Journal of Graduate School Sakon Nakhon Rajabhat University

A STUDY OF LEARNING ACHIEVEMENT IN MATHEMATICAL PROBLEM-SOLVING SKILLS ON THE TOPIC OF RATIONAL NUMBERS AND EXPONENTS USING THE LEARNING MANAGEMENT BASED ON THE STAR STRATEGY TOGETHER WITH DIALOGUE CONCEPT FOR MATHAYOMSUKSA 1 STUDENTS

Sasom Kaewmanee, Detkul Matavanukul, Wiwat Petchsri — Mon, 30 Mar 2026 00:00:00 +0700

The purposes of this research were to: 1) compare the students’ learning achievement before and after learning through the learning management based on the STAR strategy together with the dialogue concept; 2) compare the students’ mathematical problem-solving skills before and after the intervention; 3) examine the students’ dialogic characteristics; and 4) explore the students’ opinions with the developed learning management. The sample consisted of 34 Mathayomsuksa 1 students from Sarasas Witaed Burapha School in the first semester of the 2024 academic year, selected through cluster random sampling, with the classroom serving as the sampling unit. The research instruments were: 1) lesson plans, 2) a learning achievement test, 3) a mathematical problem-solving skills test, 4) a scale for assessing students’ dialogic characteristics, and 5) a set of questionnaires examining students’ opinions. The statistics used for data analysis included mean, standard deviation, and t–test for Dependent Samples.

The results revealed as follows: 1) The students’ learning achievement after the intervention was higher than before at the .05 level of significance, 2) The students’ mathematical problem-solving skills after the intervention were higher than before at the .05 level of significance, 3) the students’ dialogic characteristics were at the highest level, and 4) The students’ opinions with the developed learning management were rated at the highest level of agreement.

DEVELOPMENT OF LEARNING ACHIEVEMENT IN COMPUTATIONAL SCIENCE AND DESIGN SUBJECT OF MATHAYOMSUKSA 2 STUDENTS AT PATHIU WITTAYA SCHOOL USING CO-5STEPS LEARNING PROCESS

Eakkapat Chimwaree, Kijpakpoom Khumwiwattana, Duangta Intaranak, Naran Sriwiha — Mon, 30 Mar 2026 00:00:00 +0700

This research aimed to 1) compare the learning achievement of Mathayomsuksa 2 students in Computational Science and Design Subject before and after learning through the 5-step collaborative learning (CO-5STEPS)process, and 2) examine the student satisfaction with the developed learning management based on the CO-5STEPS learning process. The sample, obtained through purposive sampling, consisted of 33 Mathayomsuksa students from Class 2/1 of Pathiu Witthaya School in the first semester of the 2024 academic year. The research instruments were 1) lesson plans, 2) a learning achievement test, and 3) a set of questionnaires assessing the student satisfaction with the developed learning management. The statistics used in data analysis included mean, standard deviation, and a t-test for Dependent Samples.
The research results concluded that: 1) The students’ learning achievement after the intervention was higher than before at the 0.05 level of significance, 2) The students were satisfied with the developed learning management at a high level. (= 4.50, S.D. = 0.51). The average value (= 4.50) fell within the standard range of 4.50 – 5.00, indicating that it was rated at a high level of appropriateness.

ACADEMIC AFFAIRS ADMINISTRATION AFFECTING THE SUCCESS OF ACTIVE LEARNING MANAGEMENT OF TEACHERS IN SCHOOLS UNDER SAKON NAKHON PRIMARY EDUCATIONAL SERVICE AREA 3

Matika Ngotirach, Suphirun Jantarak, Boonmee Koboon — Mon, 30 Mar 2026 00:00:00 +0700

This research aimed to examine the academic affairs administration that affected the success of active learning management among teachers in schools under Sakon Nakhon Primary Educational Service Area Office 3. The research was divided into three phases: The first phase examined academic affairs management and learning management success. The second phase established guidelines for enhancing learning management success. The third phase analyzed guidelines for achieving success in active learning management. The sample for this research consisted of 324 participants, including school administrators and teachers, selected through multi-stage random sampling. The data collection tool was a set of questionnaires with high validity and reliability (0.80 to 1.00 and 0.95, respectively). The statistical methods used for data analysis included frequency, percentage, mean, standard deviation, Pearson’s product-moment correlation coefficient, and Stepwise multiple regression analysis.

The research findings are as follows: 1) The academic affairs administration was rated at the highest level, 2) The success of active learning management was rated at the highest level, 3) The academic affairs administration and the level of success in active learning management among teachers showed a positive relationship at a high level with the .01 level of significance (r_xy = 0.742), 4) The academic affairs administration in terms of educational technology and innovative media, curriculum development, research for development, and learning resource development predicted the success of active learning management by 61.40%, with an adjusted R-squared of 0.431, and 5) The guidelines for enhancing the success of active learning management among teachers comprised four approaches: 1) curriculum development, 2) educational technology and innovative media, 3) research for development, and 4) learning resource development.

THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS AND JOB SATISFACTION OF TEACHERS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BURIRAM

Pongsatorn Neamkird, Sanrudee Deepu — Mon, 30 Mar 2026 00:00:00 +0700

The objectives of this research were 1) to examine school administrators’ transformational leadership, 2) to explore teachers’ job satisfaction, and 3) to determine the relationship between school administrators’transformational leadership and job satisfaction of teachers under the Secondary Educational Service Area Office Buriram. The sample consisted of 346 participants, including school administrators and teachers. The sample size was determined using the Krejcie and Morgan table. The sample was also obtained through stratified random sampling, in which schools were stratified according to school size. The research instruments included two sets of questionnaires with a validity value of 1.00 for all items. The questionnaire assessing transformational leadership of school administrators and teachers’ job satisfaction showed discriminative power values ranging from 0.50 to 0.91 and from 0.46 to 0.92, respectively, with both instruments showing similar reliability of 0.98. Data were analyzed using a packaged program to calculate the percentage, mean, standard deviation, and Pearson’s product-moment correlation coefficient.

The findings were as follows: 1) The transformational leadership among school administrators under the Secondary Educational Service Area Office Buriram was overall at a high level. When considering each aspect, the support provision yielded the highest mean score, followed by idealized influence, while inspirational motivation exhibited the lowest mean score, 2) The teachers’ job satisfaction was overall at a high level. When considering each aspect, the relationship with colleagues yielded the highest mean score, followed by work achievement, whereas salary and welfare were rated at the lowest mean score, and 3. The relationship between school administrators’ transformational leadership and teachers’ job satisfaction was overall at a high level, with a positive correlation at the .01 level of significance (r_xy = 0.891).

ASSESSMENT OF ENVIRONMENT AND MENTAL HEALTH USING THE THAI MENTAL HEALTH INDICATOR–15 (TMHI–15): A CASE STUDY OF ONE UNIVERSITY STUDENTS IN PATHUM THANI PROVINCE

Mon, 30 Mar 2026 00:00:00 +0700

The surrounding environment and mental health are highly important for students as they directly influence learning performance and overall well-being. This research aimed to assess university students' satisfaction with their families, academic, social, and physical environments, as well as to evaluate their mental health status. Data were collected using an accidental sampling method from 200 students from a university in Prathum Thani Province, aged 18-24 years, who were members of the university's clubs in the 2024 academic year, and voluntarily participated. The research instruments for data collection included a set of questionnaires and the Thai Mental Health Indicator (TMHI-15) developed by the Department of Mental Health. Data analysis employed descriptive statistics, including frequency, percentage, mean, and standard deviation.

The results indicated that students reported a high overall level of satisfaction with their environments across all four dimensions ( = 3.98, S.D. = 1.08). The highest-rated aspect was the physical environment (= 4.28, S.D. = 0.84), followed by social relationship and participation (= 4.03, S.D. = 1.03). The family environment had the lowest satisfaction rating (= 3.86, S.D. = 1.20). Regarding mental health status, most students (37.50%) had mental health comparable to the general population, while 35.00% exhibited better mental health than average, and 28.50% showed lower mental health status than the general population. Based on these findings, relevant sectors should promote the strength and well-being of family institutions while fostering a supportive university environment and providing proactive mental health counseling services to enhance students' overall well-being.

ROLES OF ADMINISTRATORS IN PROMOTING CHILD–CENTERED LEARNING APPROACH IN SCHOOLS UNDER CHACHOENGSAO PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Linda Narkpoy, Duangchai Chaiyasit, Porntip Onkasem — Mon, 30 Mar 2026 00:00:00 +0700

The objectives of this study were to examine and compare the roles of administrators in promoting child–centered learning approach in schools under Chachoengsao Primary Educational Service Area Office 1. The sample, obtained through stratified random sampling, consisted of 317 participants, including school administrators and teachers, classified by school sizes. The research instrument was a 5–point scale questionnaire with an IOC ranging between 0.80 and 1.00, discriminative power values ranging between 0.65 and 0.86, and the reliability of 0.98. The statistics used in the data analysis included percentage, mean, standard deviation, ANOVA, and a pairwise comparison test using the LSD method.

The results showed that 1) the roles of administrators in promoting child–centered learning approach in schools under Chachoengsao Primary Educational Service Area Office 1, classified by school sizes, in overall, were rated at a high level, and 2) a comparison of administrators’ roles in promoting child–centered learning approach in schools, classified by school sizes, revealed that in terms of supervision, monitoring and evaluation, and resource allocation, administrators and teachers of medium–sized and large–/extra–large sized schools rated their opinions toward administrators’ roles in promoting child–centered learning approach at a higher level compared to those of small schools at the 0.05 level of significance. However, no statistically significant differences were found in the leadership and instructional support between these schools.

ADMINISTRATIVE MANAGEMENT OF CHILD DEVELOPMENT CENTERS UNDER THE LOCAL ADMINISTRATIVE ORGANIZATION OF NAKHON PHANOM PROVINCE

Chawaroj Sriworakhan, Chanwit Hanrin — Mon, 30 Mar 2026 00:00:00 +0700

The objectives of this study were: 1) to examine the level of opinions of administrators, teachers, and educational personnel regarding the administrative management of child development centers, and 2) to compare the level of opinions of administrators, teachers, and educational personnel on the administrative management of child development centers under the local administrative organization, Nakhon Phanom, classified by job positions and work experience. The sample consisted of 335 participants, including administrators, teachers, and educational personnel. The sample size was determined using the Krejcie and Morgan table, followed by multi-stage random sampling. The research tool was a set of questionnaires assessing the administrative management of child development centers, with the IOC values ranging from 0.60 to 1.00, the discriminative power values ranging from 0.23 to 0.75, and the reliability of 0.91. The statistical methods included percentage, mean, standard deviation, and one-way ANOVA F-test.

The results revealed that: 1) The perceived opinion levels of participants, both overall and in each aspect, were rated at a high level. The aspect with the highest mean score included buildings, and environment and safety. Although organizational management, academic affairs and curriculum-aligned activities, classified by job positions, recorded the lowest mean scores, they remained at a high level. When classified by educational qualifications and work experience, the perceived opinion levels were rated at a high level overall, and 2) The comparative analysis on the overall perceived opinion levels of participants with different job positions showed no differences. When considering each aspect, organizational management showed differences at the .01 level of significance; however, no differences were found overall in terms of work experience.

THE RELATIONSHIP BETWEEN ADMINISTRATIVE SKILLS OF SCHOOL ADMINISTRATORS AND ACADEMIC AFFAIRS ADMINISTRATION IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE BURIRAM

Kanmanee Sansawas, Sanrudee Deepu — Mon, 30 Mar 2026 00:00:00 +0700

The objectives of this research were to: 1) examine the level of administrative skills of school administrators under the Buriram Secondary Educational Service Area Office, 2) investigate the level of academic affairs administration in schools under the Buriram Secondary Educational Service Area Office, and 3) determine the relationship between the administrative skills of school administrators and academic affairs administration in schools under the Buriram Secondary Educational Service Area Office. The sample consisted of 346 participants, including 20 school administrators and 326 teachers, during the 2023 academic year. The sample size was determined using Krejcie and Morgan's table, and stratified random sampling was applied, considering the school size as the criterion. The research instrument was a questionnaire with an Index of Item-Objective Congruence (IOC) of 1.00. It comprised two sections: The first assessed administrative skills and showed the reliability of 0.99, with discriminative power values ranging from 0.34 to 0.92; the second focused on academic affairs administration and likewise showed the reliability of 0.99, with discriminative power values ranging from 0.59 to 0.94. The data analysis was conducted using a statistical software package, calculating frequency distribution, percentage, mean, standard deviation, and Pearson's product-moment correlation coefficient.

The findings were as follows: The administrative skills of school administrators were overall at a high level. The skill with the highest average score is: 1) Interpersonal skills. 2) The academic affairs administration in schools was overall at a high level, with the highest average score in terms of measurement and evaluation and credit transfer, and 3) The relationship between the administrative skills of school administrators and academic affairs administration in schools showed a high positive correlation (r_xy = 0.922) at the .01 level of significance.

COMPONENTS OF SCHOOL ADMINISTRATORS IN THE VUCA WORLD ERA IN SPECIAL- AREA PRIMARY SCHOOLS IN THE SOUTHERN BORDER PROVINCES

Navarat waichompu, Supachet Kanjanamanee, Niran Chullasap — Mon, 30 Mar 2026 00:00:00 +0700

This research aimed to examine the components and indicators of school administrators in the VUCA world era in special-area primary schools in the southern border provinces. The sample consisted of teachers serving as department heads of academic affairs administration. The sample size was determined based on Hair et al.'s concept of the ten-times rule, based on the number of indicators, resulting in a total of 200 participants. The research instrument was a set of 5-point Likert scale questionnaires. Content validity was assessed by seven experts, ranging from 0.86 to 1.00, and reliability was assessed using Cronbach's alpha coefficient, ranging from 0.97 to 0.99. General data analysis drawn from respondents was also conducted using frequency and percentage, while exploratory factor analysis was performed using Principal Axis Factoring (PAF) with Oblique Rotation.

The research findings revealed that components for school administrators in the VUCA world era in special-area primary schools in the southern border provinces consisted of three components with 11 indicators: Component 1, Clarity, included five indicators; Component 2, Vision, included three indicators; and Component 3, Resilience, included three indicators.

THE GUIDELINES FOR INTERNAL QUALITY ASSURANCE OPERATION OF SINGHANATRACHALAI SCHOOL GROUP UNDER MAE HONG SON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Watcharee Sangsuwan, Komsin Prasongsuk — Mon, 30 Mar 2026 00:00:00 +0700

This research aimed to 1) examine current and desirable conditions, and needs for implementing internal quality assurance in schools, and 2) establish guidelines for developing internal quality assurance operations in the Singhanatratchalai School Group under Mae Hong Son Primary Educational Service Area Office 1. The research was conducted by collecting data from a population of 114 participants, including school administrators and teachers within the Singhanatratchalai School Group in the 2024 academic year. The research instruments included a set of questionnaires and focus group interview records. Statistical methods used for data analysis included mean, percentage, standard deviation, and the modified priority needs index.

The research findings revealed that: 1) The current conditions of internal quality assurance implementation in the Singhanatratchalai School Group were overall at a high level, while the desirable conditions were at the highest level. The analysis of the Modified Priority Need Index ranked the needs from highest to lowest as follows: (1) monitoring the implementation of quality assurance to enhance school quality in accordance with educational standards, (2) developing an educational management plan focused on quality based on educational standards, (3) evaluating and inspecting internal educational quality within schools, (4) preparing a self-assessment report, (5) implementing the educational management development plan, and (6) setting educational standards for schools. 2) The guidelines for internal quality assurance implementation in the Singhanatratchalai School Group were determined based on the top three priorities of the Modified Priority Need Index: (1) Monitoring the implementation of quality assurance to enhance school quality in accordance with educational standards. Schools should conduct periodic monitoring and evaluation at least once per semester, following a well-defined monitoring and evaluation plan. (2) Developing an educational management plan focused on quality based on educational standards. Schools should identify local learning resources and wisdom that align with the curriculum to support effective teaching and learning. This includes creating a database of learning resources and local experts, and analyzing challenges using SWOT techniques. (3) Evaluating and inspecting internal educational quality. Schools should establish an internal quality assessment committee with clearly defined roles and responsibilities. Regular evaluations and follow-ups should be conducted, and assessment data should be analyzed to improve educational quality. A self-assessment report should also be prepared.

FACTORS AFFECTING THE PERFORMANCE EFFICIENCY OF ASSET INSPECTORS OF ONACC

Pitsinee Sittipong, Pat Pattanarangsun — Mon, 30 Mar 2026 00:00:00 +0700

The objective of this research was to examine the factors affecting the performance of asset inspectors of the Office of the National Anti-Corruption (ONACC). The sample consisted of 214 asset inspection officers. Data were collected through structured questionnaires and analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as the Logit Model.

The findings indicated that the performance efficiency was significantly influenced at the 0.10 level of significance by five categories of factors: 1) personal factors, including age, type of residence, and cohabitants; 2) behavioral factors, encompassing position level and operational areas; 3) attitudinal factors, such as work quality meeting organizational standards, timely task completion within 80–90 percent of deadlines, and engagement in overtime or work–from–home tasks; 4) motivational factors, including task completion, achievement within designated timeframes and responsibility, and commitment to success; and 5) supportive factors, comprising administration, supervisors’ provision of problem–solving support and guidance, as well as an appropriate balance between work and personal life, including sufficient break times. The model demonstrated an accuracy rate of 76.80 percent in predicting the factors affecting asset inspectors’ performance efficiency. These findings offer valuable insights and practical guidelines for enhancing performance within the organizations.

THE GUIDELINES FOR STUDENT AFFAIRS ADMINISTRATION OF THE EDUCATIONAL OPPORTUNITY EXTENSION SCHOOLS UNDER MAE HONG SON PRIMARY EDUCATION SERVICE AREA OFFICE 1

Phinpipaporn Srisunantha, Prapan Thumachai — Mon, 30 Mar 2026 00:00:00 +0700

This research aimed to examine the current and desired conditions, needs, and guidelines for student affairs administration in opportunity extension schools under Mae Hong Son Primary Educational Service Area Office 1. The sample consisted of 106 participants, including school administrators, heads of general administration, and teachers responsible for student affairs, selected based on the Krejcie & Morgan table and stratified random sampling. The target group for interviews comprised nine scholars, including the Director of the Education Promotion Division, school administrators, and heads of general administration under Mae Hong Son Primary Educational Service Area Office 1. The research employed a mixed–methods approach. The research instruments comprised 5-point Likert scale questionnaires and interview forms. The questionnaires designed to assess both current and desired conditions demonstrated content validity coefficients ranging from 0.80 to 1.00. The discriminative power values ranged from 0.18 to 0.84 for the current-condition questionnaire, and from 0.47 to 0.87 for the desired-condition questionnaire, with the reliability of 0.97 and 0.98, respectively. Qualitative data were analyzed through content analysis and descriptive narration, whereas quantitative data were analyzed using mean, percentage, standard deviation, and the Modified Priority Needs Index (PNI modified).

The research findings were as follows: The current conditions were overall at a high level, while the desired conditions were overall at the highest level. For the modified priority needs index, the top three priorities were: 1) promoting student discipline, morality, and ethics, 2) planning student affairs, and 3) promoting democracy in schools. The guidelines for student affairs administration in educational opportunity expansion schools comprised: 1) planning student affairs by implementing planned operations and conducting monitoring and evaluation to enhance and further student affairs administration, and disseminating relevant regulations and practices to students, teachers, and parents, 2) promoting student discipline, morality, and ethics by organizing activities that develop moral and ethical values, and recognizing and encouraging students who demonstrate good behaviors or have received awards, and organizing activities that promote social responsibility, and 3) promoting democracy in schools by systematically establishing steps to promote democracy, setting policies and plans for implementing democratic practices in schools, and organizing activities that encourage student participation in expressing opinions and decision–making.

THE GUIDELINES FOR AMICABLE INTERNAL SUPERVISION ADMINISTRATION OF SCHOOLS IN KHUN YUAM DISTRICT UNDER MAE HONG SON PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Soechirat Muangmanit, Prapan Thumachai — Mon, 30 Mar 2026 00:00:00 +0700

The purposes of this research were 1) to examine the current and desirable conditions and needs for amicable internal supervision administration, and 2) to establish guidelines for amicable internal supervision administration of schools in Khun Yuam district under Mae Hong Son Primary Education Service Area Office 1. The sample consisted of 123 participants, including heads of academic affairs administration and teachers in the 2024 academic year. The target group comprised nine experts from schools with best practices in supervision, innovation and prototype schools in supervision. The research was mixed-method research. The instruments were interview forms and questionnaires, with the Index of Item Objective Congruence ranging from 0.80 to 1.00, with the reliability of 0.93. Qualitative data were analyzed by content analysis, descriptive summary, and quantitative data were analyzed by frequency, percentage, mean, standard deviation, and the modified priority needs index.

The results revealed that the current conditions were overall at a high level, and the desired conditions were overall at the highest level. The modified priority needs index ranking from most to least comprised: Together, Intention, Giving Heart, and Openness, respectively. The guidelines for amicable internal supervision administration were as follows: 1) Giving Heart, school administrators should convene meetings with teachers to jointly establish supervision schedules that facilitate teacher participation. The supervision schedule should be both flexible and clearly defined, with formal documentation included in the school's work calendar. 2) Together, school administrators should provide opportunities for teachers to conduct classroom research and engage in teaching and learning development, encourage participation in professional training, and allocate sufficient budgetary support for conducting the classroom research. 3) Intention, school administrators should arrange time to visit the classroom regularly, both formally and informally. They should have a friendly attitude and be open to teachers expressing their opinions and providing positive suggestions. 4) Openness, school administrators should work with teachers to set the time, explain the objectives, steps, methods, and evaluation criteria and conduct supervision with impartiality without prejudice and comprehensively in all aspects.