Journal of Education Studies

ChatGPT Smart Chatbot Technology for Future Learning

2024-02-09T12:23:15+07:00

Artificial Intelligence (AI), which is considered a smart digital technology, has played a vital role in our daily lives. In Particular, ChatGPT is an intelligent chatbot technology that excels in conversational interactions, answering user queries, translating languages for communication, computer programming using basic languages, creating videos, drawing images, and even composing songs. This includes the use in education and learning of the future, such as advising course enrollment, personalized learning, research, solving math problems, etc. It facilitates flexible learning and meets the demands of the future world.
This means that learning is not limited to only classroom or face-to-face encounters, but also combines with the virtual or online world, anywhere and anytime, fostering self-directed learning both individually and collaboratively as a team, ultimately leading to the creation of new knowledge. ChatGPT is considered a turning point in education which poses many challenges. It is essential for users to consider the negative effects of AI chatbots, as they may create a sense of dishonesty and irresponsibility, and a lack of critical thinking among learners. This could lead to adverse outcomes if users apply the answers inappropriately
or for personal gain. Therefore, it is crucial to encourage learners to use OpenAI ChatGPT for education responsibly and enhance them to fulfill their highest potential for learning.

The Progression of String Teaching in Songkhla Rajabhat University from The Past to The Present

2023-11-28T08:45:36+07:00

This academic article aims to examine the evolution of string teaching at Songkhla Rajabhat University from its inception to the present. Through the process of researching information from documents and the people involved. The findings reveal the following key points: 1) The initial curriculum aimed to produce teachers but later evolved to cultivate professional musicians. String instruments have been integral to the program since its inception. 2) As for the instructors, Ajarn Praphan Kwanpradab, the first instructor, played
a crucial role in integrating string instruments into the curriculum. 3) Regarding students, the majority lacked prior experience with string instruments, so they focused on starting to learn from the basics. 4) In terms of teaching, the emphasis was on instructing new students in string instruments through fundamental approaches, including both private lessons and ensemble instruction. This study will be useful for the future history and development of string instrument teaching.

Development of Critical Thinking Scale of Upper Secondary School Students in Social Studies by Applying Computerized Dynamic Assessment

2024-04-05T09:43:11+07:00

The purposes of this pilot study were 1) to develop the critical thinking scale of upper secondary school students in social studies by applying computerized dynamic assessment, and 2) to validate the critical thinking scale of upper secondary school students in social studies by applying computerized dynamic assessment. The sample consisted of 100 upper secondary school students by purposive sampling. The research instrument used was the critical thinking scale by applying computerized dynamic assessment. Data were analyzed by using content validity, item validation including the difficulty and discrimination indexes, and internal consistency in terms of Cronbach’s alpha coefficient. Results revealed that 1) the critical thinking scale by applying computerized dynamic assessment was two-tier multiple-choice tests (20 items) measuring four components; (1) problem formulation, (2) hypothesis identification and application, (3) data classification and judgment, and (4) conclusion. 2) All items and mixed prompting had content validity (IOC index = .8 to 1.0 and .6 to 1.0), the difficulty and discrimination indexes = .45 to .82 and .41 to .82, and Cronbach’s alpha coefficient = .88.

Developing an Educational Board Game to Teach Fossil Excavation Skills and Describe Vertebrate Fossil Sites in Thailand

2024-05-13T08:53:55+07:00

This study aims to investigate how students learn from playing "Fossil War," a board game designed for undergraduate and graduate students studying Paleontology. It aims to develop skills in excavating vertebrate fossils before fieldwork. Conducted from January to April 2023, the research involved 12 undergraduate and graduate participants. Data were collected through focus group discussions and in-depth interviews. Thematic analysis was used to analyze the data. The results highlight three key areas of learning from the game: 1) proficiency in managing fossil excavation and exploration, 2) knowledge of vertebrate fossil sites in Thailand, and 3) understanding of paleontological methodologies. These findings contribute to the potential integration of "Fossil War" into classrooms as an educational tool, enriching students' learning experiences.

Lifelong Learning Management for Sustainable Local Development in the Chiang Rai Rajabhat University’s Context

2024-05-07T14:10:47+07:00

The objectives of this research are: 1) to adjust the administrative system to support lifelong learning; 2) to develop systems and mechanisms to drive sustainable lifelong learning for communities and localities; and 3) to prepare to drive lifelong learning at Chiang Rai Rajabhat University. The data collection includes lifelong education experts, university administrators, and credit bank committees, totaling twenty-five people; outsiders, totaling one hundred and forty people; participation in the course promoting lifelong learning by university personnel, totaling two hundred and fifteen people; and the general public, totaling two hundred and sixty people. The results are as follows: 1.) A strategic plan for developing lifelong learning for local development, a five-year plan, one copy, and organization of a lifelong learning management system by the regulations for operating a credit bank in higher education, and regulations concerning credit transfer, academic performance, learning outcomes, and credit transfer for experiences in the credit bank system. 2.) A driving mechanism system with fifty-one lifelong learning partnership networks in Chiang Rai Province, one operation manual, and one lifelong learning information system. 3.) The number of personnel preparing to create a curriculum to promote lifelong learning skills, totaling two hundred and fifteen; lifelong learning courses, totaling twenty courses, are located in the public relations information system database; a pilot trial of five courses was given to the general public in the local area, totaling two hundred and sixty trainees.

Effects of Using a Child-Caregiver Teacher Training Program on Learning Management for Enhancing Executive Function in Young Children at Child Development Centers Under Local Administrative Organizations in Pathum Thani Province

2024-04-12T09:05:05+07:00

The purposes of this research were to study the outcomes of implementing a child-caregiver teacher training program on learning management for enhancing executive function in young children. The research sample was 30 caregiver teachers working for child development centers affiliated with local government organizations in Pathum Thani Province. Data collection methods included a training program, questionnaires, surveys, and satisfaction questionnaires. Data analysis involved frequency distribution, percentage, mean and standard deviation, Wilcoxon matched pairs signed-rank test, and relative gain score formulas. The findings of the study revealed the following: 1) after using the training program, the child-caregiver teachers exhibited improvement in their average knowledge scores compared to before the training at the .05 level of significance; 2) after using the training program, the child-caregiver teachers displayed learning management behaviors that enhanced executive function, with an increase in the frequency of these behaviors across all items ranging from 26.66% to 80.00%; and 3) the child-caregiver teachers expressed satisfaction with the overall training program at a high level (M = 4.22, SD = 0.18). This demonstrated that the child-caregiver teacher training program on learning management for enhancing executive function in young children can be used in expanding the knowledge, altering behaviors, and providing child-caregiver teachers with satisfaction.

The Development of Competency-Based Curriculum of Education-Sandbox Pilot Schools: A Case Study of Government School Located on the Thai-Malaysian Border

2024-05-07T10:35:24+07:00

Implementing a competency-based curriculum into practice is still novel at both the policy and practical levels for Thai Education. This study aimed to explore 1) The competency-based curriculum development process and 2) The factors promoting or hindering the success of implementing the competency-based curriculum policy in schools. This research employed the case study of a pilot school in an educational sandbox area located at the Thai-Malaysian border. An interview, observations, and document analysis were conducted for data collection. There were 11 key informants. The research instruments include a semi-structured interview, an observation form, and a document analysis form. Collected data was analyzed by using the content analysis technique. The period of this study was from September 2022 to April 2023. The research results showed that the school competency-based curriculum development process had three steps: 1) curriculum creation, which included 1.1) Training to understand the competency-based curriculum, 1.2) The creation of school concept, 1.3) Learning management unit design, and 1.4) Submitting for approval; 2) Curriculum implementation, which included 2.1) Curriculum administration, 2.2) Classroom instruction management, and 2.3) Support and promotion of the used curriculum; and 3) Curriculum Evaluation by using professional learning communities. The elements that promote success include the school director's competency and the community's readiness to accept the curriculum. The elements that hindered the success of implementation include the lack of clarity in learning evaluation and the lack of understanding of teachers’ learning management. Further study may consider the role of communities and stakeholders in developing competency-based curriculum.

Components High Performance Organizations of School Under Primary Educational

2024-05-08T08:25:18+07:00

The research objective is to study the components of high-performance organizations of school under primary education. The process has 3 phases: 1) studying the elements of a school's high-performance organization from 10 related documents and research sources to synthesize the elements of a school's high-performance organization; 2) Interviewing experts about the elements of a high-performance organization of school by 5 experts; and 3) examining the appropriateness and feasibility of the school's high performance organizational components. by 5 experts. The tools used in the research include a document analysis form, an Interview form and a questionnaire with a 5-level rating scale. The data gathered was analyzed using content analysis, mean, percentage, and standard deviation. Research results found that components of a school's high-performance organization from document synthesis and interviews with experts consist of 6 elements that Include the following: (1) focusing on personnel quality; (2) focusing on service recipients and stakeholders; (3) organizational leadership; (4) strategic management; (5) organizational culture; and (6) organizational innovation. After examining the appropriateness and feasibility from the evaluation of experts, the inspection results found that the school's high performance organizational components were appropriate overall. It is at the highest level (M = 4.81, SD = 0.39) and is possible overall at the highest level (M = 4.79, SD = 0.44).

Factors and Indicators of Creative Learning Innovation Competency of Student Teachers

2024-04-22T11:19:08+07:00

The purpose of this research was to study the factors and indicators of creative learning innovation competency of student teachers. The data were collected from a group of 17 experts who were well-experienced in education and development of learning innovation using three rounds of the Delphi technique. The research instruments consisted of document analysis, an interview form for the first round, and 5-point rating scale questionnaires for the second and third round. The data were analyzed employing content analysis, median and interquartile range. The resulted revealed that the creative learning innovation competency of student teachers comprised of 3 factors and 47 indicators: (1) 11 indicators of creative thinking, (2) 27 indicators of development of learning innovation, and (3) 9 indicators of collaboration for learning innovation development. The aforementioned indicators reached a consensus among the experts with a median value of 4.00 or more and an interquartile range less than 1.00.

The Effects of Implementing the 7E Learning Cycle Model on Cloud to promote Science Communication and Writing Ability among High School Students under the Ministry of Higher Education, Science, Research and Innovation

2024-06-04T08:24:13+07:00

This research aims to: 1) study the science communication and writing abilities of high school students after learning through the 7E learning cycle model on a cloud platform, and 2) compare the science communication and writing ability of students before, during, and after learning through the 7E learning cycle model on a cloud platform. The samples consisted of 30 tenth-grade students at a university demonstration school selected using purposive sampling.The research instruments included lesson plans utilizing the 7E learning cycle model on a cloud platform, and science communication and writing ability assessment forms. The collected data were analyzed using arithmetic mean, standard deviation, t-test, and repeated measure ANOVA. The results of this research are summarized as follows: 1) After the experiment, the student’s abilities in science communication and writing ability were determined to be at a good level, with every component found to be at a good level. Language proficiency achieved the highest average score, followed by the content, style, context and representation. 2)The students’ science communication and writing ability were higher than before the experiment at the .05 level of significance, and the student’s abilities in science communication and writing ability were higher than the second in-process evaluation, the first in-process evaluation, and before the experiment.

A Comparative Study of the Professional Competency Framework for Music Teachers in Thailand and the European Union

2024-05-13T09:09:39+07:00

The study of music teacher competency is a study of music teachers' ability to integrate knowledge and skills in teaching and music, including appropriate behavior as a guideline for music teachers in their own work and professional development. The purpose of this research is to compare the competencies of music teachers in Thailand and the European Union by means of document research, comparing data between the Teachers Council regulations on professional standards and the announcement of the Ministry of Education on the standard framework for bachelor's degree qualifications in the field of education and music education, and Report on the education of music teachers from the perspective of the European Union. The results of the study show that the music teacher competency frameworks of Thailand and the European Union, although they have different focuses and presentation methods according to the context of application in each country, are consistent in their key principles. The competencies of music teachers can be classified into 6 areas, consisting of 1) music knowledge and skills, 2) teaching and learning management, 3) communication and technology, 4) teaching and learning research, 5) relationships with individuals and communities and 6) ethics and conduct. Studying the competency framework for music teachers will be beneficial to the process of improving the production and development of music teachers in Thailand to be modern and consistent with the needs and changes in the social context.

A Study of Music Learning Condition on Ministry of Education’s Competency Based Curriculum Policy in Pilot-School

2024-04-29T11:41:37+07:00

This study aims to studies on music learning condition on ministry of education’s competency-based curriculum policy in pilot-school, by using qualitative research methodology. In data collecting process, the interview was used as method to collect data from music teachers who taught in pilot-school. 3 interlocutors, who was chosen by purposive sampling are the key-informants and collect data by using semi-structure open ended question. The research found that the learning management conditions in different areas, including 1) Teacher 2) Student 3) Content and 4) Context, were related significantly similar and different in each school, that impacted to learning management in all areas. Moreover, the showed result, this competency-based learning conditions of pilot schools in this study could also be further utilized for a broad and advanced study of such learning conditions in deeper and more wide perspective of studies in field of music education in national standard education system.

Learning by Creating through Online Music Activities: Practical Adaptation from Experienced Orff Instructors in Higher Education

2024-05-13T09:07:07+07:00

There are many obstacles and limitations in the management of online Orff lessons. Teachers need to urgently find new teaching strategies in order to provide appropriate teaching and learning that is consistent with the online format. The purpose of this research was to study the adaptation of teachers and approaches for organizing music activities. The research was conducted with a qualitative case study research methodology. Data were collected through in-depth interviews and participatory observation in the online classroom throughout the semester. The results showed that 1) teachers must adapt by incorporating the necessary skills to teach online in music teaching, instruction and technology, and 2) movement activities can be arranged under the technological constraints of online learning formats more than singing and music playing, and emphasize discussion exchanges for understanding Orff approach concepts according to course objectives as compensation for missing activities.