Journal of National Educational Testing and Assessment

Utilizing Digital Platforms to Enhance Active Learning Management within an Online Ecosystems

Thanarak Santhuenkaew — 2026-06-29

This academic article aims to: (1) examine the roles of digital platforms within online ecosystems in supporting active learning; (2) analyze the characteristics of digital platforms within online ecosystems that facilitate active learning; and (3) propose guidelines for the implementation of active learning as well as the assessment and evaluation of active learning outcomes through the use of digital platforms within online ecosystems. Active learning is an instructional approach that emphasizes learners’ active participation in the learning process through analytical thinking and hands-on practice. This approach contributes to the development of higher-order thinking skills and promotes sustainable learning. In the current digital era, education has undergone significant transformation, with digital platforms within online ecosystems increasingly employed to support active learning. Accordingly, this article focuses on exploring the importance of digital platforms within online ecosystems in enhancing active learning management. It also analyzes the features of such platforms that promote active learning, presents examples of active learning activities, and reviews related research in order to propose practical guidelines for effective application in educational management, ultimately maximizing learning effectiveness for students.

Systemic Enhancement of O-NET Achievement: Integrating Systems Approach to School Improvement and Improvement Science

Khajornkiet Chonlathep — 2026-06-29

This academic article aims to propose an innovative conceptual framework to address the chronic quality crisis in Thai education, analyzing the volatility and complexity of Ordinary National Educational Test (O-NET) scores. Employing a rigorous documentary research methodology, this study utilizes a "Qualitative Synthesis Matrix" to decode success factors from high-performing education systems and meta-analytic research. The synthesis yields the "Systemic Achievement Enhancement Cycle (SAEC)," a process innovation that integrates the structural stability of the "Systems Approach" with the dynamic agility of "Improvement Science." The framework comprises four key phases: 1) Systemic Diagnosis and Goal Setting, 2) Capacity Building and Co-Design, 3) Iterative Implementation via PDSA cycles, and 4) Knowledge Scaling. The article provides a critical analysis of the incongruities involved in adapting global theories to the Thai context and advocates for a policy paradigm shift from "Judgmental Accountability" to "Intelligent Accountability." Concrete mechanisms such as "O-NET Innovation Sandboxes" are proposed to foster a data-driven culture that sustainably enhances student competency tailored to local contexts.

Developing Reflective Learning Activities in the Social Studies Teaching Methodology Course to Enhance Metacognitive Awareness of Social Studies Pre-Service Teachers

veeravit boonsong — 2026-06-29

This research aimed to 1) develop reflective learning activities to enhance the metacognitive awareness of social studies education students enrolled in the social studies teaching methodology course; 2) compare the levels of metacognitive awareness before and after the intervention, both overall and across individual components; and 3) compare students’ learning achievement before and after participating in the reflective learning activities. This research adopted a quasi-experimental design, specifically a one-group pretest–posttest design. The participants consisted of 48 third-year social studies education students from the Faculty of Humanities and Social Sciences, Thepsatri Rajabhat University, during the second semester of the 2024 academic year. The research instruments included 15 reflective learning activities, a 52-item Metacognitive Awareness Inventory, and a 40-item multiple-choice achievement test. Descriptive statistics and a paired-samples t-test were employed to analyze the data.The findings revealed that 1) the 15 developed reflective learning activities were highly appropriate, as evaluated by experts; 2) students’ metacognitive awareness after learning was significantly higher than before learning at the .001 level, both overall and across components. The overall post-test mean score (M = 4.24, S.D. = 0.55) was higher than the pre-test (M = 3.39, S.D. = 0.64), t(47) = 8.15, p < .001, Cohen’s d = 1.18, indicating a large effect size and demonstrating the strong impact of the designed activities on enhancing students’ metacognitive awareness; and 3) students’ learning achievement after the intervention was significantly higher than before at the .001 level.

The Development of Reading Comprehension and Application Skills Using the KRABI Active Learning Model, Combined with the Krabi Tale Reading Promotion Book, "Toh Hin Kwang Kham Kap," and Quizizz Games for Grade 8 Students

Puchong Suartong — 2026-06-29

The purposes of this research were: 1) to determine the efficiency of the KRABI active learning model integrated with the "Toh Hin Khwang Kham Kap" local legend poetry book and Quizizz for Grade 8 students; 2) to compare students' reading skills in knowledge summarization and moral application before and after the intervention; and 3) to investigate students' satisfaction with the implemented learning model. The sample consisted of 24 Grade 8 students at Muang Krabi School during the first semester of the 2025 academic year, selected through cluster random sampling with the classroom as the unit of analysis. The research instruments included: 1) KRABI-based lesson plans, 2) the "Toh Hin Khwang Kham Kap" local legend poetry book, 3) Quizizz gamified assessments, 4) a reading skills test, and 5) a satisfaction questionnaire. Data were analyzed using arithmetic mean, standard deviation, percentage, and the dependent samples t-test. The results of the research indicated that: 1) The developed active learning model achieved an efficiency of 97.35/89.17, which exceeded the specified 80/80 criterion. 2) After the intervention, students' scores in reading skills for knowledge summarization and moral application were significantly higher than their pre-intervention scores at a 0.01 level of significance. 3) Students' overall satisfaction with the KRABI active learning model and its integrated tools was at the highest level.

The Existence of a Mentoring System to Develop Novice Teachers in a Private School in Bangkok

Worrawut Wentbap — 2026-06-29

This study aimed to 1) examine novice teachers’ experiences and perceptions of the existence of a mentoring system, and 2) investigate the roles of the mentoring system in a private school in Bangkok. This research employed a qualitative case study approach. Eleven purposively selected key informants participated in the study, including seven novice teachers, three mentor teachers, and one school administrator. Data were collected through semi-structured in-depth interviews and non-participant observation, and analyzed using content analysis with triangulation to ensure trustworthiness. The findings revealed that (1) novice teachers demonstrated diverse experiences and perceptions of the mentoring system, with most perceiving it as a semi-formal structure that plays a crucial role in supporting their adjustment to instructional practices, classroom management, and school contexts. The presence of mentoring also contributed to increased self-confidence, psychological safety, and the development of professional identity among novice teachers. (2) The mentoring system performed multifaceted roles, including professional development through guidance and reflective feedback, transmission of organizational culture, and emotional support. However, key limitations were identified, including mentors’ workload, time constraints, unclear role definitions, and the lack of systematic operational guidelines, which affected the effectiveness of the mentoring practices. Based on these findings, practical recommendations are proposed, including the establishment of a formal mentoring system, capacity building for mentor teachers, continuous monitoring and reflective practices, and the development of context-responsive support mechanisms. These recommendations can be applied by other educational institutions to enhance mentoring systems for novice teachers, thereby promoting effective and sustainable teacher development.

Learning Mechanisms for Developing Scientific Explanation Skills among Students in the Non-Science and Mathematics Program

Sarawut Ramsri — 2026-06-29

This study aimed to develop the scientific explanation skills of Grade 12 students in a non-science–mathematics track through the integration of the 5E inquiry-based learning model and the Claim–Evidence–Reasoning (CER) framework within a classroom action research approach. The study focused on both the developmental outcomes and the learning mechanisms that emerged in an authentic classroom context. The participants consisted of 32 students from an opportunity expansion school in Bangkok. The research instruments included lesson plans, a scientific explanation skills assessment rubric, and behavioral observation records. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through inductive content analysis. Data triangulation was employed to ensure the trustworthiness of the findings.The results revealed that students' scientific explanation skills improved progressively across action cycles, with the mean scores increasing from 2.31 to 2.69. Notably, the reasoning component, which was initially a major limitation, showed considerable improvement.Furthermore, three key mechanisms contributing to this development were identified: (1) teacher scaffolding through questioning and structured learning activities; (2) micro-level peer interactions that facilitated the exchange and refinement of explanations; and (3) students' self-regulation in maintaining attention and organizing their ideas. A major finding of this study is that, although teacher scaffolding plays an important role in supporting learning, the development of scientific reasoning can emerge through informal peer interactions without the need for formally designed or explicitly structured scientific argumentation activities. This finding offers an additional perspective on the mechanisms underlying the development of scientific reasoning in authentic science classrooms. The study therefore provides pedagogical implications for designing learning environments that simultaneously emphasize interaction, scaffolding, and self-regulation.