JOURNAL OF EDUCATION KHON KAEN UNIVERSITY

The Development of Board Games to Improve Life skills and Public Mind for Prathomsuksa 4 Students in Small Sized School Under Nakhon Ratchasima Primary Educational Service Area Office 1

Thitikan Boonraksa Intapaj — 2025-09-30

This research is Research and Development that aimed to 1) develop a life skills and public mind board game for 4th students, to have efficiency according to the 80/80 criteria 2) compare life skills and public mind of elementary school students before and after by using a life skills and public mind board game and 3) Study the opinions of teachers and elementary school students towards the Life skills and public mind board game. The sample group was 4th students in the second semester of the academic year 2024 at Lalom Pho School. And Ban Khon Chum School, Mueang District, Nakhon Ratchasima Province,30 people were selected by purposive sampling. The experiment was conducted in the second semester of the academic year 2024, 2 hour per week, for 5 weeks, for a total of 10 hours. The research instruments consisted of 1) a life skills and public mind board game for 4th grade primary school students. 2) a life skills and public mind learning test, 3) a 4-component life skills assessment, 4) a public mind assessment and 5) interview questions for students and teachers regarding a life skills and public mind board game for 4th students. The statistics used in data analysis were mean ( ), standard deviation (S.D.), t-test dependent, and content analysis. The research results found that: 1) the development of a Life skills and public mind board game for 4th students was effective at 81.60/82.40. 2) the level of life skills and public mind after studying with the Life skills and public mind board game for 4th students was significantly higher than before studying at the statistical level of 0.01 and 3) teachers and students had positive opinions on the Life skills and public mind board game for 4th students, namely, they were very satisfied. Students were enthusiastic about learning, did not refuse to learn, and saw the benefits gained from learning.

The Effects of Pattern Blocks Activities on the Development of Spatial Reasoning in Grade 3 Students

Yoothapichai Khathippatee — 2025-09-30

The purpose of this research was to examine the effects of pattern blocks activities on the development of spatial reasoning in Grade 3 students. The research employed a quasi-experimental one-group pretest-posttest design. The research sample were 15 Grade 3 students in the first semester of the 2024 academic year at Bansoktae School, Khon Kaen Province, selected by purposive sampling. The research instruments included seven lesson plans integrating pattern block activities, a spatial reasoning test, and a spatial reasoning behavior observation form. Data were analyzed by comparing pretest and posttest scores and by conducting content analysis based on the framework of spatial reasoning proposed by Cotabish et al. (2024). The results showed that the pattern block activities designed under the Open Approach significantly enhanced students’ spatial reasoning, with posttest scores being significantly higher than pretest scores at the .01 level. Qualitative analysis showed improvements in four key areas 1) spatial visualization, where students became more adept at arranging shapes to fit within spaces 2) mental rotation, where students could accurately imagine and manipulate shapes mentally 3) spatial orientation, where students were able to shift perspectives and align shapes appropriately in complex tasks and 4) spatial perception, where students improved in estimating size, shape, and spatial relationships within limited areas. These findings suggest that hands-on, open-ended learning activities can effectively foster spatial reasoning in mathematics instruction. Furthermore, the approach holds potential for adaptation in other subjects such as science, art, and technology, where spatial creativity is emphasized.

Development of Science Teaching Model Based on Constructivist Theory with Learning Activity Sets to Enhance Analytical Thinking Skills in Additional Biology Course, Science and Technology Learning Area for Mathayomsuksa 4 Students

Wasana Waijampa — 2025-09-30

This research aimed to: 1) study basic data, needs assessment, and problems in science teaching and learning; 2) develop a science teaching model based on constructivist theory integrated with learning activity sets to enhance analytical thinking skills for additional biology courses in the Science and Technology learning area for Grade 10 students; 3) implement and test the developed teaching model; and 4) evaluate and validate the teaching model. Research and Development (R&D) methodology conducted in 4 phases. The sample consisted of 30 students from Mathayomsuksa 4/1 at Nakhao Wittayakhom School, selected through cluster random sampling. The research instruments included: 1) the science teaching model, 2) lesson plans, 3) achievement tests, 4) analytical thinking assessment tools, 5) satisfaction questionnaires, 6) basic information questionnaires, and 7) model evaluation forms. The research findings revealed that: 1) the overall current state was at a low level, while the desired state was at the highest level; 2) the developed science teaching model based on constructivist theory integrated with learning activity sets, called the APACEF Model, comprised 4 components: 1) Principles, 2) Objectives, 3) Teaching Process, and 4) Evaluation. The Teaching Process consisted of 6 stages: (1) Activate Prior Knowledge, (2) Problem Situation, (3) Action, (4) Construction, (5) Evaluation, and (6) Feedback; 3) the implementation results showed that students' learning achievement and analytical thinking abilities after instruction were significantly higher than before instruction at the .05 level, and students expressed the highest level of satisfaction with the learning management; and 4) experts evaluated the model as highly appropriate and applicable at the highest level.

The Development of Academic Administration Model for Enhancing Student Quality of Chumphon Wittayasan School

Gittichai Phanjun — 2025-09-30

This research aimed to: 1) examine the current conditions, desirable conditions, and necessary requirements regarding academic administration for enhancing student quality at Chumphon Wittayasan School; 2) develop and create an academic administration model for enhancing student quality at Chumphon Wittayasan School; 3) implement the academic administration model for enhancing student quality at Chumphon Wittayasan School; and 4) evaluate and validate the academic administration model for enhancing student quality at Chumphon Wittayasan School. The research methodology employed Research and Development (R&D) approach divided into four phases: Phase 1 - studying current conditions and necessary requirements; Phase 2 - developing and creating the model; Phase 3 - implementing the model; and Phase 4 - evaluating and validating the model. The research participants in Phase 1 comprised 68 teachers from Chumphon Wittayasan School selected through purposive sampling. Phase 2 involved 5 experts selected through purposive sampling. Phase 3 included 74 teachers from Chumphon Wittayasan School selected through purposive sampling, and a sample of 297 students currently studying at Chumphon Wittayasan School in the first semester of academic year 2024, drawn from a population of 1,297 students using Krejcie and Morgan's table and proportional stratified random sampling. Phase 4 comprised 5 qualified experts selected through purposive sampling. The research instruments consisted of a problem condition questionnaire, a consistency evaluation form, a 21st-century learner skills assessment based on the 3R8C framework, a satisfaction questionnaire, and a model evaluation and validation form. Data analysis employed mixed methods approach incorporating both quantitative and qualitative methods. Statistical analyses included frequency, percentage, mean, standard deviation, Priority Needs Index Modified (PNI Modified), Index of Item-Objective Congruence (IOC), t-test for dependent samples, and content analysis.

The research findings revealed that the current state of academic administration was at a low level ( = 2.45, = 0.87), while the desirable condition was at the highest level ( = 4.75, = 0.51). The highest priority need was the development of media and learning resources (PNI _Modified = 0.499). The developed model comprised five components: principles and reasoning, objectives, core components, evaluation guidelines, and success conditions. Implementation results showed that teachers evaluated the model at the highest level ( = 4.66, = 0.41). Students demonstrated 21st-century learner skills at the highest level ( = 4.67, S.D. = 0.42). The implementation of the academic administration model resulted in

statistically significant improvement in students' essential basic skills for 21st-century learners at the 0.05 level. Teacher satisfaction ( = 4.66, S.D. = 0.39) and student satisfaction ( = 4.66, = 0.39) were at the highest level. The qualified experts evaluated and validated the model at the highest level ( = 4.72, = 0.44).

A Systematic Review of STEM Education Research in Higher Education: Analyzing Trends, Gaps, and Integration Factors in Thailand and Global Perspectives

Kotchakorn Mungmee — 2025-09-30

The purpose of this research was to analyze trends, gaps, and factors affecting STEM education integration in higher education institutions in both Thailand and international countries. The study employed a systematic literature review by methodology, analyzing 42 research articles from The Scopus and ThaiJo database. The findings revealed that international research prioritized systematic problem-solving approaches, focusing on reducing learning gaps, promoting diversity, and establishing systematic career pathways. However, several significant gaps were identified including inequitable access to STEM education, undergraduate research opportunities, access to essential learning resources and technology, linkage between theory and practice, and development of emotional and social skills. In Thailand, research predominantly focused on foundational development, particularly teacher preparation, pre-service teacher skill development, and technology integration in learning management. Nevertheless, limitations were found in terms of lack of longitudinal studies, follow-up assessments, and effective cross-disciplinary integration. The research findings suggest that STEM education development in Thailand should shift towards more systematic research approaches, increase longitudinal studies, expand the scope of study beyond science and education disciplines, enhance interdisciplinary integration, and strengthen collaborative networks with industries and communities. These improvements aim to enhance educational quality and strengthen graduates' capabilities to meet the challenges of the 21st-century workforce.

The Development of online learning environment based on Constructivist Theory to promote Self Directed Learning for grade 6 students Ban Po Mo School (Phromthepratbamrung), Songkhla Primary Educational Area Service Office 2

ภัทรกันย์ พรหมเกตุ — 2025-09-30

This research aimed to develop an online learning environment based on constructivist theory and compare academic achievement, including monitoring 8 self-learning characteristics of Grade 6 students at Ban Po Mo School (Phromthep Rat Bamrung), under the Office of Songkhla Primary Educational Service Area 2. The target group consisted of 4 teachers and 30 students interested in studying Technology (Computer Science). The research instruments were online learning environment, a survey on the need to study Technology (Computer Science), unit exercises and Pretest-Posttest tests, a satisfaction assessment form, and an interview form to monitor learning in Technology (Computer Science). The experimental design was One Group Pretest-Posttest Design. The measurement instruments had an appropriate IOC value, a test difficulty level of 0.27–0.75, a discrimination power of 0.34–0.57, and a reliability of 0.71. Data were analyzed using mean and standard deviation. The results of the research found that the developed learning environment was effective at 80.42/88.50, with the highest level of satisfaction. and show self-learning behavior in all 8 dimensions comprehensively. This research result can be used to design learning media and promote self-learning behavior in primary school.

Factors Influencing the English and Technology Learning Practices and Success of Bachelor Students Who Passed the MSU English Exit- Exam and MSU IT Exit Exam, Mahasarakham University.

Wanpen Amornsin — 2025-09-30

This research aimed to: 1) study the factors affecting English language learning among undergraduate students who passed the MSU English Exit-Exam, and 2) identify factors influencing technology learning among undergraduate students who passed the MSU IT Exit-Exam at Mahasarakham University. A quantitative research method was employed. The sample consisted of 419 undergraduate students from the academic year 2024, divided into 258 students who passed the English proficiency criteria and 161 students who passed the technology proficiency criteria. The sample was obtained through quota sampling, with data collected via an online questionnaire using Google Forms sent by email. The research instruments included a questionnaire on factors affecting English language learning among undergraduate students who passed the MSU English Exit-Exam, comprising five aspects: learning environment, learning motivation, self-confidence, attitude towards learning, and learning behavior. Additionally, a questionnaire on factors affecting technology learning among undergraduate students who passed the MSU IT Exit-Exam at Mahasarakham University was used, consisting of three aspects: personal factors, learning environment, and instructors. The statistics used in the research were percentage, mean, and standard deviation. The research findings revealed that Factors Affecting English Language Learning for MSU English Exit-Exam Passers, by overall, students from the Humanities and Social Sciences group expressed a high level of agreement ( = 4.00). The Science and Technology group also showed a high overall level of agreement ( = 4.04) across all aspects. The Health Sciences group had a high overall level of agreement ( = 3.79). Factors Affecting Technology Learning for MSU IT Exit-Exam Passers at Mahasarakham University, by overall, students from the Humanities and Social Sciences group expressed a high level of agreement ( = 4.07). The Science and Technology group also showed a high overall level of agreement ( = 4.04) across all aspects. The Health Sciences group had a high overall level of agreement ( = 3.96). Standard Deviation Analysis found that , by overall, the Science and Technology (c=0.020) faculties and the Humanities and Social Sciences (b=0.011) faculties had the highest impact on passing English scores. The main factors contributing to the highest English passing scores were attitude towards learning (b=0.022) learning motivation (b=0.024) and self-confidence (a=0.024) For technology scores, the Humanities and Social Sciences faculties (b=0.014) and the Science and Technology faculties (ab=0.026) had the highest impact. The primary factors influencing success in technology scores were the learning environment (b=0.022) and instructors (b=0.022) with statistical significance at the alpha of 0.05 level.

Design And Development of a Hybrid Augmented Reality Learning Board Game Based on Constructivist Theory to Enhance the Ability to Learn English Vocabulary and Retention of Grade 5 Students

Charinrat Daengna — 2025-09-30

The purpose of this research was to design and develop a hybrid augmented reality learning board game based on constructivist theory to enhance the ability to learn English vocabulary and retention of Grade 5 students. The research employed a Type I developmental research model as proposed by Richey and Klein (2007), which was divided into three phases: Phase 1 – the design and development of the board game, Phase 2 – the evaluation of the board game’s quality, and Phase 3 – the validation of the board game’s accuracy. This research was conducted in Phases 1 and 2, focusing on the processes of design, development, and quality assessment. In Phase 1, the target group consisted of 44 Grade 5 students and one English teacher from Nong Bua Wittayayon School in the academic year 2024. In Phase 2, the target groups included three experts in content, three in game design, and three in media and technology, as well as 47 Grade 6 students from the same school, for the purpose of evaluating the game’s quality. The findings revealed that the design and development process of the hybrid augmented reality educational board game involved studying theoretical principles and contextual information, synthesizing a theoretical framework and a design framework, and creating the board game. The developed board game consisted of six key components: (1) problem situations, including Situation Cards, Vocab Cards, Mission Cards, Alphabet Cards, and Treasure Bags; (2) learning sources, namely the Explorer’s Vocab Book; (3) knowledge exchange (group-based gameplay); (4) a center to promote English vocabulary learning ability and retention, namely the Warrior Training Center (Wordwall Training); (5) support bases, namely the Magical Lexicon Land Handbook; and (6) an advisory center, namely coaching. The results of the quality assessment conducted by the experts indicated that the board game was consistent in all aspects. The evaluation of the implementation context showed that the board game was well-aligned with the actual context in all aspects.