Journal of Education Studies, Chulalongkorn University

Cover Vol. 53 Issue 3

2025-09-29T11:42:44+07:00

Editorial Vol. 53 Issue 3

2025-09-29T11:48:32+07:00

Validity and Reliability Assessment of Cross-Culturally Adapted Bebras Test for Evaluating Computational Thinking in Junior High School Students

2025-02-07T08:44:57+07:00

This study aimed to examine the validity and reliability of the Bebras test, which was cross-culturally adapted and adjusted to fit the Thai context. Both Classical Test Theory (CTT) and Modern Test Theory (MTT) were employed to analyze the data. The sample comprised of 115 grade 9 students. The research instrument was the Bebras test, a standardized assessment developed by Vilnius University in Lithuania. Data analysis employed CTT, yielding an average difficulty index of 0.57 and an average discrimination index of 0.42. Additionally, the Rasch model was applied to assess the students’ abilities and item difficulties. The findings revealed that the median student ability and item difficulty were closely aligned, indicating that the test was well-suited to the students’ ability levels. The weighted likelihood estimation reliability (WLE Reliability) was 0.659, with infit and outfit values falling within an acceptable range, demonstrating high validity. The ability levels ranged from -2.5 to 3.5 logits, and the fit indices were consistent with empirical data. Furthermore, the distribution of item difficulty and student ability, as illustrated by the Wright map, suggested that the test could effectively assess students with a wide range of abilities. Based on these findings, the study recommends that if the test is to be used with students from other educational settings, a preliminary pilot test should be conducted to evaluate whether the test is suitable for those students and to adjust test that is better aligned with their ability levels.

An Analysis of Sentences Error in Business Email Writing of Thai EFL Students

2025-07-01T10:45:01+07:00

This research aimed to 1) examine and classify types of sentence errors in business email writing produced by students, and 2) analyze the frequency, ranking, and percentage distribution of sentence errors identified in business email writing of students. The study analyzed 192 business emails with content focusing on inquiries, requests for action, information exchange, and scheduling/confirming appointments. The research instruments employed were 1) a collection form for email writing samples from students and 2) an assessment form for error classification. Data analysis used an adapted framework from Corder (1974) and Gass et al. (2013), implementing a systematic four-stage process including preserving original data, identifying errors by two researchers, categorizing errors using a framework synthesized from Dulay et al. (1982) and Langan (2012), and conducting quantitative analysis to determine frequency and percentage distribution. The findings revealed that: 1) four principal categories of sentence errors: independent clause structure, dependent clause structure, interrogative structure, and imperative structure, along with supplementary categories including run-on sentences and sentence fragments; 2) quantitative analysis revealed that omission errors were most prevalent (48.64%), followed by miscellaneous structural errors (23.78%), addition errors (22.70%), and word order errors (4.86%). These findings demonstrate the specific grammatical challenges encountered by Thai learners in professional communication contexts and contribute to understanding Thai EFL learners' interlanguage development in professional communication contexts. The study offers empirical evidence for enhancing business English curricula through targeted error remediation strategies.

Bridging the Chinese Language Curriculum in Thailand: Alignment and Development Strategies for Transitioning from Secondary to the Expectations of Higher Education

2025-07-24T14:45:25+07:00

This study aimed to 1) analyze and compare the alignment of content standards, competency standards, and language proficiency levels between the Chinese language learning standards in Thailand’s Basic Education Core Curriculum (2008) at the upper secondary level and the Chinese Proficiency Grading Standards for International Chinese Language Education at the elementary level (implemented on July 1, 2021); 2) propose a set of guidelines for developing secondary-school Chinese language curricula that articulate with the Chinese Proficiency Standards for International Chinese Language Education at Level 3 (issued in 2021). The research utilized a custom-designed content analysis form. The analysis focused on three dimensions: presence of content, characteristics of content, and level of coverage. The data were analysed using qualitative coding, and the validity of the tool was verified through inter-rater reliability by comparing results between the researcher and a rater. The findings revealed a clear overlap in the structural components of language skills—listening, speaking, reading, and writing—and a shared tendency toward sequential skill development. However, differences were observed in the depth of content, the way learning outcomes were described, and the use of quantitative performance indicators. The results support the use of HSK as a reference framework for curriculum structuring to link language learning across educational levels. The study also proposes a direction for developing the secondary-level Chinese language curriculum that effectively transitions into higher education by integrating the strengths of both the national standard-based education system and international language proficiency benchmarks.

Chamber Music Instruction: Reflections from Online Teaching during the COVID-19 Lockdown

2025-07-15T13:59:02+07:00

The COVID-19 pandemic led to lockdown measures worldwide, including in Thailand. As a result, the traditional approach to chamber music instruction at Princess Galyani Vadhana Institute of Music had to be adapted into an online format during the 2021 and 2022 academic years. This unprecedented situation prompted a reassessment of conventional chamber music teaching strategies and the development of an entirely new instructional plan to address the unique challenges of online delivery. Consequently, it became necessary to re-examine the expected learning outcomes to ensure that students could continue to develop chamber music skills through online instruction despite lockdown conditions. The revised approach combined traditional and innovative methods to create a more comprehensive and balanced model of chamber music instruction, while opening possibilities for reimagined post-pandemic teaching practices. This blended model enabled students to acquire broader skills than through onsite methods alone and helped them become more accomplished and versatile chamber musicians. This study presents an analysis of strategies for addressing challenges and leveraging opportunities arising from online chamber music instruction during the COVID-19 lockdown and proposes a conceptual framework for integrating the developed approaches into primarily face-to-face instruction.

High School Students’ Construction of Scientific Explanations on the Circulatory System

2025-08-18T08:26:46+07:00

This study aims to 1) examine students’ scientific explanation ability on the topic of the circulatory system and 2) compare the writing patterns of students with different levels of scientific explanation abilities. A survey research method was employed. The samples were 67 female high school students in a science-mathematics program at an all-girls school in Bangkok in which they had already studied the circulatory system, selected by purposive sampling. The research instrument was a scientific explanation test, with a reliability coefficient of 0.82. Data was analyzed using basic statistics. Students’ abilities were categorized into three levels. The explanation patterns were analyzed using inductive analysis. 1) The findings revealed that most students demonstrated a fair level of ability in constructing scientific explanations.2)Three writing patterns were found at the "needs improvement" level, characterized by a lack of crucial components, including evidence and reasoning. At the "fair" level, eight patterns were identified, where students attempted to make claims by applying scientific concepts but struggled to provide accurate and sufficient evidence and to fully connect their reasoning to those scientific concepts. At the "good" level, four patterns were found. Although students were able to make a claim and select some evidence, they still lacked sufficient evidence and a complete connection to scientific concepts. Therefore, teachers should consider the specific limitations of each group, both in terms of understanding scientific explanation practice and scientific content knowledge, to promote the construction of scientific explanations accurately and effectively.

Design Thinking as a Tool for Developing Entrepreneurial Competencies through Multidisciplinary and Cross-National Collaborative Learning Environments

2025-09-22T16:01:56+07:00

This research aimed to 1) compare students’ entrepreneurial skills before and after participating in design thinking activities under a multidisciplinary and international collaborative learning project, and 2) investigate the relationships between each phase of the design thinking process and entrepreneurial skills. The participants were 60 Thai students from a university in northern Thailand who were selected to participate in the international collaboration program. The research instruments included an entrepreneurial skills questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, t-test, and Pearson’s correlation coefficient. The results showed 1) students’ entrepreneurial skills significantly improved after participating in the program, particularly in communication, critical and creative thinking, and management skills at 0.05 level. However, the improvement in teamwork orientation was not changed. And 2) the prototype and test phases showed the strongest positive relationship with teamwork skills, and a strong positive relationship with critical thinking and creativity, management, and communication skills. In contrast, the empathize, define, and ideate phases were not significantly related to entrepreneurial skills. The results suggest that students need to engage in the complete design thinking process to achieve substantial improvement in entrepreneurial skills.

Contents Volume 53 Issue 3

2025-09-29T11:52:55+07:00