 (Mueang Baeng Wittayakom), selected through purposive sampling. The research instruments included: 1) learning management plans, 2) English communication skills assessment, and 3) satisfaction questionnaire. Research Findings: The analysis of current teaching and learning management conditions showed an overall moderate level, while the desirable conditions were at the highest level. The English teaching model comprised the following components: 1) principles, 2) objectives, 3) processes - Phase 1: Introducing New Content, Phase 2: Controlled Practice, Phase 3: Free Practice, Phase 4: Summary, and 4) measurement and evaluation. When developed into a model, it was named the ICFS Model. The results of implementing the English teaching model to enhance English communication skills of Mathayom 3 students were as follows: (1) The efficiency of the model was 80.94/81.19 (2) The effectiveness index of the model was 0.7034. (3) Regarding English communication skills of students learning through the model's learning activities, 18 students (81.82%) achieved scores above the 80% threshold, meeting the established criteria. (4) Student satisfaction with the model was at the highest level. The evaluation of the model indicated appropriateness at the highest level.