Journal of Educational Review Faculty of Education in MCU

THE EFFECTS OF CREATIVE ART ACTIVITIES INTEGRATED WITH SIMULATED SITUATIONS IN MULTI-AGE CLASSROOMS ON THE BASIC MATHEMATICAL SKILLS OF YOUNG CHILDREN. WAT PHRA KAEW SCHOOL, CHAI NAT PROVINCE

Amonrat Amnouysan — 2026-08-31

The purpose of this research were to: 1) study the correlation of basic mathematical skills of young children before and after receiving creative art activities integrated with simulated situations in a multi-age classroom, and 2) compare the basic mathematical skills of young children before and after receiving creative art activities integrated with simulated situations in a multi-age classroom. This research was a quasi-experimental research using a one-group pretest-posttest design. The population consisted of four young children, boys and girls, studying in a multi-age classroom setting at Wat Phra Kaew School, Chai Nat Province, during the first semester of the academic year 2025. The group comprised two children from Kindergarten 2 and two children from Kindergarten 3. The research instruments included: The experience management plan based on creative art activities integrated with simulated situations for multi-age classroom, consisting of 32 plans. The Index of Item Objective Congruence (IOC) equal to 1.00, The Content Validity Index (IOC) for the Mathematics Basic Skills Test equal to 1.00. The test consisted of 4 sets, with 4 items each (16 items in total). The statistics used for data analysis were mean, standard deviation, and the Chi-square test.

The research findings revealed that: 1) The basic mathematical skills of young children before and after receiving creative art activities integrated with simulated situations in a multi-age classroom were statistically significantly correlated at the statistically significant level of .05, and 2) The basic mathematical skills of young children after receiving the creative art activities integrated with simulated situations in a multi-age classroom were higher than before receiving the experiences, both overall and in each aspect.

THE ACADEMIC MANAGEMENT INNOVATION OF SECONDARY SCHOOLS BASED ON THE CONCEPT OF ARTIFICIAL INTELLIGENCE COMPETENCIES

Wiwat Phonprasert — 2026-09-01

This research, entitled The Academic Management Innovation of Secondary Schools Based on the Concept of Artificial Intelligence Competencies, aimed to: 1) study the conceptual framework of academic management in secondary schools and artificial intelligence competencies; 2) examine the level of artificial intelligence competencies among secondary school students; 3) investigate the priority needs of academic management in secondary schools based on the concept of artificial intelligence competencies; and 4) develop an academic management innovation for secondary schools based on the concept of artificial intelligence competencies. This study employed a research and development methodology. The sample consisted of secondary schools under the Office of the Basic Education Commission, Ministry of Education.

The research findings revealed that: 1) the conceptual framework of academic management in secondary schools and artificial intelligence competencies consisted of (1) the academic management framework, (2) the artificial intelligence competencies framework (3) the innovation development framework; 2) the level of artificial intelligence competencies among secondary school students after the implementation of the innovation was at the creative level; 3) the highest priority need of academic management in secondary schools based on the concept of artificial intelligence competencies was instructional management and learning process development; and 4) the developed academic management innovation was systemic in nature, comprising the following components: inputs, process, outputs, outcomes, feedback, and improvement. The evaluation results indicated that its appropriateness and feasibility were at the highest level. The findings suggest that this innovation can be used as a systematic and context-appropriate approach for developing academic management in secondary schools in order to enhance students’ artificial intelligence competencies.

DEVELOPMENT OF A SUPPLEMENTARY CURRICULUM TO ENHANCE THAI MUSIC NOTATION READING SKILLS FOR MUSIC EDUCATION STUDENTS, LAMPANG RAJABHAT UNIVERSITY

Adisorn Suaychalard — 2026-08-31

The objectives of this research were: 1) to develop a supplementary curriculum to enhance Thai music notation reading skills for music education students, and 2) to study the outcomes of implementing this supplementary curriculum. The target group consisted of 23 third-year music education students enrolled in the Thai Music course during the first semester of the 2025 academic year at the Faculty of Humanities and Social Sciences, Lampang Rajabhat University. The research instruments included the developed supplementary curriculum and a Thai music notation reading skills assessment. Data were analyzed using percentage, mean and standard deviation

The research findings are summarized as follows: Firstly, the developed Thai Music Note Reading Enrichment Curriculum for music education students comprises seven essential components: curriculum background and significance, principles, objectives, content structure, instructional activities, media and learning resources, and measurement and evaluation. The overall suitability of the curriculum was rated at a high level, while the supporting curriculum documents were also found to be highly appropriate. Secondly, the assessment of students' Thai music note reading skills following the implementation of the curriculum revealed an overall performance at an excellent level. The average score was 3.58, representing 85.00 percent, which successfully exceeded the pre-established criteria

TEACHING DIFFICULT HISTORY IN THE DEEP SOUTH OF THAILAND: HOW TEACHERS APPLY JUSTICE-SENSITIVE PEDAGOGY INTO THE CLASSROOMS

Pattawee Daengkomane — 2026-08-31

The purpose of this study is: 1) to examine how teachers conceptualize Justice-sensitive Pedagogy (JSP); 2) to explore how teachers apply JSP in teaching difficult history topics; and 3) to investigate the institutional, political, and pedagogical constraints affecting the implementation of JSP in the deep south provinces of Thailand. A qualitative case study approach was used to study six secondary school teachers from six schools with diverse educational contexts. In addition, interviews were conducted with two university educators and two education policymakers. Data were collected through semi-structured interviews and analyzed using thematic analysis.

The results show that teachers viewed JSP not as a completely new teaching method, but rather as an approach they had already applied indirectly in classroom practice. This indirect teaching strategy was influenced by the national curriculum, which does not explicitly include difficult history content, resulting in teaching practices that depended largely on individual teachers’ choices and interpretations. The findings also indicate that ongoing violence in the three southern provinces, as well as differences between public schools and private Islamic schools, affected the design of teaching and learning activities. Institutional limitations, political sensitivities, and pedagogical challenges were found to constrain the implementation of JSP in schools. This study argues that the effectiveness of JSP cannot rely solely on the individual abilities of teachers, but requires systematic support through teacher training, curriculum development, learning materials, and educational policies. This study provides practical insights and theoretical support for the development of history education and peace-oriented pedagogy in conflict-affected contexts.

EFFECTIVENESS OF ACADEMIC ADMINISTRATION IN THE DIGITAL AGE OF EDUCATIONAL INSTITUTIONS UNDER SUPHANBURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Suwanunt Naklampa — 2026-08-31

The purposes of this research were to: 1) examine the level of effectiveness of academic administration in the digital era in schools under the Suphan Buri Primary Educational Service Area Office 2, and 2) compare the effectiveness of academic administration in the digital era among these schools based on school size. The study employed a qualitative research design. The sample group consisted of 302 participants selected through stratified random sampling without proportional allocation. The research instrument was a questionnaire with a reliability coefficient of 0.98. Data were analyzed using percentage, mean, and standard deviation, while the research hypotheses were tested using the t-test.

The results of the research found that 1) the level of effectiveness of academic administration in the digital age of educational institutions Under the jurisdiction of the Suphanburi Primary Educational Service Area Office, Area 2, overall, each aspect has an average level at a high level. 2) Results of comparing the effectiveness of academic administration in the digital age of educational institutions. Under the jurisdiction of the Suphanburi Primary Educational Service Area Office, Area 2, classified by school size. It was found that there was no difference between small schools and medium and large schools.

THE DEVELOPMENT OF A SUPPLEMENTARY READING BOOK SERIES, "LEARNING POEMS AND TEACHING VOWELS: WE LOVE PHAYAO," IN CONJUNCTION WITH THE FOUR BLOCKS LEARNING TECHNIQUE, AIMS TO IMPROVE READING COMPREHENSION ACHIEVEMENT FOR FIRST-GRADE STUDENTS

Rungrat Boonruang — 2026-09-01

This research article aimed to: 1) study the basic information; 2) develop and determine the efficiency of the supplementary reading books based on the 80/80 efficiency criterion; 3) implement the supplementary reading books; and 4) evaluate the use of the supplementary reading books. The target group in this study consisted of 11 first-grade students from one classroom at Ban Mae Tam School, under the Office of Phayao Primary Educational Service Area 2, Phayao Province, during the second semester of the 2025 academic year. The research instruments consisted of: 1) four volumes of supplementary reading books; 2) lesson plans; 3) a 30-item learning achievement test; and 4) a student satisfaction questionnaire. The data were analyzed using mean, standard deviation, dependent t-test, and content analysis

The research findings revealed that: 1) The results of the basic information study for the development indicated that reading promotion books are one type of educational innovation and instructional media that enable learners to study independently. In addition, the Four-Blocks teaching technique was found to be an instructional approach for developing reading skills by providing learners with opportunities to read, and then connecting prior knowledge with new knowledge. Experts, teachers, and students shared consistent opinions regarding the need to develop reading promotion books. 2) The results of the development and efficiency assessment of the reading promotion books showed that the efficiency values (E₁/E₂) for individual trials were 68.89/64.44, for small group trials were 67.50/70.37, and for the field tryout were 82.14/85.00. 3) The results of the implementation of the reading promotion books showed that the efficiency (E₁/E₂) was 85.42/90.71, which met the established criterion of 80/80. 4) The results of the evaluation and revision of the reading promotion books revealed that students’ post-learning achievement was significantly higher than their pre-learning achievement at the .01 level of statistical significance. Furthermore, the students’ overall satisfaction was at the highest level.

THE DEVELOPMENT OF AN ENGLISH LESSON USING INSPIRE MODEL BASED ON PHENOMENON-BASED LEARNING TO ENHANCE ENGLISH LEARNING COMPETENCY FOR GRADE 10 STUDENTS

Poonyavi Saengmontri — 2026-09-01

The research aimed to 1) develop an English lesson using the InSPIRE Model based on Phenomenon-Based Learning to enhance English learning competency for Grade 10 students 2) examine the English learning competency of Grade 10 students 3) study the learning management environment of the English lesson using the InSPIRE Model based on Phenomenon-Based Learning 4) evaluate the suitability of the English lesson using the InSPIRE Model based on Phenomenon-Based Learning and 5) investigate student satisfaction with learning through the English lesson using the InSPIRE Model based on Phenomenon-Based Learning. The sample group consisted of 39 Grade 10 class 9 students at Bandung Wittaya School chosen by purposive sampling, enrolled in the English for Careers course. The Research instruments used included: 1) a proto-syllabus of 8 lesson plans 2) Student needs and interests survey 3) the quality assessment form of English Lesson using InSPIRE Model based on Phenomenon-Based Learning 4)the assessment form of English Learning competency 5)Achievement test 6) Observation and interview forms and 7)a student satisfaction questionnaire. The statistics used for data analysis were percentage, mean, and standard deviation.

The research findings revealed that: 1) The developed lessons had an overall efficiency of 84.01/80.45, which exceeded the set criteria. 2) The English language learning competency of students was classified at a "Very Good" level, with mean scores of 12.28 for communication skills and 12.78 for thinking skills 3) The learning environment created by the English lesson utilizing the InSPIRE model based on phenomena resulted in increased student enthusiasm, clear peer interactions evidenced by exchanges of opinions and autonomous expressions, and notable development in communication and thinking behaviors 4) The overall quality across all aspects was at a very high quality level and 5) students' satisfaction toward learning with InSPIRE model English lessons using a Phenomenon-Based Learning was at the highest level. These achievements collectively demonstrate the appropriateness of the English lesson using InSPIRE model based on Phenomenon-Based Learning for enhancing students’ English learning competencies.

DEVELOPMENT OF INNOVATION IN TEACHING MANAGEMENT IN THE ERA OF ARTIFICIAL INTELLIGENCE FOR PHRA PARIYATTI DHAMMA GENERAL EDUCATION SCHOOL, BANGKOK

Sawanathakorn Saensuk — 2026-08-31

The objectives of this research were to: 1) to examine the current state of teaching and learning in Buddhist Pariyatti schools (General Education Division) in Bangkok..2) to develop an instructional innovation using Artificial Intelligence (AI) for Buddhist Pariyatti schools (General Education Division) in Bangkok . 3) to implement the AI-based instructional innovation; and. 4) to evaluate the use of the AI-based instructional innovation in Buddhist Pariyatti schools (General Education Division) in Bangkok. The study employed a research and development (R&D) methodology, conducted in four phases. Phase 1 involved studying the current conditions of teaching and learning among 193 participants, and analyzing the data using percentage, mean, and standard deviation. Phase 2 focused on developing the model through interviews with 12 key informants, content analysis, drafting the model, and conducting a focus group discussion with nine experts. Phase 3 examined the use of the model through a workshop with 20 school administrators, with data analyzed using mean and standard deviation. Phase 4 evaluated the model by collecting feedback from 193 experts comprising administrators and teachers in Buddhist Pariyatti schools (General Education Division), and analyzing the data using mean and standard deviation.

The research results showed that 1) The current state of teaching and learning in Buddhist Pariyatti schools (General Education Division) in Bangkok was at a high level overall. All aspects were rated highly, ranked from highest to lowest as follows: learning content, learning activities, learning media and innovation, and assessment and evaluation. 2)The developed innovation consisted of five components - rationale, objectives, systems and mechanisms, operational procedures, and success conditions - based on the Design Thinking process, which includes Empathize, Define, Ideate, Prototype, and Test. Four sets of workshop activities were also developed to support the use of AI in lesson design, learning activities, media development, and assessment. 3) The examination of the model’s implementation showed that participants in the workshop rated the model at the highest level. 4) The evaluation of the AI-based instructional innovation model indicated that the overall assessment was at the highest level. The research synthesized a conceptual framework known as the “AICAMIME MODEL” consisting of: AI = (Artificial Intelligence), C = (Contextual), A = (Activities), MI = (Media and Innovation), ME = (Measurement and Evaluation)

ENHANCING SCIENTIFIC REASONING SKILLS THROUGH SELF-DIRECTED LEARNING MANAGEMENT IN BIOLOGY AMONG GRADE 11 STUDENTS

Phutawan Detburam — 2026-08-31

This study aimed to enhance scientific reasoning skills through self-directed learning management in Biology among Grade 11 students, as compared to a 70 percent criterion. The study employed a quasi-experimental research design using a one-group pretest–posttest design, with the results evaluated against the specified criterion. The sample consisted of 42 Grade 11 students from Song-Phi-Nong Wittaya School during the second semester of the 2025 academic year, selected through simple random sampling. The research instruments included: (1) self-directed learning management lesson plans and (2) a scientific reasoning skills test. The research instruments consisted of (1) self-directed learning management plans, and (2) a scientific reasoning skills assessment instrument. The data were analyzed using statistical methods, including mean, standard deviation, the dependent samples t-test, and comparison with the percentage criterion.

The results revealed that the students’ posttest mean score on scientific reasoning skills was 27.12, which exceeded the 70 percent criterion (24.50 out of the total score). The one-sample t-test yielded a t-value of 3.92, demonstrating that the posttest scores were significantly higher than the established criterion at the .05 level of significance. The findings suggest that self-directed learning management is effective in enhancing scientific reasoning skills in Biology. Students actively participated in setting learning goals, planning, implementing, and evaluating their own learning processes, which contributed to improvements in analytical thinking, logical reasoning, and systematic scientific conclusion skills.

THE PRIORITY NEEDS IN DEVELOPING TEACHER EMPOWERMENT OF KRATHUMBAEN WISETSAMUTTHAKHUN SCHOOL

Sineenart Thongsima — 2026-08-31

This research article aimed to study the current state, desirable state, and priority needs for developing teacher empowerment at Krathumbaen Wisetsamuttakhun School. The study employed a descriptive research method. The research population was Krathumbaen Wisetsamuttakhun School. The informants consisted of 110 administrators and teachers of Krathumbaen Wisetsamuttakhun School in the 2025 academic year. The research instrument was a questionnaire on the current state and desirable state of teacher empowerment development at Krathumbaen Wisetsamuttakhun School. The statistics used for data analysis were frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

The research findings revealed that the highest priority need for developing teacher empowerment at Krathumbaen Wisetsamuttakhun School was trust and a positive organizational working climate (PNI_modified = 0.26), followed by the promotion of leadership and professional roles (PNI_modified = 0.18), participation and autonomy in decision-making (PNI_modified = 0.18), awareness of personal value, competence, and motivation (PNI_modified = 0.16), and professional development and career advancement opportunities, which had the lowest priority need (PNI_modified = 0.14). When considering development methods according to the components of teacher empowerment, the findings showed that trust and a positive organizational working climate should be developed primarily through team-based development and a supportive working climate, accounting for 73.64 percent. Participation and autonomy in decision-making should also be developed primarily through team-based development and a supportive working climate, accounting for 56.36 percent. Similarly, the promotion of leadership and professional roles should be developed primarily through team-based development and a supportive working climate, accounting for 56.36 percent. Awareness of personal value, competence, and motivation should be developed primarily through team-based development and a supportive working climate, accounting for 57.27 percent. Meanwhile, professional development and career advancement opportunities should be developed primarily through workshops, accounting for 57.27 percent.

ETHICAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING THE ORGANIZATIONAL COMMITMENT OF TEACHERS UNDER NAKHONNAYOK PRIMARY EDUCATIONAL SERVICE AREA

Pitak Pontep — 2026-08-31

The objectives of this research were to: 1) investigate the level of ethical leadership of school administrators 2) assess the level of organizational commitment among teachers 3) examine the relationship between school administrators' ethical leadership and teachers' organizational commitment and 4) develop a predictive equation for school administrators' ethical leadership affecting teachers’ organizational commitment within the Nakhon Nayok Primary Educational Service Area Office. This study employed a survey research design. The sample consisted of 285 civil service teachers, obtained through stratified random sampling based on school size. The research instruments were questionnaires regarding ethical leadership and organizational commitment, with reliability coefficients of 0.99 and 0.97, respectively. Data were analyzed using descriptive statistics and simple regression analysis.

The research findings revealed that 1) the overall level of ethical leadership of school administrators was at a high level 2) the overall level of organizational commitment of teachers was at a high level 3) there was a significant positive relationship at a high level between the ethical leadership of school administrators and teachers’ organizational commitment at the .05 level (r = .77) and 4) school administrators’ ethical leadership significantly predicted teachers’ organizational commitment at the .05 level, with a predictive power of 59.0%. The predictive equations in raw score and standardized score forms were ŷ = 1.620 + .641(x) and Ẑ_y = .769(Z_x), respectively.

THE EVALUATION OF THE TO DEVELOP MORALITY TO LEAD GOOD CHILDREN SRI RAJAPRAJA PROJECT IN RAJAPRAJANUGROH SCHOOL 35

Churiphon Ramtad — 2026-08-31

This research aims to evaluate participants in the Moral Development Project for Good Children at Rajaprajanugroh 35 School across four aspects: 1) evaluation during project implementation, 2) overall evaluation, 3) internal criteria evaluation, and 4) cost-effectiveness evaluation of the project regarding the development of morality and ethics among students at Rajaprajanugroh 35 School. This study employs a developmental research design, consisting of: 1) a quantitative approach using questionnaires, and 2) a qualitative approach using interviews. The research sample consisted of 16 teachers and 70 students, totaling 86 participants. The research instruments included questionnaires and interviews. Data analysis employed the mean, standard deviation, and content analysis.

The research findings revealed that: 1) The evaluation results during project implementation were overall at a high level. Considering individual aspects, the highest average score was for community feedback, followed by the monitoring, evaluation, and follow-up of activities organized in collaboration with the community. The aspect with the lowest average score was the appropriateness of the timeframe. 2) The overall evaluation of the project indicated a high level. Considering individual aspects, the highest average scores were for students' polite, kind, and respectful behavior towards others, followed by their kindness and respect for others' opinions, and their willingness to follow rules and contribute to a positive classroom atmosphere. Students were able to apply moral and ethical principles in daily life, uphold honesty, and serve as good role models. The aspect with the lowest average score was students' valuation of honesty and responsibility. 3) The internal criteria evaluation of the project showed an overall high level. Considering individual aspects, the highest average scores were for students' appropriate behavior in the classroom and during group activities, as well as their satisfaction and happiness derived from moral and ethical principles. This was followed by students being kind, helpful, and positive inspirations to their classmates. The aspect with the lowest average score was students' appreciation and acceptance of personal moral behaviors. 4) The cost-effectiveness evaluation of the project revealed an overall high level. Considering individual aspects, the highest average score was for students’ creativity, followed by their morality and ethics, their ability to thoughtfully apply acquired knowledge to solve problems, and their learning and self-development. The aspect with the lowest average score was students’ teamwork ability.

PRIORITY NEEDS FOR DEVELOPING STUDENT AFFAIRS MANAGEMENT OF RAYONGWITTAYAKOM SCHOOL BASED ON THE CONCEPT OF LIFE SKILLS

Chotika Sukcharoen — 2026-08-31

This research article aimed to: 1) study the current state and desired state of developing student affairs management of Rayongwittayakom School based on the concept of life skills; and 2) study the priority needs for developing student affairs management of Rayongwittayakom School based on the concept of life skills. This study employed a descriptive research design. The research instrument was a questionnaire validated for content validity with an Index of Item-Objective Congruence (IOC) of 0.50. The informants consisted of 5 school administrators and 155 teachers of Rayongwittayakom School, totally 160 participants. Statistics used for data analysis included frequency, percentage, arithmetic mean, standard deviation, Modified Priority Needs Index (PNI_modified), and content analysis.

The research findings revealed as follows 1) The current state of students' life skills at Rayongwittayakom School based on the concept of life skills was at a moderate level. Personal Abilities had the highest mean for the current state, while Cognitive Abilities had the lowest mean. The desired state of students' life skills at Rayongwittayakom School based on the concept of life skills was at the highest level, with Interpersonal Abilities having the highest mean and Cognitive Abilities having the lowest mean. The current state of student affairs management at Rayongwittayakom School based on the concept of life skills was at a high level, with Student Affairs Administration having the highest mean and the Student Care and Support System having the lowest mean. The desired state of student affairs management at Rayongwittayakom School based on the concept of life skills was at the highest level, with the Student Care and Support System having the highest mean and Discipline, Morality, and Ethics Promotion having the lowest mean. 2) The life skills dimension with the highest priority needs index was Interpersonal Abilities. The overall priority needs index for students' life skills at Rayongwittayakom School based on the concept of life skills was 0.338. When considering the scope of student affairs management development, the Student Care and Support System had the highest priority need for development.

GUIDELINES FOR THE DEVELOPMENT OF ACTIVE LEARNING MANAGEMENT IN SMALL-SIZED SCHOOLS UNDER THE OFFICE OF CHIANG RAI PRIMARY EDUCATIONAL SERVICE AREA 3

Wasana Mukdasawan — 2026-08-31

This research aimed to: 1) study the current and desirable conditions of active learning management, 2) examine the priority needs for developing active learning management, and 3) explore the guidelines for developing active learning management in small-sized schools under the Chiang Rai Primary Educational Service Area Office 3. This study employed a mixed-methods research design. The sample consisted of 186 school administrators and teachers from small-sized schools, selected through stratified random sampling, and 5 experts selected by purposive sampling. The research instruments included a questionnaire on the current and desirable conditions of active learning management and an interview form on the guidelines for developing active learning management. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as the modified Priority Needs Index (PNImodified) and content analysis.

The findings revealed that 1) the overall current and desirable conditions of active learning management in small-sized schools were at a high level, 2) the priority needs for developing active learning management indicated that the aspect of organizing active learning activities had the highest Priority Needs Index, followed by measurement and evaluation and learner-centered approaches, while the aspect of activity design had the lowest, and 3) the guidelines for developing active learning management in small-sized schools under the Chiang Rai Primary Educational Service Area Office 3 consisted of five approaches and fifteen implementation methods.