Journal of Education Studies

The Development of Activity Packages to Promote Chinese Vocabulary Learning Ability using the Natural Approach for First Year Students of Bachelor of Arts Program in Chinese Faculty of Humanities and Social Sciences Chiang Mai Rajabhat University

Jidapha Chuntalerkpadung — 2024-09-30

The purposes of this research were 1) to study circumstances of learning management in Chinese vocabulary for first-year students of the Bachelor of Arts program in Chinese, Faculty of Humanities and Social Sciences, Chiang Mai Rajabaht University, 2) to develop activity packages to enhance Chinese vocabulary learning ability using the natural approach with the efficiency of 80/80, and 3) to analyze data of pretest and posttest learning achievement using activity packages. The sample consisted of 55 students of first-year students in first semester of the academic year 2023, selected by cluster random sampling. The research instruments were structured interviews, instruction packages, and achievement tests. Statistics used for data analysis were percentage, mean, standard deviation, and T-test. The research findings showed that 1) the circumstances of learning management in Chinese vocabulary faced challenges across various dimensions, including instructor-related issues, teaching media, assessment and evaluation methods, and student-related factors, 2) the activity packages developed had an E₁/E₂ efficiency of 81.82/82.36 have efficiency higher than the criteria set, and 3) the students’ learning outcomes after studying through the packages were significantly higher than before studying at .05 level. According to the results, The Development of Activity Packages to Promote Chinese Vocabulary Learning Ability using the Natural Approach is practically as the model for developing the students' learning outcomes in vocabulary for First Year Students of Bachelor of Arts Program in Chinese.

A Comparative Study of Students’ Stress Levels when Assessed through Summative Assessment versus Outcome-Based Assessment in an Elementary Chinese Course

Thirayu Inplaeng — 2024-09-30

This research aimed to (1) study the current state and needs of an elementary Chinese course assessment method, (2) compare the stress levels of students who received summative assessments with those who received outcome-based assessment, and (3) provide recommendations for learning assessment. The research sample consisted of 144 students majoring in Teaching Chinese Language School of Sinology Mae Fah Luang University, selected through sample size determination and simple random sampling. The research instruments included: (1) a questionnaire on the current state and needs of the course, (2) course assessment tools, (3) the Suanprung Stress Test, and (4) a focus group discussion record. This research employed a experimental research design to study need with PNImodified and compare the stress scores between students who received summative assessment and those who received outcome-based assessment. Descriptive statistics and the t-test were used for data analysis. The research findings were as follows: (1) The study of the current stage and needs assessment reveal that students exhibit proficiency in classical test methods, such as summative assessments using various types of tests. Overall, no significant issues were found regarding evaluation and measurement in introductory Chinese language courses. Additionally, students expressed a high necessity for receiving feedback. (2) The comparison results of stress scores indicate that the stress levels of research samples studying Chinese food, beverages, desserts, Chinese traditions and culture in the group assessed by outcome-based learning evaluation were significantly lower than those in the group assessed by summative learning evaluation at the .05 level of statistical significance. In contrast, the stress levels of research samples studying Chinese directions and tourist attractions were significantly lower in the group assessed by summative learning evaluation compared to the group assessed by outcome-based learning evaluation at the .05 level of statistical significance. (3) Recommendations for improving the learning assessment process included the format of tests, assessment criteria, and the weighting of scores.

The Need Assessment to Develop Quality Physical Education for Chumphon Physical Education Teachers

Wassayos sriunyoo — 2024-08-30

The purpose of this research was to evaluate and analyze the causes of the need for developing quality physical education among physical education teachers in Chumphon Province. The research population included: 1) 167 physical education teachers employed in educational institutions under the Office of the Basic Education Commission, and 2) a sample group of 10 physical education teachers who participated in a focus group discussion. The research instruments were: 1) a questionnaire to identify the need for developing quality physical education, and 2) fishbone diagram recording forms. The data were analyzed using descriptive statistics, and causal analysis was performed using the fishbone diagram technique. According to research findings, physical education teachers have identified the top 3 needs for developing quality physical education: 1) the classroom management aspect, which involves managing the classroom by preparing equipment, facilities, and physical spaces to be sufficient for students and suitable for activities; 2) the program and professional development aspect, which involves continuing education at a higher level in fields of study that contribute to the organization of physical education learning; and 3) the curriculum and lesson planning aspect, which involves designing appropriate physical education learning experiences based on students’ aptitudes and interests. An analysis of causes the need for developing quality physical education reveals that teachers have an excessive workload beyond teaching; the high number of students per classroom; the budget for supporting equipment and facilities is insufficient; and there is a lack of financial support and time for education and training.

Characteristics of Physical Education Teachers in the 21st Century, Faculty of Education, Chiang Mai Rajabhat University

Khajorn Treesopanakorn — 2024-09-30

The purpose of this research is to synthesize the characteristics of physical education teachers in the 21st century from the Faculty of Education at Chiang Mai Rajabhat University. The study used a qualitative research methodology. The key informants consisted of 23 experts, selected through purposive sampling and the snowball sampling technique, and the selection criteria were those who had at least five years of experience in teaching physical education at the higher education level. The research instruments included a semi-structured interview form. Qualitative data were analyzed using content analysis, domain analysis and were validated with the triangulation technique by multiple analyst triangulation with three research assistants. The study found that appropriate characteristics of physical education teachers in the 21^st century could be categorized into four facets (CPAT), consisting of: 1) content knowledge, consisting of content knowledge and research in the field of physical education, 2) pedagogy, consisting of physical education learning management, 3) attributes, consisting of spirituality of teacher, leadership, communication ability, and the ability to solve problems creatively; and 4) technology, consisting of digital literacy. The study can be used to develop a Bachelor of Education program in Physical Education, Faculty of Education, Chiang Mai Rajabhat University, to produce graduates with learning skills and characteristics of teachers in the 21^st century and competencies in line with professional teaching standards with quality.

Development of Mathematical Tasks for Assessing Mathematical Literacy of Lower-Secondary Students

Weerawat Thaikam — 2024-09-30

Assessing students' mathematical literacy requires the use of mathematically specific tasks. This research aimed to: (1) develop principles for task design and a prototype task, and (2) examine the implementation of task in assessing the mathematical literacy of lower-secondary students. The study comprised three phases: preparation and design, task implementation, and retrospective analysis. Participants included mathematics educators, teachers, and students. Research tools encompassed tasks and semi-structured interviews. Data analysis used descriptive statistics (frequency and percentage) and content analysis. The research had two key findings regarding task design and implementation: 1) Task designing involves several crucial aspects, including 1.1) Tasks should be relevant to students' lives and spark their interest. 1.2) The questions within the task should flow logically and build upon one another. 1.3) Collaboration among educators and other stakeholders in designing tasks leads to more comprehensive assessments. And, 1.4) Scoring criteria should be clear, concise, and easy for educators to apply. 2) The task implementation revealed that while most students could formulate mathematically, some faced challenges in employing, interpreting, and evaluating their responses within the context of the questions. These findings provide insights for collaborative mathematical task creation for appropriately assess students' mathematical literacy in real contexts.

Digital Platforms for Mathematics Teachers: A Learning Ecosystem for the Future Digital World

Khemisara Kulmart — 2024-09-30

The digital platform aims to create a learning ecosystem that develops skills for the digital world and the future, specifically tailored for mathematics ‘teachers, aims to 1) create and develop a digital platform to build a digital and future-ready educational environment for mathematics teachers 2) study the acceptance and confidence in the digital platform for developing digital and future-ready skills among mathematics teachers and 3) disseminate, transfer, and apply technology to create opportunities, equality, and educational coverage across all areas. The target group consists of mathematics teachers in the educational innovation zone of Narathiwat Province, totalling 94 people. Research participants were selected on a voluntary basis. The research tools used include the digital environmental education platform, named P'TAM, a digital learning outcome assessment, and acceptance and confidence surveys. Data analysis was conducted using basic statistics, including percentages, average numerical values, and standard deviations. The research results found that: 1) Digital platform quality assessment: Experts evaluated the digital platform, achieving a high level of quality. The results of online learning by mathematics professionals reached 91.01%, exceeding the 70% benchmark. 2) Acceptance and confidence in the Learning Platform: The study found high levels of acceptance and confidence in the learning platform, with a mean score of 4.30 and a standard deviation of 0.7. And implementing digital technology integration in E-learning to foster a digital learning ecosystem and global digital skills. This initiative aims to create opportunities for equal access and inclusive education, covering all areas by integrating digital technology into teaching and learning through a digital platform.

The Development of Spatial Sense in Two-Dimensional and Three-Dimensional Geometry Content by Using Van Hiele Model with Multimedia of Mathayomsuksa 1 Students at Yothinburana School

Patcharaporn Prapan — 2024-09-30

The objective of this experimental research was to compare the development of spatial sense in two-dimensional and three-dimensional geometry content of Mathayomsuksa 1 Students using Van Hiele model as an assisting multimedia. The cluster random sampling method was used in the study, and the participants were 33 Mathayomsuksa first year students from 1/4 who were selected though cluster random sampling method in the first semester of the academic year 2022 at Yothinburana School. The tools used in the research include: 1) learning activities covering two-dimensional and three-dimensional geometry content, using Van Hiele model as an assisting multimedia, and 2) an achievement test on two-dimensional and three-dimensional geometry. The data was analyzed by percentage, arithmetic mean, standard deviation, and t-test for one sample. The research revealed that the development of spatial sense in two-dimensional and three-dimensional geometric content by using Van Hiele model as an assisting multimedia of Mathayomsuksa 1 Students after being taught in the lesson on in two-dimensional and three-dimensional geometry content by using Van Hiele model as an assisting multimedia was significantly higher (M = 23.86, SD = 2.58) than before studying (M = 18.12, SD = 3.89) at the statistical level of 0.1

The Effects of Parental Activity Packages Using Technology as a Supportive Tool to Promote Thai Language Skills Among Migrant Preschool Children

Sasiwimol Putchan — 2024-09-30

The objective of this research to study the results of using a set of parent participation activities using technology as a support tool on the Thai language skills of listening and speaking of early childhood migrant children. The target group consisted of 5 male and female children between the ages of 5 and 6 years along with migrants who are studying in Kindergarten Year 3, Semester 1, Academic Year 2023, Watsamakkeesattharam School of their parents, selecting only 1 person per family, a total of 5 Parents, and those willing to cooperate in this research. The research tool used consisted of 8 packages of parental participation activities using technology as a support tool to promote Thai language skills among migrant preschool children consisting of stories, listening and speaking skills games from YouTube, listening skills games through the Quizizz application or program, and flashcards, A Thai listening and speaking skills assessment form, and a semi-structured interview form. Data were analyzed using averages, standard deviation, relative gain scores, and content analysis. The results of the research found that the results of using a set of parent participation activities using technology as a support tool resulted in the migrant preschool children having a higher mean score in listening and speaking skills after the experiment (M = 31.40, SD = 3.51). Before the experiment (M = 18.20, SD = 3.27). Most parents of migrant preschool children stated that their children listen and speak words in stories. and can use Thai vocabulary to communicate in everyday life.

The Effects of Body Percussion and Pattern Activity on the Creative Expression and Movement of Young Children

Kanpirom Laisiri — 2024-09-30

The purpose of this study was to study the expression and creative movement of young children who participated in a body percussion and pattern activity. The sample group consisted of 30 children aged 3-4 years who were studying in the second semester of the 2023 academic year. The sample group was obtained using cluster sampling. The instruments included 24 lesson plans incorporating body percussion and pattern activity to promote the creative expression and an assessment form movement of young children. The statistics used for data analysis were mean, standard deviation, t-test, and content analysis. The results of this study found that young children who participated in the activities had significantly higher scores in the expression and creative movement at the .05 level of significance, both overall and divided into the following aspects: 1) listening and distinguishing sounds from music, 2) listening to sounds from nature, and 3) using colors for movement and emotional expression. After instruction, children could listen to and distinguish the rhythms according to the music using symbolic pictures, create rhythmic sounds using their bodies and express their emotions by listening to the sounds of nature and music, and use colors to express the meaning of emotions. The body percussion and pattern activity to promote the creative expression and movement of young children could be applied to develop basic musical fundamentals and mathematics for young children.

Learning Management using Digital Game-Based Learning Enhancing Media Literacy Skills in Pre-service Teachers

Tananya Khamkhum — 2024-09-30

The objectives of this research were to 1) develop a learning management process using digital game-based, and 2) examine the effects of digital game-based learning management to enhance the media literacy in pre-service teachers. The target groups in this study were selected by purposive sampling and conducted with two groups: 9 instructors from Roi Et Rajabhat University who teach subjects related to educational innovation, teaching innovation, digital technology for education and Other Related subjects used in the development of learning management process, and 25 pre-service teachers from Roi Et Rajabhat University used in examining the effects of learning management. The instruments used were documentary synthesis and structured interview form for instructors, and media literacy skill test and assessment form for students. Data were analyzed by frequency, percentage, mean, standard deviation, and dependent t-test. The findings were as follows: 1) There were three steps in the digital game-based learning that strengthens all 5 media literacy skills: Access Skills, Analysis Skills, Evaluate Skills, Create Skills, and Participate Skills consists of step1 selecting games and clarifying objectives, step 2 playing games, and step 3 summarizing results. 2) The effects of digital game-based learning management revealed that the post-test scores after doing an activity on media literacy skills were significantly higher than the pre-test scores at the level of .05, and the results of pre-service teachers’ media literacy skills assessment after learning management were at a high level (M = 2.82, SD = 0.38).

The Effects of Mental Health Literacy Programme (The CARE) for Secondary School Teachers

Nanthaka Supreeyaporn — 2024-09-30

Teachers play a crucial role in providing primary mental health support to students. However, previous studies showed that teachers’ mental health literacy is still limited. Thus, the aim of this study was to examine the effects of mental health literacy programme (The CARE) for secondary school teachers. This study used a quasi-experimental research design (pretest-posttest with control group). The research involved 48 class teachers and guidance teachers from secondary schools in Chiang Mai province, selected through simple randomized sampling. The sample was divided into experimental and control groups, each consisting of 24 participants using simple random sampling. The research instruments comprised 1) a demographic questionnaire 2) a mental health literacy test for teachers, and 3) a questionnaire on perceived self-efficacy regarding mental health for teacher. Data were analysed using mean, standard deviation, chi-square (χ2), t-test, and repeated measures MANOVA. The results demonstrated that after participating in the programme, the experimental group had significantly higher mental health literacy scores (M = 15.83, SD = 1.60) and perceived self-efficacy score (M = 64.04, SD = 4.61) than the baseline at the .016 level of significance. Additionally, analysis of the interaction between the experimental and control groups and measurement time revealed a significant effect on both mental health literacy scores (F(1, 46)= 24.69, p = .000, η²= .349) and perceived self-efficacy scores (F (1, 46) = 76.77, p = .000, η²= .625). In conclusion, The CARE programme significantly enhances mental health literacy and strengthens perceived self-efficacy among secondary school teachers, equipping them to provide effective initial support to students with mental health needs in schools.

A Structural Equation Modeling of Empathic Leadership of School Administrators Affecting Teacher Well-Being under Khon Kaen Primary Educational Service Area Office 2

Korawit Chuenwatthana — 2024-09-30

The research objectives were to: 1) examine the congruence and analyze the influence of variables of a structural equation model of school administrators’ empathic leadership affecting teacher well-being with empirical data, and 2) develop guidelines for developing empathic leadership among school administrators. This mixed method research study comprised two phases: 1) examining the coherence and analyzing the influence of the model by selecting a sample group of 220 school administrators and teachers selected via a multistage sampling approach. Data were gathered using a closed-end questions related to school administrators’ empathic leadership and teacher well-being and subsequently analyzed using SEM statistics by SPSS and Mplus; and 2) developing guidelines for developing the empathic leadership of school administrators. This involved interviewing 5 qualified individuals using a semi-structured interview format as the data collection tool. The collected data were analyzed through content analysis. The research results are summarized as follows: 1) the structural equation modeling of empathic leadership of school administrators affecting teacher well-being was correlated with empirical data (χ²= 33.292, df = 23, p-value = 0.0761, CFI = 0.993, TLI = 0.986, RMSEA = 0.045, SRMR = 0.047) and empathic leadership had a positive influence on teacher well-being, with a direct influence weight of 0.833 at the 0.01 level; and 2) the guidelines for developing the empathic leadership of school administrators comprised 13 items, outlining compliance with key elements of empathic leadership, and received the highest level of evaluation results.

School Administrator Competencies Affecting School Personnel Management In Vajira Burapha Consortium, Secondary Educational Service Area Office Bangkok 2

Nattamon Phoyai — 2024-09-30

The purposes of research were to study: 1) the school administrator competencies in Vajira Burapha Consortium, 2) the school personnel management in Vajira Burapha Consortium, 3) the relationship between the school administrator competencies and the school personnel management in Vajira Burapha Consortium and 4) the school administrator competencies affecting the school personnel management in Vajira Burapha Consortium. The samples were 301 teachers in Vajira Burapha Consortium by stratified random sampling. The research instrument was a questionnaire for ideas regarding the school administrator competencies and school personnel management in Vajira Burapha Consortium, with IOC score between .60-1.00 and a reliability of .997. Data were analyzed by mean (M), standard deviation (SD), Pearson's product moment correlation coefficient, and Multiple Regression Analysis. The results of the research were as follows. 1) The school administrator competencies in Vajira Burapha Consortium had score at a high level. (M = 4.44,SD = .61), 2) The school personnel management in Vajira Burapha Consortium had score at the highest level, (M = 4.53, SD = .63), 3) The relationship between the school administrator competencies and the school personnel management in Vajira Burapha Consortium was positive at the highest level of significance (.01), and 4) The prediction equation in form of raw scores was: y =.337+.197(X₁)+.388(X₆)+.191(X₈), and in form of standard scores was: Z_y = .421(X₆)+.206(X₁)+.199(X₈).

A Model for Developing the Competency of Active Learning Experience Management for Teachers to Promote Analytical thinking and Problem-solving Skills of Early Childhood Based on Professional Learning Community (PLC)

Chitaporn Iamsaard — 2024-09-30

The purpose of this research were to 1) create a model for developing competency in active learning management for teachers in order to promote analytical thinking and problem-solving skills of early childhood, with a basis in the Professional Learning Community (PLC). 2) Evaluated the effectiveness of the developed competency development model. The sample consisted of 38 early childhood teachers recruited convenient or voluntarily, 162 early childhood children recruited by simple random sampling from a number of students which the teachers used as a model, The experimental plan was one group pretest-posttest design. Conducted in 4 phases: basic data analysis, create a draft format, test the model, and improvement. The research instruments included the questionnaire, in-depth interviews, and analytical thinking and problem-solving skills tests. Statistical analysis included the mean, standard deviation, and dependent t-test. The results revealed the following. Firstly, the model has 5 steps i.e. Plan (P), Paradigm Shift (P), Professional Learning (P), Evaluation (E), and Model Sharing (M). which is called the 3PEM Model. In addition, there was a user manual which included basic information, plans for competency development, and use of the developed model. The quality of the overall model was at the highest level. Secondly, the effectiveness of the developed competency development model is as follows: the teachers’competency in active learning management was shown to be at a higher level after using the model at a .05 level of significance, both overall and in each aspect., the early childhood children’analytical thinking and problem-solving skills after the experiment, which are significantly higher after using the model at a .05 level of significance, both overall and in each aspect. The analytical thinking aspect has a higher average value than problem solving, and users have opinions towards the overall model at a high level.

A Prototype study presenting the Management of Online Teaching and Learning Using the CUD Smart school Platform in the New Normal Era: A Case Study of Chulalongkorn University Elementary Demonstration School

Kanitha Puangpaiboon — 2024-09-30

The purposes of this research were: 1) to study the management policy and development of the CUD Smart School system during the COVID-19 pandemic in the 2020-2021 academic year. 2) to study the opinions of administrators, teachers, students, and parents about the management of online teaching and learning during the pandemic 3) to propose a model for managing online teaching using the CUD Smart School system, and 4) to evaluate the quality of the online teaching management model using the CUD Smart School system during the pandemic. The sample consisted of 462 administrators, teachers, students, and parents from Chulalongkorn University Demonstration Elementary School during the second semester of the 2021 academic year. Data were collected using questionnaires and interviews and were analyzed using content analysis and descriptive statistics. The research findings are as follows: 1. The teachers, students, parents, and relevant staff continuously used the CUD Smart School system and helped develop the system to be more efficient for online learning. 2. The CUD Smart School system differs depending on the user's role. The advantages of this system were that it was convenient and easy to use, it was flexible and learning, and acted as a communication channel. However, the disadvantages of this system were that it is still unstable, and some students could not concentrate while studying. The effects received from the system included physical health, mental health, social skills, equipment, and environment. The quantitative data from the study found that the level of online teaching and learning management were both at a high level. 3. This model consists of 5 components: 1) future outlook, 2) opportunity finding, 3) building and equipping people, 4) sustainable process development, and 5) great productivity. 4. The CUD Smart School can be concluded that the format created has clear process steps and is Easy to understand, useful, and able to respond to the needs of online use during the epidemic situation on time. The system also can be used to develop the national education curriculum.

Strengths, Weaknesses, Opportunities and Threats of Generative Artificial Intelligence in Higher Education: SWOT Analysis

Netchanok Treerayapiwat — 2024-09-30

Generative artificial intelligence has rapidly spread to the public all over the world, reaching users in various industries, including education. The application of generative artificial intelligence in education presents both benefits and risks that impact higher education. Consequently, a thorough understanding and empirical data on generative artificial intelligence in education are essential. This study was therefore conducted utilizing the framework of SWOT analysis by searching, collecting, and examining relevant literature. The strengths, weaknesses, opportunities, and threats of generative artificial intelligence in higher education were analyzed and identified. The identified positive outcomes include: (1) strengths, namely the creation of interactive messages in natural language; support for multiple languages; instant replies and direct answers to questions; ease of access for beginners; and the capacity to generate diverse content; and (2) opportunities, namely widespread public accessibility; personalized learning support; assistance with homework; specialized tutoring and exam preparation; support for writing and brainstorming; facilitation of research and information retrieval; and aid in producing teaching materials and exams. Conversely, the identified negative outcomes include: (1) weaknesses, namely ambiguity and lack of explainability; system bias; incorrect or unavailable information in response to commands; privacy and data security issues; and ethical and legal risks; and (2) threats, namely the necessity to develop a generative artificial intelligence policy for education; modifications to teaching and assessment methods; changes to educational management; addressing the issue of declining learning skills among students; ensuring equal access to generative artificial intelligence; and combating the threat of academic dishonesty. These findings will be beneficial to students, teachers, educators, educational technology experts, and policymakers, as they provide a comprehensive analysis of both the benefits and threats of generative artificial intelligence in education. This analysis can inform the development of strategies for integrating generative artificial intelligence into higher education in the future.

Chulalongkorn University's General Education Center and Lifelong Learning: Past, Present, Future

Warat Wongsang — 2024-09-30

The General Education Center at Chulalongkorn University has played a vital role in promoting learning from the past to the present by offering education both inside and outside the classroom, as well as through various life experiences. The concept of lifelong learning has been incorporated into human resource development and has become a key policy within the Thai education system. This approach aligns with the Sustainable Development Goals (SDGs), which aim to provide quality education and lifelong learning opportunities for all. In higher education across Thailand, including at Chulalongkorn University, general education courses are designed to give students a well-rounded education, develop essential life and work skills needed for the 21st century, and cultivate them as valuable citizens. The center's core missions include offering general education courses, fostering a conducive learning environment, organizing the Chulalongkorn University Values Integration Program (CUVIP), implementing strategic projects, managing networks, providing services, and developing faculty and staff. The center also focuses on advancing the Chula Neuron digital knowledge repository. Moving forward, the center faces increasingly challenging tasks such as developing online courses, expanding the learner base, fostering collaboration with internal and external networks, and generating revenue. These initiatives aim to build the General Education Center into a leading institution in both education and lifelong learning, aligning with Chulalongkorn University's vision and strategies, and addressing the country's needs.

Practical Guide for Music Teaching from the Complete Theoretical and Practical Piano Forte School Op. 500 by Carl Czerny

Chanyapong Thongsawang — 2024-09-30

Carl Czerny, a pianist and composer, was one of the most diligent piano pedagogues of the 19^th century. Apart from his renowned etudes and exercises for developing finger dexterity, he composed a large number of pieces, mainly for piano. His oeuvre includes at least 861 works with opus number, an autobiography, and important treatises. Amongst his treatises is the Complete Theoretical and Practical Piano Forte School, op. 500, consisting of four volumes. In the first two volumes of this treatise, Czerny provides progressive clear instructions on the development of pianistic technique, as well as elementary principles of music and a doctrine of fingering, all illustrated with numerous examples. In the third volume, Czerny discusses the refinement of expression and the understanding of musical style, including even the caprice of the performer. The last part, published as a supplement to the third volume, explains stylistic elements of new romantic compositions and performance commentary on piano works by his teacher, Ludwig van Beethoven. This comprehensive piano method can be usefully applied for teaching contemporary pianists along with Czerny’s technical exercises and as a significant reference source of performance practice. In this article, alongside Czerny’s notes on Beethoven’s teaching, the overview of the content of the whole treatise is summarized with demonstration of selected examples to give a practical guide for teachers and pianists to study and further develop a systematic pedagogical method by Czerny, which might be forgotten nowadays.