Journal of Education Studies

Micro: bit a tool for Learning and Innovation in the Digital Economy

Jarupa Kitcharoenpanya — 2024-12-20

Micro: bit, a compact computing device, has become a vital tool for learning and innovation in the digital economy era, where economic systems are driven by digital technologies, including the use of the internet. This academic article elucidates the diverse role of the Micro: bit in education and the cultivation of essential skills for students in the context of the rapidly advancing digital landscape. The Micro: bit is utilized as a foundation for teaching coding, basic programming, and developing computational skills for students due to its user-friendly nature, compact design, and affordability. This device facilitates exploration of the technology world and basic programming concepts. Moreover, in the context of the digital economy, the Micro: bit plays a crucial role in preparing individuals for the workforce by instilling problem-solving skills, creativity, and a deep understanding of technology. This article serves as an example of integrating the Micro:bit into classroom teaching, aiding in the development of critical 21st-century skills for students, enabling them to adapt to the ever-changing demands of the digital era, and fostering future innovators.
A review of related literature and research indicates that the Micro: bit is a highly effective tool for developing computational thinking and coding skills, suitable for students of all ages. It can be used to create a wide range of innovative projects, promoting problem-solving skills and creativity. However, to effectively incorporate the Micro: bit into teaching, educators must possess specialized knowledge and skills, as well as the ability to manage time and resources to enhance students' learning experiences. Both teachers and students should be prepared to embrace change and continuous development to create meaningful learning experiences.

CCPR Model: Creation of Characteristics of Modern Learners Through Creative Teaching Method

Sirisukr Sirichokchaitrakool — 2024-12-20

The development of a country is highly competitive globally; the educational system in modern days, therefore, is essentially in need of a change to become more practical and creatively inventive. That can be achieved by changing the educational trend in the system of consumerism to a system that produces creative results from the thinking process, intelligence, or a learning process that includes thinking, inventing, and creating new products instead of only waiting as a consumer until a crisis occurs, as it has done in the past. This academic journal aims at proposing a guideline to create characteristics of a modern learner through a creative teaching method called CCPR Model. This model consists of
1) Critical mindset: an educational plan that focuses on the learners’ ability to analyze, understand, and critically process information. 2) Creative mindset: an educational plan that encourages learners to be inventive, learn new skills, and gain new perspectives. 3) Productive mindset, an educational plan that prepares learners to be self-efficient in productivity by encouraging them to develop new ideas, conduct academic research, and create new products. 4) Responsible mindset: an educational plan that teaches learners to be responsible to themselves, society, and the environment. It introduces them to existing social problems and encourages them to find and engage in solution-oriented activities. This teaching method emphasizes the development of thinking, creativity, and responsibility and the creation of modern learners who can resist the trend of consumerism or can be smart consumers. This important social asset will drive the development of the country and will be an educational tool to truly develop learners.

Effects of Active Learning in Physics Experiments on Academic Achievement, Attitudes and Concepts among Grade-11 Students

Kittikhun Seawsakul — 2024-12-20

One of the problems in learning physics is students’ attitudes. Most students think that physics is difficult to learn and to understand. This causes students' motivation and attitudes of curiosity towards the physics subject to decrease. The objectives of this work were to investigate students' attitudes towards physics and physics concepts, as well as to compare the academic achievement of the sample group before and after studying the lessons based on active learning through physics experiments. The sample group in this study consisted of 31 Grade 11 students, and data collection was conducted over the course of one semester. Data were collected using tests and questionnaires. The statistical methods used for data analysis included mean, percentage, standard deviation, and t-test. The physics taught in this work was based on active learning through physics experiments that emphasized students’ engagement in the learning process and doing experiments on their own. A physics achievement test and a questionnaire were used to evaluate students’ attitudes towards physics and physics concepts.
A dependent t-test was used for data analysis to compare post-test and pre-test scores of the sample. The results showed that the post-test scores were 68.39 percent higher than the pre-test scores with statistical significance at a level of .05. The greatest changes in regard to the attitudes towards physics and the perceptions of physics concepts among students that had experienced the lessons were as follows: The students perceived physics concepts better when they were closely linked to everyday life, and the students were better able to come up with ideas about the relationship between physics and real-life applications, respectively.

Strategies for Rebranding in the New Era of Institutes under The Office of the Vocational Education Commission

Napaporn Taraartorn — 2024-12-20

The objectives of this research were to: 1) study the components of rebranding in the new era of institutes under the Office of the Vocational Education Commission; 2) study the current, desirable conditions and needs of rebranding; and 3) create and develop strategies for rebranding. The research procedures were divided into three phases. Phase 1 involved determining the requisite components by examining documents and interviewing nine experts. Phase 2 involved studying the current, desirable conditions and needs of rebranding; the sample included 390 administrators and teachers. Phase 3 involved creating and developing strategies through a focus group discussion with nine experts, followed by evaluating the strategies with a group of nine experts. The instruments used were semi-structured interviews, questionnaires, and strategy evaluation. The statistical methods used consisted of percentage, mean, standard deviation, and modified PNI. The results showed that: 1) there were 5 components to rebranding, which consisted of placing an administrator in the new era, teachers and education personnel in the new era, learners in the new era, institutional operations in the new era including institutional social responsibility; 2) the current conditions were found to be at a high level, desirable conditions were at the highest level, and the greatest needs of rebranding was learners in the new era; 3) the strategies consisted of a vision, five missions, five goals, five strategic issues, 21 strategies, 54 measures, and 47 indicators, and the evaluation of strategies was found to be at the highest level of utility, suitability, and possibility.

Problems and Anxiety Management of Piano Performance Contestants

Apichai Limtaveekiettikul — 2024-12-20

Self-regulated anxiety among piano performance contestants is of utmost importance, especially for amateur pianists who lack experiences but still have to endure both internal and external pressure. Eliminating the underlying causes of issues that affect physical health, professional achievements, and lifestyles is crucial. Therefore, learning how to manage anxiety effectively is crucial. This article aims to offer self-management strategies for coping with anxiety during piano performances, particularly for new competitors or those who struggle with anxiety during the show. 1) creating imaginary situations in their minds that could serve as a bridge to reality 2) Planning and preparing in a professional manner while paying attention to details 3) Relaxing muscles and controlling breath can reduce the activation of the sympathetic nervous system and reduce the signals from the brain that trigger anxiety. Using breathing techniques can control anxiety by managing the release of adrenaline. 4) Adjusting balanced behaviors 5) Consulting experts, such as experienced psychologists or music therapists, can provide direct guidance and adequate alternatives. For example, by accurately implementing Alexander's techniques, individuals can learn to manage anxiety and enhance their self-esteem.

Graduate Competencies under the Thai Qualifications Framework for Higher Education in Educational Administration

Sumet Ngamkanok — 2024-12-20

This research aimed to 1) study graduate competencies under the Thai Qualifications Framework for higher education in educational administration; 2) develop indicators for developing graduate competency for higher education in educational administration, 3) create a competency development manual for graduates under the Thai qualifications framework for higher education in educational administration. Research instruments included a semi-structured interview form for collecting data and experts interview conclusions to develop indicators and create the questionnaire for evaluation and focus group. There were three stages of the research procedures: 1) studying competency components of graduates under the Thai Qualifications Framework in educational administration; 2) developing competency indicators for graduates under the Thai Qualifications Framework in educational administration; and 3) creating a manual for developing graduate competency for higher education in educational administration. The results revealed that 1) there were four competency components of graduates under the Thai Qualifications Framework in educational administration (knowledge, skills, ethics, and character); 2) there was a total of eighty indicators for graduates under the Thai Qualifications Framework in educational administration (40 each for master’s degree and doctorate’s degree). The indicators for each degree comprised 10 knowledge indicators, 10 skills indicators, 10 ethnics indicators, and 10-character indicators; and 3) manual evaluation of graduate competency for higher education in educational administration was divided into four aspects: righteousness, appropriateness, possibility, and benefits. The overall evaluation was found to be at the highest level, and each measured item was found to be at the highest level.

The Needs for Developing High-Efficiency Learning Management in the Digital Era

Kanchit Pimjai — 2024-12-20

This research aims to 1) study the conceptual framework for high-efficiency learning management in the digital era, and 2) investigate the needs for developing high-efficiency learning management in the digital era. The study employs a mixed-methods research design divided into two phases. Phase 1 involves qualitative research to address the conceptual framework for high-efficiency learning management in the digital era, with data collected from four selected experts using purposive sampling. The research tool was an interview guide, and the qualitative data was analyzed through content analysis, categorization, and summarization of findings. Phase 2 involves quantitative research to address the needs for developing high-efficiency learning management in the digital era, with a sample group of 112 school administrators and teachers selected through simple random sampling. The research tool was a questionnaire, and quantitative data analysis was conducted using mean, standard deviation, and modified priority needs index. The findings demonstrate that: 1) The conceptual framework for high-efficiency learning management in the digital era include curriculum development, learning management, learning media and technology, and learning assessment. 2) The needs for developing high-efficiency learning management in the digital era is developing school curricula that respond to changes in the digital era.

Reform of Laboratory Courses Teaching in Higher Education to Enhance Sustainability in the Post COVID-19 Era

Bin Zhu — 2024-12-20

The COVID-19 pandemic has brought many difficulties and challenges to laboratory courses, but also promoted the development and prosperity of various teaching methods and made the position of laboratory instruction in higher education contemplated deeply. On the other hand, the monotonous and constant teaching materials and the formalized and theorized examination form have resulted in students' inertia and perfunctory attitude toward the experiment learning. Facing unpredictable futures and students' indifferent mentality, we urgently need to redesign the curriculum to enhance flexibility and resilience, meanwhile, ameliorate educational achievements. It is an important guiding principle of curriculum design to utilize diversified teaching methods and resources to continuously promote the multi-dimensional sustainable development of higher education under the new normal. In this work, an instrumental analysis experiment course was redesigned, and the students' views and suggestions on the new curriculum were inquired. Then the teaching effect was compared with that of the previous courses since the COVID-19 pandemic. The results indicate that the new curriculum design enables students to achieve better learning results in the three domains of learning. We anticipate that this teaching model will be improved continuously to be generalized to a more extensive educational field.

Design and Exploration of Virtual Multi-Scene Classroom Based on XR Technology

He Shuang — 2024-12-20

With the advent of the global post-epidemic era, the online and offline hybrid teaching mode and virtual learning environment will become the development trend of curriculum teaching and future teaching space. This virtual reality technology has many application cases in the design and business fields, which shows that the multi-scene application based on XR virtual technology is relatively mature and feasible. This study designs experiments for the on-spot teaching space that integrates virtual and reality. The author conducts multi-scene design simulation through the 3D multi-scene software, with the construction of the physical environment, and the recording and tracking of offline teaching activities. This study finally renders and outputs online and offline teaching content in real-time, to achieve the design purpose of a virtual multi-scene teaching space. The effects of virtual and real integration under the integration of XR immersive technology and an online teaching platform and the conversion of physical space can be saved, saving a lot of time, manpower, and material costs and allowing students to have an immersive on-spot learning experience.

e-Adviser NEU: Good Practice for Monitoring, Controlling and Consulting Dissertation Development of Graduate Students in Curriculum and Instruction Program

Santi Wijakkanalan — 2024-12-20

The development of the dissertation of graduates in curriculum and instruction program at Northeastern University is essential and necessary as it is considered evidence of their potential and effort and also an index indicator of the quality of graduate education. Additionally, it is necessary for the process of dissertation development to be systematic with acceptable standards. e-Advisor NEU is an application of information technology of monitoring, controlling, and consulting about the development of dissertation which comprises of a system for students, advisors, and a defense committee. Students can send their dissertation reports to their advisors and receive feedback from them as well. It is convenient and user-friendly; it notifies the students when there is feedback from their advisors resulting in continuous flow of the dissertation development as well as punctual completion of it. Each work is filed in the system chronologically making it easier and time-and-budget-saving when retrieving - no waste of paper. There are systems for progress evaluation of the development of the dissertation which corresponds with the students' work as well as the evaluation of the dissertation defense which covers both the process of the dissertation development and the empirical evidence. Its database of dissertation and research articles storing is useful and easily accessible. Furthermore, from the satisfactory survey of the graduates who have used e-Advisor NEU in 2022, the overall satisfaction level is at the highest (M = 4.98, SD = 0.06).

Effects of Organizing Mathematics Learning Activity Using Ill-structured Problem Solving Process and Scaffolding Strategy on Mathematical Reasoning Ability and Attitude Towards Mathematics of Ninth Grade Students

Apisara Chanhom — 2024-12-20

The purposes of this research were 1) to compare the mathematical reasoning ability of students before and after engaging in organized mathematics learning activities using an ill-structured problem-solving process combined with scaffolding, and 2) to compare the attitudes towards mathematics of students before and after participating in organized mathematics learning activities using an ill-structured problem solving process combined with scaffolding. The sample group consisted of 30 ninth grade students under the Secondary Educational Service Area Office Bangkok 2, selected through purposive sampling. The tools used for the experiment included mathematics lesson plans using the ill-structured problem-solving process combined with scaffolding. Data were collected using mathematical reasoning ability tests and an attitude questionnaire and analyzed using arithmetic mean, standard deviation, and t-test. The research found that 1) the mathematical reasoning abilities of students after engaging in organized mathematics learning activities using the ill-structured problem solving process combined with scaffolding were significantly higher than before at the .05 level of significance, and 2) students’ attitudes toward mathematics after being taught through organized mathematics learning activities using an ill-structured problem solving process combined with scaffolding were higher than before at the .05 level of significance.

A Study of the Impact of COVID-19 on Developmental Decline and Learning Loss in Young Children and Recovery Guidelines

Wilailak Langka — 2024-12-20

The COVID-19 pandemic significantly affected the educational system, particularly in young children education. There are guidelines for providing young children education during the COVID-19 pandemic, however, they are still broad and unclear in practice. This research aims to 1) study
the impacts of the COVID-19 situation on early childhood children's developmental and learning regression, 2) analyze causal factors that influence teachers’ readiness to organize learning experiences, and 3) examine guidelines to recover the development of early childhood children. Qualitative data were collected via interviews with 50 participants, consisting of administrators and preschool teachers, while quantitative data were gathered using a questionnaire completed by 1,805 preschool teachers in four regions of Thailand selected using multi-stage sampling. Qualitative data were analyzed using content analysis, whereas the quantitative data were analyzed via descriptive statistics and path analysis. The findings found that, 1) the teachers’ perception of the impact of COVID-19 on the developmental decline and learning loss of young children is at a slightly increased level development (M = 0.30, SD = 1.51).
2) the factor model which influenced teachers’ readiness to provide learning experiences during the COVID-19 situation (χ^2 = 10.65, df = 5, p = .06, GFI = 1.00, AGFI = 0.99, CFI = 1.00, RMSEA = 0.01, SRMR=0.00) was directly influenced by the highest working power, which had a positive of influence of 0.66. and 3) practical guidelines for promoting learning management to recover the development and learning of young children after COVID-19 included guidelines for governments, schools, teachers, caregivers, and parents.

Contents Volume 52 No. 4

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — 2024-12-20

Editorial Volume 52 No. 4

ศูนย์นวัตกรรมทางการศึกษา สื่อสิ่งพิมพ์ และสื่อออนไลน์ จุฬาฯ — 2024-12-20