Journal of Educational Review Faculty of Education in MCU

DEVELOPING HISTORY SUBJECT ON CHALLENGE BASED LEARNING TO PROMOTE HISTORICAL THINKING SKILLS

Kirati Ketrattanamalee, Supanut Pana, Nathaporn Thaijongrak — Wed, 30 Apr 2025 00:00:00 +0700

This research aims to: 1) develop a history subject based on the challenge-based learning approach to promote historical thinking skills, and 2) compare students’ historical thinking skills before and after implementing the challenge-based learning approach. This study employs a developmental research design, with a sample group of 30 ninth-grade students in the 2024 academic year, selected using purposive sampling method. The research process consists of two phases: (1) developing the history subject using the challenge-based learning approach to enhance historical thinking skills, and (2) implementing and testing the learning model. The research instruments consist of a lesson plan based on the challenge-based learning approach, parallel tests for assessing historical thinking skills—Set 1 (pre-test) and Set 2 (post-test)—and a historical thinking skills evaluation form. The collected data were analyzed using content analysis, followed by a comparison of students’ historical thinking skills before and after the experiment using mean, standard deviation and dependent t-test.

The research findings reveal that: 1) the challenge-based learning approach for promoting historical thinking skills consists of principles of learning, instructional preparation, and a five-step teaching process: (1) Big Idea, (2) Essential Question, (3) The Challenge, (4) Solution, (5) Assessment, along with measurement and assessment methods. 2) Students who engaged in challenge-based learning demonstrated significantly higher historical thinking skills after the experiment at the .05 significance level. Specifically, students were able to formulate questions, seek information, evaluate source credibility, and analyze historical events, indicating an enhancement of their historical thinking skills.

DEVELOPING LEADERSHIP IN THE DIGITAL AGE OF SCHOOL ADMINISTRATORS BASED ON KALAYANAMITTA UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE NAKHON SI THAMMARAT

Natthaya Thongho, Maliwan Yotharak, Pricha Samakkhi — Wed, 30 Apr 2025 00:00:00 +0700

The purpose of this research article were 1) to study the developing leaderships condition in the digital age of school administrators, 2) to study the guidelines for developing leaderships in the digital age of school administrators based on the Seven Kalyṇamitta-dhamma, 3) to present the guidelines for developing leaderships in the digital age of school administrators based on the Seven Kalyṇamitta-dhamma under the secondary educational service area office Nakhon Si Thammarat. This research was mixed method research, consisting of 3 phases. In the first phase, the current condition of digital leadership was examined using a survey questionnaire administered to a sample of 337 school administrators, determined by Krejcie and Morgan’s sampling table. The data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. In the second phase, in-depth interviews were conducted with 5 key stakeholders to explore strategies for developing digital leadership based on the Seven Kalyṇamitta-dhamma. The data were analyzed using content analysis. In the third phase, a focus group discussion was conducted with 7 experts to validate and refine the proposed development guidelines. The data from the focus group were analyzed using thematic content analysis.

The results showed that: 1) the findings revealed that the average scores were at a high level. When analyzed by specific aspects, it was found that all aspects scored at a high level. The aspect with the highest average score was digital network culture, followed by digital leadership, digital vision, and digital knowledge and skills, respectively while the aspect with the lowest average score was innovation and creativity. 2) The development of digital leadership should adhere to the Seven Kalyṇamitta-dhamma, which aligned with 5 components: 1. digital vision, 2. digital knowledge and skills, 3. digital network culture, 4. digital leadership, and 5. innovation and creativity. These components should be cultivated alongside the Seven Kalyṇamitta-dhamma: 1. Piyo (lovely), 2. Garu (respectable), 3. Bhvanīyo (admirable), 4. Vatt (knowing how to speak effectively), 5. Vacanakkhamo (patient with words), 6. Gambhīrañaca Katha Katt (explaining profound matters), 7. No Caṭṭhne Niyojaye (not leading to degradation). 3) The guidelines presentation for developing leaderships in the digital age of school administrators based on the Seven Kalyṇamitta-dhamma were found to be appropriate, feasible, and beneficial.

THE DEVELOPMENT OF MATHEMATIC ACHIEVEMENT ON STATISTICS USING INQUIRY CYCLE (5E INQUIRY BASED LEARNING) FOR MATHAYOMSUKSA 2 STUDENTS

Napatsorn Swangsri, Pinda Varasunun, Ratsaporn Putjieb , Wattana Maneewong — Wed, 30 Apr 2025 00:00:00 +0700

The objectives of this research were 1) to develop a statistical learning method using the inquiry cycle (5E Inquiry-Based Learning) for Mathayomsuksa 2 students that meets the standard requirement of 70/70, 2) to compare the learning achievement in statistics of Mathayomsuksa 2 students before and after learning with the inquiry cycle (5E Inquiry-Based Learning) And 3) to study the satisfaction of Mathayomsuksa 2 students regarding statistics learning using the inquiry cycle (5E Inquiry-Based Learning). This research as one group pretest-posttest design. The sample group for this research consisted of 30 Mathayomsuksa 2 students from Bangplama “Soongsumarnpadungwit” School in the academic year 2023, selected through cluster random sampling. The research tools included lesson plans on statistics, a learning achievement test on statistics, and a satisfaction questionnaire related to the inquiry cycle (5E Inquiry-Based Learning). The statistical analyses used in this study were mean, standard deviation, percentage, and hypothesis testing, including the dependent t-test and one-sample t-test.

The research results showed that 1) The lesson plans on statistics for Mathayomsuksa 2 students had a higher efficiency than the standard requirement of 70/70, with an E1/E2 score of 76.67/72.67. 2) The learning achievement in statistics of Mathayomsuksa 2 students after the trial was significantly higher than before the trial at the .01 level. 3) The overall satisfaction of Mathayomsuksa 2 students with statistics learning using the inquiry cycle (5E Inquiry-Based Learning) was at the high level.

THE BOYSCOUT ACTIVITIES MANAGEMENT TO ENHANCING PUBLIC MIND OF KHUNTHALE SCHOOL NETWORK UNDER SURATTHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Kallayanee Fueangfung, PhrakhruPhichitsupakarn , Maliwan Yotharak — Wed, 30 Apr 2025 00:00:00 +0700

The objectives of this study were 1) to study the conditions of the boy scout activities management to enhancing public mind of Khunthale school network under Suratthani Primary Educational Service Area Office 1. 2) to study the guidline for the boy scout activities management to enhancing public mind of Khunthale school network under Suratthani Primary Educational Service Area Office 1. 3) to present the guidelines for the boy scout activities management to enhancing public mind of Khunthale school network under Suratthani Primary Educational Service Area Office 1. This qualitative research was collected data by using in-depth interview with 15 involved persons about the participation condition, 5 experts in guidelines creation and 7 experts by using focus group discussion to evaluate feasibility, suitability, and utility. Qualitative data were analyzed using content analysis.

The results of the study were as follows: 1) The conditions of the boy scout activities management to enhancing public mind of Khunthale school network under Suratthani Primary Educational Service Area Office 1, the research revealed that the administration of Scout activities did not follow the sequence specified in the Scout - Girl Guide manual. There was no solicitation of feedback, discussions, or reflections on the issues, strengths, and areas for improvement of the activities, resulting in inadequate development of Scout activities administration. Effective administration required the cooperation of administrators, teachers, and related personnel to focus on improvement, guidance, promotion, development, and systematic steps to achieve the school's set goals. The Scout activities included camping activities, community service and public benefit activities, school development activities, religious place development activities. 2) The guideline for the boy scout activities management to enhancing public mind of Khunthale school network under Suratthani Primary Educational Service Area Office 1, the guidelines for promoting volunteer spirit included (1) A shared vision, (2) Unity and teamwork, (3) Participation in social activities, (4) Public responsibility, (5) Respect and honor for others. 3) The results of the guideline for the boy scout activities management to enhancing public mind of Khunthale school network under Suratthani Primary Educational Service Area Office 1, the results indicated that the guidelines for the boy scout activities management to enhancing public mind of Khunthale school network under Suratthani Primary Educational Service Area Office 1 were feasible, appropriate, and beneficial for managing scout activities to promote the volunteer spirit within the educational institutions.

THE DEVELOPMENT OF ENGLISH LEARNING ACHIEVEMENT BY USING STAD COOPERATIVE LEARNING TECHNIQUE WITH ELECTRONIC BOOK OF GRADE 6 STUDENTS KEHACHUMCHONLADKRABANG SCHOOL

Wiluwee Thobmart, Surawee Peanpedlerd — Wed, 30 Apr 2025 00:00:00 +0700

This research article aims to 1) develop the achievement before and after learning of students by using STAD cooperative learning technique with electronic book and 2) examine the satisfaction of students with learning through using STAD cooperative learning technique with electronic book. The population of this study comprised 325 Grade 6 students enrolled in nine classes at Kehachumchonladkrabang School during the first semester of the academic year 2024. The sample consisted of 36 students from Grade 6 Class 7 derived from purposive selection. The research instruments included 1) lesson plans using STAD cooperative learning technique with electronic book 2) an achievement test on the English reading of Grade 6 students 3) a satisfaction survey form. Data analysis included mean scores, standard deviations, and t-test.

The findings indicated that 1) E-BOOK has efficiency of 80.12/80.71 which is in line with efficiency of 80/80 and students who studied through STAD cooperative learning technique with electronic book had statistically higher learning achievement scores after learning at a significant level of .05. 2) The satisfaction of students with learning through STAD cooperative learning technique with electronic book was very satisfied.

A GUIDELINE TO ENCOURAGE LEARNING LOSS RECOVERY BASE ON THE FOUR IDDHIPADA OF SCHOOLS CLUSTER IN PHRUPHI-KHUANSRI UNDER SURATTHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Nattida Treephan, PhrakhruPhichitsupakarn, Maliwan Yotharak — Wed, 30 Apr 2025 00:00:00 +0700

The objectives of this research article were: 1) to study the condition of learning loss recovery, 2) to study the strategies for promoting remedial learning loss recovery measures based on the Four Iddhipad, 3) to propose strategies for promoting remedial learning loss recovery measures based on the Four Iddhipad in the Phruphi-Khuansri network schools under the Surat Thani Primary Educational Service Area Office 3. This was qualitative research. The data were collected by in-depth interviews with 15 key informants, 5 experts and focus group by 7 qualified persons. The qualitative data were analyzed using content analysis and thematic analysis, followed by descriptive writing.

The results of the study were as follows: 1) The condition of learning loss recovery, founded that educational institutions had adjusted their curricula to accommodate students that learning loss. However, teachers had not received sufficient training, leading to misunderstandings. The lack of collaboration from all sectors had hindered access to external learning resources. Additionally, there was an absence of a modern data management system. The students were not engaging in learning activities, and there were still discrepancies in resource accessibility. These factors had hindered both educators and students from continuously developing their skills. 2) The study of strategies to promote learning loss recovery measures based on the Four Iddhipad principles, identified 7 essential measures for recovering from learning loss: (1) Designing a new learning management process to respond to changing contexts and student needs. (2) Empowering the development of teachers and school administrators. (3) Fostering effective collaboration in learning management among schools, teachers, parents, communities, and all relevant sectors. (4) Developing a digital library for open learning and integrating educational information systems. (5) Cultivating a positive attitude towards learning and promoting students’ well-being, Both physically and mentally. (6) Enhancing learning management through systematic and effective use of technology. (7) Providing welfare, ensuring safety, and boosting morale. These measures were aligned with the Four Iddhipad, which included: (1) Chanda (Satisfaction), (2) Viriya (Effort), (3) Citta (Concentration), (4) Vimas (Reflection). 3) The presentation of guidelines for promoting revival measures for learning loss based on the Four Iddhipad principles were found to be appropriate, feasible, and beneficial. It could be implemented in practice.

THE DEVELOPMENT OF MOTION GRAPHIC ON COMPUTATIONAL THINKING WITH USING PROBLEM-BASED LEARNING TO ENHANCE ABILITY OF SOLVING PROBLEMS AND COLLABORATING OF MATHAYOMSUKSA TWO STUDENTS

Yosathorn Wiengpraprok, Sutithep Siripipattanakoon , Watsatree Diteeyont — Wed, 30 Apr 2025 00:00:00 +0700

The purposes of this research were 1) To develop Motion graphic on computational thinking 2) To compare the pretest and posttest results on computational thinking 3) To study the ability of solving problems after being taught with Motion graphic on computational thinking 4) To study the ability of students’ collaboration after being taught Motion graphics on computational thinking and 5) To study students’ satisfaction towards using Motion graphic on computational thinking to enhance the ability of solving problems and collaborating as a teamwork. This is an experimental research. The population used in this research is 664 Mathayom 2 students, with a sample of 36 people in 1 classroom by cluster sampling. The research instruments are: a lesson plan with motion graphics, motion graphics media on computational thinking, a pre-test and an achievement test, a problem-solving ability test, a self-evaluation of teamwork ability, a satisfaction questionnaire, and data analysis using percentages, means, standard deviations, and a t-test for one sample.

The results were as follow: 1) Motion graphic quality evaluation was 82.41/82.22 2) The students’ posttest were higher than before being taught at 0.01 level of statistical significance 3) The students’ ability of solving problems was higher than 75 percent criterion 4) The students’ ability of collaboration after being taught was higher than before being taught at 0.01 level of statistical significance and 5) The students’ satisfaction to Motion graphic on computational thinking with using problem-based learning was at the highest level.

GUIDELINES FOR DEVELOPING INTERNAL SUPERVISION BY COACHING TECHNIQUE OF EDUCATIONAL INSTITUTIONS UNDER PHRA NAKHON SI AYUTTHAYA PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Tassaneeya Tempaim, Pornthep Ruphan — Wed, 30 Apr 2025 00:00:00 +0700

The objectives of this research article are 1) to study the current conditions and problems of internal supervision using teaching techniques of educational institutions under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office, Area 1.and 2) to propose guidelines for developing internal supervision with teaching techniques for educational institutions under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office, Area 1. The research method is a combined method. The sample consisted of 425 school administrators and teachers obtained by stratified random selection. and the main informants were educational institution administrators and academic teachers, totaling 8 people. The research tools used were a questionnaire with a reliability of 0.92 and an unstructured interview form. Analyze data by averaging. standard deviation and analysis of content data.

The results of the research found that 1) The current condition of internal supervision with teaching techniques of educational institutions under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office, Area 1, overall is at a high level. and the problem of internal supervision with teaching techniques of educational institutions under the Phra Nakhon Si Ayutthaya Primary Educational Service Area Office, Area 1, overall at a high level. and 2) Guidelines for developing internal supervision with teaching techniques for educational institutions under the Ayutthaya Primary Educational Service Area Office, Area 1, consisting of 20 practice items, divided into 5 areas: Aspect 1: Preparation for teaching work There are 4 action items. Area 2 : Is goal setting and teaching planning. There are 4 action items. Area 3 : Is teaching operations. There are 4 practice items. Aspect 4 : Following up on the feedback of the coachees. There are 4 practice items and Aspect 5 : Is assessment and summary of teaching results. There are 4 practice items.

THE DEVELOPMENT OF A COMMUNITY RELATIONS MANAGEMENT MANUAL BASED ON THE FOUR SANGAHAVATTHU FOR WAT WANG HIN SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Ketsarin Sinwat, Teeraphong Somkhaoyai, Suwes Klubsri — Wed, 30 Apr 2025 00:00:00 +0700

The objectives of this research article were: 1) to study the state of community relations management for Wat Wang Hin School under Nakhon Si Thammarat Primary Educational Service Area Office 2, 2) to development a manual on community relations management based on the Four Saṅgahavatthu for Wat Wang Hin School under Nakhon Si Thammarat Primary Educational Service Area Office 2, 3) to present the community relations management manual based on the Four Saṅgahavatthu for Wat Wang Hin School under Nakhon Si Thammarat Primary Educational Service Area Office 2. This was qualitative research with 15 key informants via in-depth interviews, 5 experts via in-depth interviews, and 7 qualified persons via group discussion to assess the feasibility, appropriateness and usefulness, qualitative data were analyzed using content analysis.

The results of the study were as follows: 1) The study on the community relations management of Wat Wang Hin School found that the school's operations were not comprehensive as the school administrators, teachers, educational personnel, and related parties lack knowledge and understanding of the operational procedures due to the absence of a work plan or manual for studying the knowledge and correct practices. This had hindered their ability to study and perform their duties correctly. 2) The study on the development of a community relations management manual based on the Four Saṅgahavatthu for Wat Wang Hin School found that the manual should consist of processes related to 6 important tasks in community relations management, which were: (1) Community service activities, (2) Receiving assistance and support from the community, (3) Building relationships with the community and other agencies, (4) Basic education institution committee activities, (5) Establishing groups, clubs, associations, or foundations, (6) Public relations by integrating according to the Four Saṅgahavatthu consisting of: (1) Dna (giving), (2) Peyyavajja (kind speech), (3) Atthaciriy (beneficial actions), (4) Samnattat (consistency in conduct). Each task including: (1) Work procedures, (2) Responsible persons, (3) Operational forms, 4) Reference documents/evidence. 3) The presentation and evaluation of the community relations management manual according to the Four Saṅgahavatthu at Wat Wang Hin School, under Nakhon Si Thammarat Primary Educational Service Area Office 2, in the focus group discussion, experts unanimously agreed that it was appropriate, feasible, and beneficial, and could be implemented effectively.

THE APPLICATION OF GAME-BASED LEARNING WITH MULTIMEDIA TO IMPROVE CHINESE VOCABULARY LEARNING ABILITY OF GRADE SIX THAI STUDENTS AT A SCHOOL IN NONTHABURI THAILAND

Yijun Zhou, Techameth Pianchana — Wed, 30 Apr 2025 00:00:00 +0700

This study aimed to 1) compare the Chinese vocabulary learning ability of grade six Thai students before and after using game-based learning with multimedia. 2) examine grade six Thai students’ satisfaction towards game-based learning with multimedia for Chinese vocabulary learning. Quantitative data were collected through Chinese vocabulary tests and student satisfaction questionnaires and were analyzed using a sample t-test, mean score, and standard deviation, while qualitative data were obtained from semi-structured interviews and analyzed by inductive analysis.

The results showed a significant improvement in students’ vocabulary learning ability. Satisfaction questionnaire results indicated high levels of student on interest and motivation, engagement, and effectiveness of game-based learning with multimedia. Semi-structured interview responses further supported these findings, as students expressed strong satisfaction with this learning method. Therefore, the results of this study clearly show that the application of game-based learning with multimedia improves the Chinese vocabulary learning ability of grade six students.

THE EFFECTS OF FLIPPED CLASSROOM LEARNING MANAGEMENT ON ACADEMIC ACHIEVEMENT AND SELF-REGULATION ABILITY OF MASTER'S DEGREE STUDENTS

Samaporn Manee-on — Wed, 30 Apr 2025 00:00:00 +0700

This research article aimed to 1) develop the learning achievement according to the flipped classroom concept of master's degree students to meet the criteria of 80 percent, 2) compare the self-regulation ability of master's degree students between studying using the flipped classroom concept and conventional learning, and 3) compare the satisfaction of master's degree students between studying using the flipped classroom concept and conventional learning. The sample group consisted of 2 classes of 44 students from the Master of Education Program in Curriculum and Instruction, first year, studying in the second semester of the academic year 2024, using the cluster random sampling method. The instruments consisted of 1) documents on learning management based on the flipped classroom concept, 2) an assessment form for master's degree students' academic achievement, 3) an assessment form for self-regulation ability of master's degree students, and 4) an assessment form for students' academic satisfaction towards learning management based on the flipped classroom concept compared to traditional learning management. Data were analyzed by finding percentages, means, standard deviations, and testing hypotheses using the independent t-test.

The results of the study found that: 1) The academic achievement of the master's degree students who learned according to the flipped classroom concept during the study had a score of 83.33 percent and after the study had a score of 86.13 percent, which was higher than the specified criteria of 80 percent. 2) The results of the comparison of self-regulation ability of students between learning according to the flipped classroom concept and learning in a normal way were significantly different at the .01 level. Students who learned according to the flipped classroom concept had higher self-regulation ability than students who learned in a normal way. 3) The results of the comparison of student satisfaction between learning according to the flipped classroom concept and learning in a normal way were significantly different at the .01 level. Students who learned according to the flipped classroom concept had higher satisfaction than students who learned in a normal way.

THE DEVELOPMENT OF DESIRABLE CHARACTERISTICS OF STUDENT DISCIPLINE BASED ON TRISIKKHA OF PETCHARIK DEMONSTRATION SCHOOL UNDER NAKHON SI THAMMARAT MUNICIPALITY

Nutpaphat Padungkit, Teeraphong Somkhaoyai , Suwes Klubsri — Wed, 30 Apr 2025 00:00:00 +0700

This research article aimed to 1) to study the current condition of desirable characteristics of student discipline, 2) to study the development of desirable characteristics of student discipline based on Trisikkh principles, 3) to propose guidelines for development of desirable characteristics of student discipline based on Trisikkh principles of Petcharik Demonstration School, under Nakhon Si Thammarat Municipality. This mixed-methods research employed a sample of 60 participants. Data were collected through questionnaires administered to teachers at Petcharik Demonstration School, Nakhon Si Thammarat Municipality and analyzed using mean and standard deviation, as well as content analysis. In-depth interviews were conducted with 10 key informants and 5 experts. Additionally, focus group discussions were held with 7 qualified persons. The qualitative data were analyzed using descriptive analysis.

The results of the study found that; 1) The current condition of desirable characteristics of student discipline in quantitative overview, were arranged by descending order with behavior ranked highest, followed by rule compliance and dressing. In qualitative overview found that: in terms of compliance, teachers should record student’s participation in flag-raising activities and promoting activities that did not violate school regulations. In terms of dressing, educated students on proper attire and makeup that did not violate the school regulations. And in terms of behavior, teachers should train students to be mindful and willing to practice correctly using words appropriately and in appropriate places, refraining from using rude words. 2) the development of desirable characteristics of student discipline based on Trisikkh principles, it was found that all 3 aspects, namely, compliance with regulations, dressing and behavior: Controlling students to be in discipline, speech, and mind (Sīla). Organizing activities to train students to use mindfulness and behave according to school rules (Samdhi). Explaining the process of creating discipline according to the intellectual development approach that came from listening, thinking, and acting appropriately to the students' status (Pañña). 3) The proposed approach for development of desirable characteristics of student discipline based on Trisikkh principles of Petcharik Demonstration School under Nakhon Si Thammarat Municipality, was found to be appropriate, feasible, and beneficial in the methods for monitoring and evaluation, including criteria and tools, align with all components of desirable disciplinary characteristics based on Trisikkh principles.

THE INTERNAL SUPERVISION OF THE SCHOOL ADMINISTRATORS UNDER SARABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Voraphol Tongyang, Sermsap Vorapanya, Choochart Phayom — Thu, 01 May 2025 00:00:00 +0700

This research article aimed to 1) study the level of internal supervision of school administrators under the Saraburi Primary Education Service Area Office 1. 2) compare the internal supervision of school administrators under the Saraburi Primary Education Service Area Office 1 based on their experience in school administration and school size. The sample group for the study consists of 300 administrators and teachers from schools under the Saraburi Primary Education Service Area Office 1 for the academic year 2024. The sample size was calculated using the Taro Yamane formula, and stratified random sampling was applied. A questionnaire was used as a tool for data collection, with a reliability coefficient of 0.980. The statistical methods used for data analysis included percentage, mean, standard deviation, one-way ANOVA, and pairwise comparisons using Scheffé’s method.

The research results found that; 1) The overall level of internal supervision of school administrators under the Saraburi Primary Education Service Area Office 1 was high in all aspects. When broken down by aspect, the highest mean was in the area of supervision practices, followed by evaluation and reporting, internal supervision planning, assessing the current situation, problems, and needs, and the creation of media and tools, respectively. 2) When comparing internal supervision by school size, the overall results showed significant differences at the 0.05 level. However, when classified according to the administrators' experience in school management, no significant differences were found.

THE DEVELOPMENT OF PERSONNEL MANAGEMENT MANUAL BASE ON THE FOUR SANGAHAVATTHU OF BAN CHA-UAT SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Suparat Phliphol, PhrakhruPhichitsupakarn , Maliwan Yotharak — Thu, 01 May 2025 00:00:00 +0700

The purposes of this research article were to 1) study the condition of personnel management, 2) develop a personnel management manual based on the principles of the Four Saṅgahavattthu, and 3) present a personnel administration manual based on the principles of the Four Saṅgahavattthu of Ban Cha-uat School, under the Office of the Primary Educational Service Area of Nakhon Si Thammarat Area 3. This research was qualitative. Data were collected through in-depth interviews with 15 relevant persons, in-depth interviews with 5 experts to draft the manual, and focus groups with 7 qualified persons to assess the appropriateness, feasibility, and usefulness. Qualitative data were analyzed through content analysis.

The results of the study were as follows: 1) The personnel management situation in Ban Cha-uat School was found to be a large school. The teaching load and other workloads were quite high, causing teachers to change every year. The unclear personnel management structure affected the work of new personnel, causing many problems and obstacles. Therefore, it was necessary to have a personnel management guideline with clear principles and guidelines for work. 2) The development of personnel management manual based on the Four Saṅgahavattthu of Ban Cha-uat School, under the Office of the Primary Educational Service Area of Nakhon Si Thammarat Area 3, which included the following: (1) Recruitment and appointment, (2) Manpower planning and position determination, (3) Enhancement of efficiency in civil service, (4) Discipline and discipline maintenance, (5) Resignation from civil service, (6) Teacher registration, (7) Personnel development and performance evaluation of teachers and personnel, (8) Various types of leave, official travel/permission request by applying the principles of the Four Saṅgahavattthu, consisting of (1) Dna (giving help to others), (2) Piyavc (using polite words), (3) Atthaciriy (sacrifice, not being selfish), and (4) Samnattat (consistent and appropriate behavior) by conducting appropriately and relying on the participation of all sectors. 3) The manual for personnel management according to the principles of the Four Saṅgahavattthu of Ban Cha-uat School, under the Office of the Primary Educational Service Area of Nakhon Si Thammarat, Area 3, found that it was appropriate, possible, and useful for personnel management according to the principles of the Four Saṅgahavattthu of the educational institution.

THE DEVELOPMENT OF EARLY CHILDHOOD TEACHER QUALITIES IN SUPPORTING CHILDREN'S GROWTH TOWARD THEIR FULL POTENTIAL BASED ON CONTEMPLATIVE EDUCATION APPROACH

Aparat Siripat, Jirattakarn Pongpakatien, Arisa Sumamal — Thu, 01 May 2025 00:00:00 +0700

This research utilized an action research approach with the objectives of (1) developing a process to cultivate early childhood teacher qualities that support children's growth toward their full potential based on a contemplative education approach, and (2) examining the outcomes of this process on the development of early childhood teacher qualities. Qualitative data were collected through various research instruments, including participatory observation during the process, pre- and post-process interview records, focus group discussion notes, and reflective journals from participants. The data were analyzed using qualitative methods, particularly inductive analysis, to synthesize information from multiple sources and gain a deeper understanding of the process outcomes in terms of teachers’ knowledge, attitudes, and inner dimensions. The participants in this study consisted of 12 early childhood teachers from a private school in Bangkok who voluntarily joined the program. The group included seven homeroom teachers from kindergarten levels 1 to 3 and five assistant teachers. Participant selection was based on teachers' willingness and readiness to engage fully in all activities throughout the process.

The findings revealed that 1) The developed process which aim to enhance six key teacher qualities: (1) the ability to create a secure attachment with students, (2) belief and faith in human potential, (3) appreciation of individuality and uniqueness, (4) self-awareness, (5) recognition of interconnectedness with all things, and (6) kindness and the ability to be a supportive ally to students are to be conducted over four sessions totaling 10 days. The process includes objectives, principles, preparatory steps, process design, and evaluation. The process emphasizes fostering inner awareness and understanding of essential concepts such as Executive Function (EF) skills, Multiple Intelligences theory, and authentic education and 2) Teachers participating in the process demonstrated learning aligned with the objectives, with particularly notable development in self-awareness and the ability to create secure attachments, which were the most evident improvements. Recommendations for implementing the process should focus on maintaining core principles, including self-awareness, while adapting to the context of each school. It is essential to create a safe learning environment, support the continuous inner development of teachers, and establish a monitoring system that captures behavioral changes and real-life impacts to ensure ongoing and sustainable development.

STUDENT ACTIVITIES MANAGEMENT USING PARTICIPATORY APPROACH BASED ON APARIHANIYADHAMMA OF ACADEMIC AFFAIRS FOR OPPORTUNITY EXPANSION SCHOOL IN PHANOM DISTRICT UNDER SURATTHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Chananchida Homjan, PhrakruPhichitSuphakan, Maliwan Yotharak — Thu, 01 May 2025 00:00:00 +0700

The objectives of this research article were 1) to study the current condition of student activities management in opportunity expansion schools in Phanom District, 2) to study the guidelines for participatory management of student activities based on the principles of Aparihniyadhamma in opportunity expansion schools in Phanom District, 3) to present the guidelines for participatory management of student activities based on the principles of Aparihniyadhamma in opportunity expansion schools in Phanom District under the Office of Suratthani Primary Educational Service Area 2. This qualitative research was collected data by using in-depth interview with 15 involved persons, in-depth interview with 5 experts in guidelines creation, and focus group discussion with 7 qualified persons to assess the feasibility, appropriateness, and usefulness, qualitative data were analyzed using content analysis and descriptive writing.

The results of the study were as follows; 1) The state of student activities management in opportunity expansion schools in Phanom District under the Office of Suratthani Primary Educational Service Area 2 revealed that there were several limitations in the management of student activities, including planning, resource support, and activity continuity. Therefore, collaboration from all parties was essential to ensure that the activities could meet the needs and fully develop students' potential. The activities that required the integration of participatory management processes including: (1) scout, girl guide, red cross youth, volunteer, and military student activities, (2) Club and society activities, (3) Recreational, sports, and athletics activities, (4) Community service activities and 5) Self-governance activities. 2) The guidelines for participatory management of student activities based on the principles of Aparihniyadhamma in opportunity expansion schools in Phanom District under the Office of Suratthani Primary Educational Service Area 2 including the application of the principles of Aparihniyadhamma as follows: (1) Regular meetings, (2) Unity in convening and concluding meetings, (3) Adherence to pre-existing regulations without setting contradictory rules, (4) Respect for authority, (5) Honor and protection of women's rights, (6) Respect for places and (7) Attention and hospitality to visitors. 3) The proposed guidelines for participatory management of student activities based on the principles of Aparihniyadhamma in opportunity expansion schools in Phanom District under the Office of Suratthani Primary Educational Service Area 2 were found to be feasible, appropriate, and beneficial for participatory student activity management in accordance with the principles of Aparihniyadhamma in opportunity expansion schools.

THE DEVELOPMENT OF LEADERSHIP CHARACTERISTICS OF STUDENT COUNCIL MEMBERS BASED ON DUTIYA PAPANIKA SUTTA OF SCHOOLS IN NETWORK CENTER 4 KHAO NANG NON UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Chopaka Chamnanaksorn, Teeraphong Somkhaoyai, Suwes Klubsr — Thu, 01 May 2025 00:00:00 +0700

This research article aimed to 1) study the development state of leadership characteristics of student council members of schools in network center 4 Khao Nang Non, 2) study the guidelines for developing the leadership attributes of student council members based on the principles of the Dutiya Ppanika Sutta, 3) propose guidelines for development of leadership characteristics of student council members based on Dutiya Ppanika Sutta of schools in network center 4 Khao Nang Non Under Nakhon Si Thammarat primary educational service area office 2. This was qualitative research. The data were collected by in-depth interviews with 15 people, 5 experts were interviewed to draft the guidelines, 7 qualified persons were interviewed in focus groups, and data were analyzed using content analysis.

The research results were found as follows: 1) The leadership characteristics of the student council members of schools in the Khao Nang Non Network Center 4 comprising with 4 aspects: (1) human relations, (2) responsibility, (3) decision-making and (4) teamwork building. It was found that the student council members lacked cooperation in their work, avoided assisting in activities and required improvement in discipline through regular meeting participation and time management in operations. Continuous monitoring and evaluation of their work were conducted, identifying strengths, weaknesses and problems encountered. Opportunities were provided for expressing opinions and making important decisions. The school organized leadership skill training, focusing on group activities, regular operational meetings, assigning duties based on individual and abilities and closely monitoring advising and mentoring student council members by the responsible teachers. 2) The guidelines for developing the leadership characteristics of student council members in schools within Network Center 4 Khao Nang Non, consisting with four aspects: interpersonal relationships, responsibility, decision-making and team building. These developments were grounded in the principles of the Dutiya Ppanika Sutta which emphasized three key attributes: Cakkhum (visionary thinking and goal-setting), Vidhuro (expertise in specific fields), and Nissayasampanno (interpersonal skills). 3) The results of presenting the guidelines for developing the leadership attributes of student council members in schools under Nakhon Si Thammarat primary educational service area office 2 by 7 qualified persons agreed that it was feasibility, appropriateness, and usefulness.

THE DEVELOPMENT OF ORGANIZATIONAL HEALTH BASED ON THE FOUR SANGAHAVATTHU PRINCIPLES OF SCHOOLS IN NETWORK CENTER 3 POOM POR PIANG UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Pakaymat Damrit, Teeraphong Somkhaoyai, Suwes Klubsri — Thu, 01 May 2025 00:00:00 +0700

The purposes of this research article were 1) to study the organizational health of schools in Network Center 3, Poom Por Piang. 2) To study the development of organizational health according to the four principles of Saṅgahavattthu in schools in Network Center 3, Poom Por Piang, and 3) To propose guidelines for the development of organizational health based on the four principles of Saṅgahavattthu in schools in Network Center 3, Poom Por Piang, Nakhon Si Thammarat Primary Educational Service Area Office 2. This was a qualitative research study with 3 research steps: 1) Studying the organizational health using in-depth interviews with 15 key informants and conducted a qualitative data analysis. 2) Studying the guidelines for developing organizational health based on the four principles of Saṅgahavattthu through in-depth interviews with 5 experts. The data were analyzed using content analysis based on the interview format. 3) Presenting the guidelines for developing organizational health according to the four principles of Saṅgahavattthu through a focus group discussion with 7 experts. The data were analyzed using content analysis based on the discussion questions.

The research findings were as follows 1) The organizational health of schools in Network Center 3, Poom Por Piang. It was found that organizational health was an organization that was managed effectively and efficiently and if any organization was healthy, that would be effective in its operations, and even when facing challenges—whether internal or external—such an organization would still be able to survive. This was because the health and efficiency of the organization provide resilience. A healthy organization must have clear goals, a vision, and strategies that were aligned with the external environment, creating a framework for the work of its members, which allowed the organization to grow and thrive sustainably. Organizational health could be divided into 6 areas: (1) Leadership of the school administrators, (2) Support of resources, (3) Work morale, (4) Power and influence of the administrators, (5) Cohesion among teachers, (6) Focus on academic performance. 2) The guidelines for developing organizational health: the research presented guidelines for applying the four principles of Saṅgahavattthu, which were (1) Dna (Generosity/Offering), (2) Piyavc (Kind Speech), (3) Atthaciriy (Beneficial Conduct), (4) Samnattat (Equanimity/Consistency in Conduct). 3)The development of organizational health according to the four principles of Saṅgahavattthu: The proposed guidelines for developing organizational health based on the four principles of Saṅgahavattthu in schools within Network Center 3, Poom Por Piang, Nakhon Si Thammarat Primary Educational Service Area Office 2 were feasible, appropriate, and beneficial for improving organizational health in educational institutions.

DEVELOPMENT OF PROFESSIONAL LEARNING COMMUNITY MODEL TO PROMOTE ACTIVE LEARNING MANAGEMENT AT CHOMCHON WAT BANGKHAN SCHOOL, KLONG LUANG DISTRICT, PATHUM THANI PROVINCE

Supawan Karunyawee — Thu, 01 May 2025 00:00:00 +0700

This research article aimed to develop a professional learning community model to promote active learning management at Chomchon Wat Bang Khan School, Khlong Luang District, Pathum Thani Province. It was a research and development with four steps. Step 1: Studying basic information by interviewing 40 teachers and 6 experts using a structured interview form. Step 2: Creating the model by designing and drafting the model. The model and model guide were then reviewed for suitability by 7 experts using an expert-referencing seminar and a suitability checklist. Data were analyzed by finding means and standard deviations. Step 3: Studying the results of using the model by testing the developed model with research participants, namely 40 teachers from Chomchon Wat Bang Khan School. Step 4: Evaluating the model in 3 aspects: input factors, process and output using an evaluation form, analyze the mean and standard deviation.

The research results found that the necessary information for developing a professional learning community model included promoting the design and writing of learning management plans and organizing learning activities that emphasized student participation. Teachers needed to develop their learning design, learning activity organization, and learning management techniques. The professional learning community model to promote active learning management consisted of principles, objectives, processes, measurement and evaluation under the conditions of paradigm adjustment and preparation, development of learning management ideas and strategies, teaching and classroom observation, reflection and mutual learning, and dissemination and networking. The results of the experiment using the professional learning community model to promote active learning at Chomchon Wat Bang Khan School found that overall, it was highly appropriate.

THE DEVELOPMENT OF ADMINISTRATOR LEADERSHIP BASED ON THE FOUR BRAHMAVIHARA UNDER KRABI PROVINCIAL OFFICE OF LEARNING ENCOURAGEMENT

Kasama Bunklong , PhrakhruPhichitsupakarn, Maliwan Yotharak — Thu, 01 May 2025 00:00:00 +0700

The objectives of the research article were 1) To study the leadership of school administrators under Krabi provincial office of learning encouragement, 2) To study the guidelines of development of school administrator leadership based on the four principles of Brahmavihra under Krabi provincial office of learning encouragement, 3) To present the guidelines for the development of school administrator leadership based on the Four Brahmavihra under Krabi provincial office of learning encouragement. It was a qualitative research with 3 research steps as follows: Step 1) studying the leadership conditions of school administrators. The data were collected through in-depth interviews with 15 relevant participants. Step 2) studying the guidelines for developing of school administrator leadership based on the Four Brahmavihra through in-depth interviews with 5 experts to draft the guidelines. The data were analyzed using content analysis based on the interview format. Step 3) presenting guidelines for the development of school administrator leadership based on the Four Brahmavihra through a group discussion consisting of 7 experts to ensure appropriateness, assess feasibility, and evaluate potential benefits. The data were analyzed using content analysis based on the guiding questions for the focus group discussion.

The results showed that: 1) The state of leadership development among school administrators revealed several challenges in school operations. School administrators lack decision-making skills and sometimes used inappropriate language with subordinates. Teachers struggled with modern teaching methodologies due to not having a formal background in education and exhibit a lack of enthusiasm in adapting to new technologies. While some teachers possessed diverse skill sets, others have expertise only in specific areas, leading to disparities in instructional effectiveness. The elements of leadership identified were: (1) being a suitable role model, (2) intellectual stimulation, (3) having idealistic influence, (4) considering individuality, and (5) inspiring motivation. 2) The leadership development approaches for school administrators included five components with incorporating the Four Brahmavihra were applied together, which consisted of: (1) Mett (loving-kindness), the desire to free others from suffering, (2) Karuṇ (compassion), the desire for others to be free from suffering, (3) Mudit (sympathetic joy), rejoicing in others' success, and (4) Upekkh (equanimity), impartiality. 3) The proposed strategies for developing leadership based on the Four Brahmavihra of school administrators under Krabi provincial office of learning encouragement, as discussed in focus groups with 7 experts, were deemed feasible, appropriate, and beneficial for developing leadership in accordance with the Four Brahmavihra.

DEVELOPMENT OF A WORK MANUAL FOR REGISTRATION AND EVALUATION BESED ON THE FOUR IDDHIPADA OF BAN SAMAKKHITHAM SCHOOL NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Aphichaya Anong , Teerapong Somkhaoyai , Suwes Klubsri — Thu, 01 May 2025 00:00:00 +0700

The objectives of this research article were: 1) to study the current practices in registration and evaluation at Ban Samakkhitham School, 2) to develop the work manual for registration and evaluation based on the Four Iddhipad principles at Ban Samakkhitham, 3) to present the work manual for registration and measurement based on the Four Iddhipad principles at Ban Samakkhitham School. This was qualitative research with 15 key informants via in-depth interviews, 5 experts via in-depth interviews, and 7 qualified persons via group discussion to assess the appropriateness, feasibility and usefulness, qualitative data were analyzed using content analysis.

The results of the study were as follows: 1) The work conditions of registration and evaluation at Ban Samakkhitham School found that the implementation of the 5 tasks was not comprehensive. School administrators, teachers, educational personnel, and related individuals lacked knowledge and understanding of the operational procedures due to the absence of a manual outlining the correct guidelines. This resulted in difficulties in studying and correctly following the procedures. 2) The work manual for registration and evaluation based on the Four Iddhipad principles, including: (1) Student record management, (2) Preparation of academic documents, (3) Verification and certification of academic qualifications, (4) Preparation of academic performance reports, (5) Promotion of evaluation and assessment in education integrated based on the Four Iddhipad principles. The manual was based on the principles of Four Iddhipad, which were: (1) Developing satisfaction and acceptance of the operational goals (Chanda-acceptance), (2) Working with effort to achieve success (Viriya-diligence/perseverance), (3) Performing duties with attentiveness and dedication (Citta – focus), (4) Exercising careful consideration and evaluation of operations (Vimas-prudence) and each task including: (1) Operational procedures, (2) Responsible personnel, (3) Timeframe, (4) Forms used in the process, (5) Supporting documents/references. 3) The presentation and evaluation of the work manual for registration and evaluation based on the Four Iddhipad at Ban Samakkhitham School was conducted through focus group discussions, experts unanimously agreed that the manual was appropriate, feasible, and beneficial for practical.

THE MANAGEMENT GUIDELINES FOR SMALL SCHOOLS ACCORDING TO THE KALYANAMITRA PRINCIPLES OF THE PAKPRAEK NETWORK, SURAT THANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Poyfon Sukmak, Kasama Srisuwan, PhralkruSumetpariysatkhun — Thu, 01 May 2025 00:00:00 +0700

This research aimed to 1) study the management conditions of small schools in the Pak Phraek network, 2) study the management guidelines of small schools according to the Kalyanamitra principles of the Pak Phraek network, and 3) present and evaluate the management guidelines of small schools according to the Kalyanamitra principles of the Pak Phraek network. This research was qualitative. Data were collected through in-depth interviews with 15 relevant persons, in-depth interviews with 5 experts, and focus groups with 7 qualified persons. Qualitative data were analyzed through content analysis, discussions, and descriptive writing.

The research results found that: 1) The management conditions of small schools in the Pak Phraek network found that the current management conditions of small schools had a small number of teachers and educational personnel, an incomplete number of teachers for each grade, but the workload was comparable to that of large schools. The budget received was also limited, resulting in poor quality of education management and administration. 2) Guidelines for managing small schools according to the principles of Kalyanamitra of the Pak Phraek network were planned through joint meetings and implemented according to the calendar and plans that had been set, performance reports were prepared, and work was improved based on the following components: (1) Title, (2) Principles and reasons, (3) Objectives of the approach, (4) Operational guidelines, (5) Monitoring and evaluation. The structure was based on the following components: (1) Academic administration, (2) Budget administration, 3) Personnel administration, 4) General administration integrated with the Kalyanamitra principles: (1) Piyo: loveable. (2) Garu: respectable. (3) Bhvanīyo: adorable. (4) Vatt ca: speak effectively. (5) Vacanakkhamo: patient with words. (6) Gambhīrañca Katha Katt: make difficult matters easy. (7) No Caṭṭhne Niyojaye: not leading to a useless end. 3) The results of the presentation and evaluation of the management guidelines for small schools according to the principles of Kalyanamitra of the Pak Phraek network found that they were appropriate, feasible, and beneficial for the management of small schools in the Pak Phraek network.

CREATIVE LEADERSHIP OF EDUCATIONAL INSTITUTION ADMINISTRATORS UNDER SARABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Nattapong Taksaworabut, Phatsayakorn Laosawatdikul, Phuwadon Chulasukhont — Thu, 01 May 2025 00:00:00 +0700

This research article aimed to 1) to study the creative leadership of educational institution administrator under the Saraburi Primary Education Service Area Office 1, and 2) to compare the creative leadership of educational institution administrator under the Saraburi Primary Education Service Area Office 1, classified by gender, work experience, and school size. This is a preliminary research study. The sample group consists of 300 school administrators and teachers under the Saraburi Primary Education Service Area Office 1 for the academic year 2024, selected through stratified random sampling. The research tool used is a questionnaire with a reliability coefficient of 0.947. The statistical methods used for data analysis include percentage, mean, standard deviation, t-test, and one-way ANOVA.

The research results showed that: 1) the overall creative leadership of school administrators under the Saraburi Primary Education Service Area Office 1 is at a high level. When considering individual aspects, the teamwork aspect had the highest average score, followed by flexibility and adaptability, vision, creativity, and consideration for individuality, respectively. 2) The creative leadership of educational institution administrator under the Saraburi Primary Education Service Area Office 1, when classified by gender, work experience, and school size, showed no statistically significant differences at the .05 level.

THE TRANSFORMATIONAL LEADERSHIP OF ADMINISTRATORS AND HAPPINESS AT WORK OF TEACHER IN SCHOOL UNDER KANCHANABURI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Chunnapa Nawaree, Khattiya Duangsamran — Thu, 01 May 2025 00:00:00 +0700

The purposes of research were to determine 1) the transformational leadership of administrators in school under Kanchanaburi Primary Educational Service Area Office 2. 2) Happiness at work of teacher in school under Kanchanaburi Primary Educational Service Area Office 2. 3) The relationship between the transformational leadership of administrators and Happiness at work of teacher in school under Kanchanaburi Primary Educational Service Area Office 2. The sample consisted of 80 schools under Kanchanaburi Primary Educational Service Area Office 2. Two people providing information include the director or the acting director . and the teacher who is the leader of the subject group, for a total of 160 people. The research instrument was a questionnaire regarding the transformational leadership of administrators in school based on Kouzes and Posner and Happiness at work of teacher in school based on Chanwit Wasanthanarat and Theerathum Wuttichaikaew. The statistics used to analyze the data were frequency, percentage, arithmetic mean, standard deviation and Pearson's Product Moment Correlation Coefficient.

The finding of this research were as follow; 1) The transformational leadership of administrators in school under Kanchanaburi Primary Educational Service Area Office 2 in overall and each perspective was at high level, ranking by arithmetic mean from high to low: Modeling the way, inspiring a shared vision, enabling others to act, encouraging the heart and challenging the process. 2) Happiness at work of teacher in school under Kanchanaburi Primary Educational Service Area Office 2 in overall and each perspective was at high level, ranking by arithmetic mean from high to low: Being Healthy, Being a learner and professional in your work. Being virtuous and grateful, Being someone who loves and takes care of their own family, Being someone who can manage their own emotions, Being someone who loves and cares for their own organization/society, being a wise spender of money, and being a kind-hearted person who helps others. 3) The transformational leadership of administrators and Happiness at work of teacher in school under Kanchanaburi Primary Educational Service Area Office 2. Overall, there is a high level of relationship, with statistical significance at the .01 level.

CHALLENGE-BASED LEARNING TO DEVELOP CRITICAL THINKING SKILLS

Niramon Chaiyasit, Supanut Pana — Thu, 01 May 2025 00:00:00 +0700

This research article aims to compare critical thinking skills before and after instruction based on the challenge-based learning approach. This study is an experimental research design. The sample group consisted of 40 sixth-grade students from Anubanphanat suksalai School, enrolled in the second semester of the 2024 academic year, under the jurisdiction of Chonburi Primary Educational Service Area Office 2. The sample was selected using cluster random sampling, with the classroom as the unit of selection. The research was conducted over a period of 16 instructional sessions. The research instruments included: 1) Three lesson plans designed based on the challenge-based learning approach to enhance students' critical thinking skills, with a total instructional time of 16 hours. 2) A critical thinking assessment test in the form of multiple-choice situational questions, consisting of 10 scenarios with three questions per scenario, totaling 30 questions. Data were analyzed using basic statistical measures, including mean, standard deviation, and hypothesis testing with a t-test for dependent samples.

The research findings indicated that students’ critical thinking skills after learning through the challenge-based learning approach were significantly higher than before learning, at a significance level of .01. This result supports the research hypothesis, demonstrating that the challenge-based learning approach enhances students' critical thinking skills.

THE DEVELOPMENT OF ENGLISH LEARNING ACHIEVEMENT BY USING CATOON ANIMATION ON TENSE FOR GRADE 4 STUDENTS BANHUAIYANGSAAT SCHOOL

Porawan Khamwong, Surawee Peanpedlerd — Thu, 01 May 2025 00:00:00 +0700

The purpose of this research were 1) Develop English language proficiency through animated cartoons on tenses for fourth-grade students. 2) Investigate the satisfaction of fourth-grade students regarding the English language learning process using animated cartoons on tenses. The research sample consisted of 13 fourth-grade students from Ban Huai Yang Sa-ad School in the first semester of the 2024 academic year. They were selected using purposive sampling. The research instruments included: 1) Animated cartoon media 2) Lesson plans 3) Achievement tests 4) Satisfaction questionnaires. Data was analyzed using mean, standard deviation, Independent Sample t-test, Dependent Sample t-test.

The research found that; 1) The research findings revealed that students' post-test scores on tenses after learning with animated cartoons were significantly higher than their pre-test scores at the .05 level of significance. 2) Overall, fourth-grade students expressed the highest level of satisfaction with the animated cartoon-based learning activities on tenses.

STUDENT AFFAIRS ADMINISTRATION STRATEGIES OF WATWANGHIN SCHOOL UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Mallika Poomwetpong, Teeraphong Somkhaoyai, Suwes Klubsri — Thu, 01 May 2025 00:00:00 +0700

This research article aimed to 1) Study conditions of student affairs administration at Wat Wang Hin School, 2) Create strategies for student affairs administration at Wat Wang Hin School, 3) Present the strategies for student affairs administration at Wat Wang Hin School under the Nakhon Si Thammarat Primary Educational Service Area Office 2. This was qualitative research, providing in-depth interview with 15 key informants, 20 environment assessors, in-depth interviews with 3 experts to draft strategies and focus group with 7 qualified individuals to assess the feasibility, appropriateness, and usefulness. Qualitative data were analyzed using content analysis.

The research results were found as follows: 1) The conditions of student affairs administration at Wat Wang Hin School found that the strongest internal condition was that the student support system was high quality. The weakest internal condition was the school information system was so outdated so, there was no point using in time. The opportunity was that the school worked with school network group to sort out a problem of students. The obstacle was that the internet connection was unstable, making it unavailable immediately. 2) The results of creating the student affairs administration strategies of Wat Wang Hin School and condition assessment based on the BCG Matrix: Positioned in the STARS strategic framework consisted of the following components: Vision, Mission, Objectives, Strategies, Strategic Goals, Key Performance Indicators (KPIs), Plans/Projects/Activities. 3) The results of the presentation on student affairs management strategies at Wat Wang Hin School showed that they were possible, appropriate, and beneficial. The four strategies consisted: The first strategy was to promote integrated learning processes to enhance educational outcomes, the second strategy was to develop teachers’ potential in managing student affairs, the third strategy was to enhance participatory education management, and the forth strategy was to promote the use of digital technology in managing student affairs.

CREATIVE LEADERSHIP OF SCHOOL ADMINISTRATORS THAT AFFECT THE EFFECTIVENESS OF SCHOOLS UNDER NAKHON SI THAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Natthakit Rakkohrung, Akara Thammathikul, Werayut Chatakan, Pramote Phromnil — Thu, 01 May 2025 00:00:00 +0700

The research article aimed to 1) study the creative leadership of school administrators. 2) study the effectiveness of schools under the Nakhon Si Thammarat Primary Education Service Area Office 3. 3) investigate the impact of creative leadership That Affect the effectiveness Of School, and. 4) explore strategies for developing the Creative Leadership of School Administrators That Affect the Effectiveness of School Under Nakhon Si Thammarat Primary educational Service Area Office 3. The research is Mixed Method 1) Quantitative Research. The sample group used in the research was totaling 310 people. The statistics used for data analysis were frequency, percentage, mean, standard deviation, Person correlation coefficient, and multiple regression. 2) Qualitative Method through interviews with 5 people, analyzing data using content analysis.

The research findings revealed that 1) The overall level of creative leadership of administrators is the highest, with all four aspects being rated the highest: vision, creativity, flexibility, and imagination, in that order. 2) The overall effectiveness of the educational institution is at the highest level, with all four aspects being rated the highest: academic achievement, student characteristics, adaptability and school development, and teacher job satisfaction, in that order. 3) The Creative Leadership of School Administrators That Affect The Effectiveness Of School Under Nakhon Si Thammarat Primary educational Service Area Office 3 showed that the key factors were creativity and flexibility and 4) The strategies for developing creative leadership of school Administrators that affect the effectiveness of school under Nakhon Si Thammarat Primary educational Service Area Office 3 (1) vision, school administrators should have foresight, the ability to envision the future, and recognize opportunities for improvement and change to ensure the school progresses and achieves its goals, Set policies that align with educational reform and the changes in today's society. (2) Creativity: School administrators should be creative, seek new possibilities, invent, and find ways to solve various problems by adapting and developing the institution, while encouraging staff to express their ideas. (3) imagination, School administrators should have a forward-thinking vision and the ability to create mental images, which may lead to new innovations. (4) Flexibility: School administrators should be adaptable to individuals and environments, capable of resolving conflicts, and creating a positive work atmosphere.

THE DEVELOPMENT OF ACADEMIC ADMINISTRATION MANUAL WITH PROFESSIONAL LEARNING COMMUNITY PROCESS OF PAK PHANANG 2 MUNICIPALITY SCHOOL PAK PHANANG MUNICIPALITY NAKHON SI THAMMARAT PROVINCE

Aiya Changkaew, Kasama Srisuwan, PhralkruSumetpariysatkhun — Thu, 01 May 2025 00:00:00 +0700

The objectives of this research were: 1) To study the conditions of academic administration at Pak Phanang Municipality School 2. 2) To develop a manual for academic administration with the process of professional learning communities of Pak Phanang Municipality School 2. and 3) To evaluate the academic administration manual with the professional learning community process of Pak Phanang Municipality School 2. Using qualitative research methodology, key information was obtained by interviewing 15 relevant persons, interviewing 5 experts to draft the manual and evaluate the manual by 15 qualified persons to assess the suitability, feasibility, usefulness and acceptance of the organization through in-depth assessment.

The research results found that: 1) The conditions of academic administration at Pak Phanang Municipality School 2 had an integrated academic administration covering all areas of academic work but the operation was not systematic and there was no clear division of duties, which resulted in the responsible teachers lacking understanding of their roles and responsibilities, resulting in the administration not being effective in accordance with the goals of the educational institution. 2) The development of academic administration manual with community learning process of Pak Phanang Municipality School 2. There were 6 academic administration areas according to the working context in educational institutions as follows: (1) Curriculum and curriculum management, (2) Classroom research, (3) Teaching management, (4) Internal supervision, (5) Educational measurement and evaluation, (6) Quality assurance. The manual consisted of the following components: (1) Statement, (2) Objectives, (3) Content and process, (4) Document references. Compliance with the six professional learning community processes: (1) Sharing plan/ vision/values and norms, (2) Building a team to learn and cooperates, (3) Building leadership, (4) Learning/implementation and professional development, (5) Resource supporting, (6) Discussion and reflection on lessons learned. 3) The results of the evaluation of the academic administration manual with the process of the professional learning community of Pak Phanang Municipality School 2 by qualified persons found that it was appropriate, feasible, and the evaluation of its usefulness and acceptance by the organization was at the highest level.

THE DEVELOPMENT OF SELF-CONFIDENCE THROUGH BUDDHIST-INTEGRATED GUIDANCE ACTIVITIES ON PERSONAL AND SOCIAL ASPECTS FOR PALI STUDENTS AT WAT KHIAN KHET IN PATHUM THANI PROVINCE

Thu, 01 May 2025 00:00:00 +0700

This research article aimed 1) to develop a set of integrated personal and social Buddhist guidance activities to promote self-confidence of Pali students and 2) to study the effect of developing self-confidence with a set of integrated personal and social Buddhist guidance activities of Pali students at the Religious Studies Office, Wat Khian Khet, Pathum Thani Province. This research was a quasi-experimental research using 12 Pali students (monks) with low self-confidence as a sample. The sample group was selected using a self-confidence questionnaire. The research instruments were 1) a questionnaire and 2) a set of integrated Buddhist guidance activities. Data were analyzed using basic statistics, including mean, standard deviation, and statistical tests.

The research results found that 1) the process of developing the activity set was effective, focusing on connecting the principles of Dhamma with the daily life of Pali students through various activities such as group discussions, practice exercises, storytelling, and the use of video media to stimulate learning and participation. The process was also reviewed by experts to ensure that it was appropriate for the content, format, and development goals. As a result, the activity set was able to promote the potential and self-confidence of Pali students in both personal and social aspects. 2) The results of developing self-confidence with the integrated Buddhist guidance activity set in personal and social aspects of Pali students found that after using the integrated Buddhist guidance activity set, Pali students had significantly increased self-confidence at a statistical level of 0.05, especially in terms of courage to face the truth and creativity, which were significantly improved. This showed that the activities connecting to the principles of Dhamma with daily life could promote various skills of students very well. This integrated Buddhist guidance activity set not only helps develop students’ self-confidence in all aspects, but it was also a guideline that could be applied in other Buddhist educational institutions to systematically and effectively enhance students’ development.

THE DEVELOPMENT OF ADMINISTRATIVE MODEL TO PROMOTE LEARNING MANAGEMENT IN HISTORY AND CITIZENSHIP EDUCATION USING ACTIVE LEARNING PROCESS IN SCHOOLS UNDER THE PHRA NAKHON SI AYUTTHAYA SECONDARY EDUCATIONAL SERVICE AREA OFFICE

Second Lieutenant Tinnakorn Phuthotham — Thu, 01 May 2025 00:00:00 +0700

This research article aimed to 1) study the problems and needs of promoting history and citizenship studies through active learning management processes in schools, 2) develop an administrative model to promote history and citizenship studies through active learning management processes in schools, 3) study the results of using administrative models to promote history and citizenship studies through active learning management processes in schools, and 4) evaluate and improve administrative models to promote history and citizenship studies through active learning management processes in schools under the Office of Phra Nakhon Si Ayutthaya Secondary Educational Service Area. The sample group consisted of 29 school directors, 29 history teachers, 29 citizenship studies teachers, and 9 qualified persons. The research instruments used for data analysis included questionnaires, focus group discussion forms, model evaluation forms, and evaluation forms. Data were analyzed using content analysis, content validity testing, index of consistency (IOC), reliability, and correlation. The analysis of needs was performed using the Priority Needs Index (PNI) method, adjusted for frequency, percentage, mean, and standard deviation.

The research results found that: 1) The current status of promoting learning management of history and citizenship studies through active learning management processes of schools under the Office of the Secondary Education Service Area, Phra Nakhon Si Ayutthaya, was at a moderate level. The expected status of promoting learning management of history and citizenship studies through active learning management processes of schools under the Office of the Secondary Education Service Area, Phra Nakhon Si Ayutthaya, was at a high level overall. There was a necessity to promote learning management of history and citizenship studies through active learning management processes of schools under the Office of the Secondary Education Service Area, Phra Nakhon Si Ayutthaya, in all aspects, ranked from most to least, as follows: 1) Coaching, 2) Soft Power, 3) Action, 4) Plan, 5) Evaluation, 6) Objective, 7) Cooperative. 2) The administrative model to promote learning management of history and civic duties through active learning management processes of schools consisted of principles, objectives, structure and substance, model development process, model implementation, and conditions for success. 3) The results of using the administrative model to promote learning management of history and citizenship studies through active learning management processes of schools found that all aspects were at the highest level, namely, characteristics of the model to promote and develop teaching management of history and civic duties in an active format, quality of components in the model, model design. In terms of the efficiency of the model, the ability to solve problems or develop, the benefits to individuals, the benefits to organizations, the novelty of the model, the strengths of the model, the application of knowledge gained from development or self-development, and the presentation, and 4) the management model to promote learning in history and citizenship studies through the school's active learning management process was at the highest level of accuracy, at the highest level of appropriateness, at the highest level of feasibility, and at the highest level of usefulness.

DEVELOPMENT OF TEAMWORK COMPETENCE ACCORDING TO THE PRINCIPLES OF SANGHAWATTHU IV OF CHUMCHON WAT SUWANNARAM SCHOOL UNDER NAKHONSITHAMMARAT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Natthakrit Wangpreecha , PhrakhruKhemathammakhosit, Boonlert Wiraponkan — Thu, 01 May 2025 00:00:00 +0700

This research article aimed to 1) study the development status of teamwork competency of Chumchon Wat Suwannaram School, 2) study the development approach of the teamwork competency based on the four principles of Saṅgahavatthu of Chumchon Wat Suwannaram School, and 3) present and evaluate the development approach of the teamwork competency based on the four principles of Saṅgahavatthu of Chumchon Wat Suwannaram School, under Nakhon Si Thammarat Primary Educational Service Area Office 2. Using qualitative research methodology, key informants were interviewed with 15 stakeholders, interviewed with 5 experts to draft the manual, and evaluated the manual through focus group discussions with 7 qualified persons to assess its appropriateness, feasibility, usefulness, and organizational acceptance using in-depth assessment forms.

The research findings were as follows: 1) The development conditions of the teamwork competency of Chumchon Wat Suwannaram School consisted of acting as leaders and followers, participating in the operation, having the same goal, adapting to the context, and encouraging colleagues. It was found that the school administrators had the knowledge and ability in administration, community relations, were role models in problem solving, and worked with honesty. However, they still lacked carefulness in their work, lacked cooperation in their work, lacked assistance, and lacked communication in working together. There was division among personnel, and it was necessary to develop the teamwork competency. 2) The guidelines for developing the ability to work as a team according to the principles of the four principles of Saṅgahavatthu of Chumchon Wat Suwannaram School consisted of (1) acting as a leader and follower, (2) participating in operations, (3) having the same goals, (4) adapting to the context, (5) encouraging coworkers, by integrating with the principles of the four principles of Saṅgahavatthu. The implementation steps included planning, implementing, monitoring, and development and improvement. And 3) The presentation and evaluation of the development approach for teamwork integration competency based on the Saṅgahavatthu principles of Chumchon Wat Suwannaram School found that it was appropriate, feasible, and beneficial for use in developing teamwork integration competency.

LEARNING OF STUDENTS IN THE DIGITAL AGE ACCORDING TO YONISOMANASIKARA PRINCIPLES OF SCHOOLS UNDER, PHRA NAKHON SI AYUTTHAYA EDUCATIONAL SERVICE AREA 1

Thu, 01 May 2025 00:00:00 +0700

This research article aimed to 1) study the learning process of students in the digital age, 2) develop the learning process of students in the digital age based on the principle of Yonisomanasikra, and 3) evaluate the learning of students in the digital age based on the principle of Yonisomanasikra in schools under Phra Nakhon Si Ayutthaya Educational Service Area 1. This research was a mixed-methods study consisting of quantitative research using a questionnaire of 50 administrators, teachers, and students of Maharat “Prachanimit” School. Data were analyzed using basic statistics, namely frequency, percentage, mean, and standard deviation. Qualitative research was conducted by interviewing 15 administrators, teachers, and experts in the learning process of students in the digital age. Focus group discussions were conducted with 10 qualified persons. Data were analyzed using content analysis.

The results of the research found that: 1) Learning process of students in the digital age (1) The school designed content together with administrators, teachers, and student representatives by planning the teaching and learning process based on the learning and teaching principles to the solve problems planning or increasing the efficiency of students and three things must be considered were process, media, and students. (2) Designing learning activities by co-organizing activities with teachers and students, specifying clear activities, and clearly defining the roles of the groups and each member, and defining a clear work structure. (3) Designing the communication process together with teachers and students, determining the media and learning resources by integrating the Yonisomanasikra thinking method, but still lacking in the clarity of the activities. 2) Developing the learning process of students in the digital age according to the Yonisomanasikra principles of schools under the Phra Nakhon Si Ayutthaya Educational Service Area 1, consisting of designing content, designing learning activities, and designing the communication process of activities by integrating the Yonisomanasikra principle, aiming for learners to see the value of developing the mind for learning and living with the Yonisomanasikra thinking method, which was the thinking of true value, false value, and the thinking of good, bad, and solutions or developing the mind according to the religion they believe in, able to solve various problems more easily, adjust misunderstandings, and reducing the chances of conflicts among students, creating more interactions between teachers and students, students had more self-confidence, more creativity and innovation, and align with the core curriculum of the ministry of education according to the learning plan, practicing to be a good Buddhist, the subject of developing wisdom (Yonisomanasikra), and 3) The results of the assessment of students' learning in the digital age according to the Yonisomanasikra principles of schools under the Phra Nakhon Si Ayutthaya Educational Service Area 1 using the learning plan, practice of being a good Buddhist, regarding the development of wisdom (Yonisomanasikra), the overall of 3 aspects was found to be at a high level. All aspects were at a high level, namely, the aspect of designing learning activities, the aspect of designing communication processes, and the aspect of designing contents, respectively.

INTERNAL SUPERVISION PROCESS IN EDUCATIONAL INSTITUTIONS AS A TOOL FOR ENHANCING EDUCATIONAL QUALITY

Poonsawat Samransuk — Thu, 01 May 2025 00:00:00 +0700

This article presented a theoretical analysis and research findings concerning internal supervision processes within educational institutions, which served as a vital instrument for enhancing educational quality. The study emphasized examining administrators’ strategic roles in driving effective internal supervision, comprising five key components: the application of theoretical frameworks for establishing clear directives, systematic development of supervisory innovations, empowerment of learning communities, utilization of empirical data for monitoring and evaluation, and promotion of continuous professional development. The analysis revealed that the effectiveness of internal supervision processes demonstrates significant correlation with supervisor and supervisee competencies, the quality of support systems throughout the implementation process, and the capacity to adapt supervisory innovation models to align with institution-specific contexts. Furthermore, this article introduced an integrated conceptual framework titled the “I-SMILE Model,” accompanied by policy recommendations for developing internal supervision processes to enhance educational quality at the national level.

INNOVATIVE LEADERSHIP OF EARLY CHILHOOD EDUCATION ADMINISTRATORS IN THE 21st CENTURY

Chanyanat Kongkaphan — Thu, 01 May 2025 00:00:00 +0700

This article aimed to present the innovative leadership of early childhood education administrators in the 21st century. The study revealed four key dimensions of innovative leadership: 1) innovative vision, 2) innovative thinking, 3) innovative atmosphere creation, and 4) innovation management. Moreover, critical success factors in developing innovative leadership were identified, including administrator competency development, creation of innovation ecosystems, and continuous assessment and development. The knowledge synthesis was conducted using a three-level analytical framework: theoretical, policy, and practical levels, through thematic analysis. The findings led to the presentation of a conceptual framework for developing innovative leadership appropriate for the early childhood education context in Thailand, covering individual innovative competency development, innovation ecosystem development in educational institutions, and continuous assessment and development of innovative leadership. However, effective and sustainable development of innovative leadership required ecological system integration and sustainability in development, which presented significant challenges for driving Thai early childhood education in the 21st century.