Journal of Graduate School Sakon Nakhon Rajabhat University

NEEDS ASSESSMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY COMPETENCIES IN THE TWENTY–FIRST CENTURY OF SCHOOL ADMINISTRATORS UNDER THE OFFICE OF SECONDARY EDUCATIONAL SERVICE AREA UDON THANI

Pharichat Pothikoon, Patcharin Chompuwiset , Panayuth Choeybal — Mon, 30 Sep 2024 00:00:00 +0700

The purposes of this research were to examine the actual and expected conditions and needs assessment of Information and Communication Technology (ICT) Competencies in the 21^st Century of school administrators. The sample, obtained through stratified random sampling, consisted of 331 teachers working in schools under the Office of Secondary Educational Service Area Udon Thani. The sample size for this research was determined using the Krejcie & Morgan sample size determination table. The research instrument was a 5 rating–scale questionnaire with the IOC ranging from 0.60 to 1.00. The Item–Total Correlation of the actual conditions ranged from 0.43 to 0.88 and from 0.54 to 0.92 for expected conditions, with the reliability of 0.98 and 0.99, respectively. Statistics for data analysis included frequency, percentage, mean, standard deviation, and modified priority needs index (PNI).

The findings indicated that the actual conditions of school administrators’ ICT competencies in the 21^st Century were overall at a high level, while the expected conditions were rated at the highest level. The Priority Needs Index (PNI) for ICT competencies in the 21^st century among school administrators ranked the following aspects in order of priority: Society, Laws, Ethics, Professional Ethics, and Security; Visionary and Leadership; ICT Knowledge and Use, ICT Support, Promotion, and Management, and Communication within Schools, and Support for Learning Management.

THE CRITIQUE AND ALTERNATIVE IDEOLOGY TOWARD THE EASTERN ECONOMIC CORRIDOR (EEC) DEVELOPMENT

Manas Phattanapol, Chaiyon Praditsil, Chamlong Sansanoh — Mon, 30 Sep 2024 00:00:00 +0700

The objectives of this research were to 1) critique the ideologies of the Eastern Economic Corridor (EEC) development, and propose alternative ideologies for building sustainable development in the Eastern Region. The research methodology was based on a qualitative and interdisciplinary approach and critical discourse analysis method. Data collection was derived from document inquiries and in–depth interviews.

The research findings were as follows: 1) The critique of the ideologies regarding the EEC development found that neoliberalism, as an external ideology, played a limited role in the EEC development process; on the other hand, applying a neoliberal critique to the ideologies showed that the project was primarily focused on capitalist development. This involved legitimizing capitalism–based reproduction through capital accumulation and economic growth, which often benefited a minority group of elites within a quadruple system. Consequently, this approach contributed to economic inequality, with negative impacts and disadvantages of capitalism affecting a much larger number of people in the society; and 2) Recommendations for alternative ideologies to support sustainable development in the Eastern Region suggest that the ideologies and developmental strategies benefiting public and local communities include social–ecological communitarianism and developmental strategies emphasizing community participation, ecological justice, equality of outcomes, and community empowerment, all of which could serve as guidelines for the EEC development.

DEVELOPMENT OF SCIENCE PROCESS SKILLS AND LEARNING ACHIEVEMENT OF MATHAYOMSUKSA 1 STUDENTS ON THE TOPIC OF HEAT TRANSFER BY USING STEM EDUCATION WITH INFOGRAPHIC

Veerachet Thongsaen, Anun Pansuppawat, Kulwadee Suwannatrai — Mon, 30 Sep 2024 00:00:00 +0700

This research aimed to 1) create lesson plans on the topic of Heat Transfer for Mathayomsuksa 1 students using STEM education learning management with infographics to meet the efficiency criteria of 80/80, 2) compare students’science process skills and learning achievement before and after the intervention, and 3) examine the students’satisfaction with the developed learning management. The sample consisted of 40 Mathayomsuksa 1 students at Sawang Daen Din School, during the second semester of the 2022 academic year. The sample was determined using cluster random sampling, with classrooms as the sample units. The research tools comprised STEM education lesson plans with infographics, a science process skills test, a learning achievement test, and a set of questionnaires on satisfaction with the developed learning management. Statistics for data analysis included percentages, averages, and standard deviations. and t–test for Dependent Samples.

The research results found that:

1. The efficiency of lesson plans on the topic of Heat Transfer based on STEM education learning management with infographics reached 82.02/82.46, which was higher than the specified criteria of 80/80.

2. The students’ scientific process showed a significant improvement, with a mean score increased from 45.25 percent to 81.45 percent after the intervention, which was statistically higher than the scores before the intervention at the .01 level of significance.

3. The students’ learning achievement improved significantly, with a mean score increasing from 45.08 percent to 83.17 percent after the intervention, which was higher than the pre–intervention scores at the .01 level of significance.

4. The students’ satisfaction with the developed learning management was overall at the highest level (mean = 4.79).

FACTORS AFFECTING EFFECTIVENESS OF ACADEMIC ADMINISTRATION OF THE EDUCATIONAL OPPORTUNITY EXPANSION SCHOOLS IN SAKON NAKHON PROVINCE

Pongtanat Wisettong, Wannika Chalakbang, Apisit Somsrisuk — Mon, 30 Sep 2024 00:00:00 +0700

The purpose of this research was to investigate the factors affecting the effectiveness of academic administration of the educational opportunity expansion schools in Sakon Nakhon Province. The study sample, selected through multi–stage random sampling, consisted of 374 participants, including school administrators and teachers. The instrument for data collection was a set of 5–rating scale questionnaires. The questionnaire on factors affecting the effectiveness of academic administration of schools obtained the content validity index ranging from 0.60 to 1.00, the discrimination power index ranging between 0.31 and 0.92, and the reliability of 0.97, and the other questionnaire regarding the effectiveness of academic administration of schools, with the content validity index ranging between 0.60 and 1.00, the discrimination power index ranging from 0.38 to 0.90 and the reliability of 0.98. Statistics for data analysis were percentage, mean, standard deviation, Pearson’s product–moment correlation coefficient, and Stepwise multiple regression analysis.

The findings were as follows.

1. The factors affecting the effectiveness of academic administration of the educational opportunity expansion schools were overall at a high level.

2. The effectiveness of academic administration of the educational opportunity expansion schools was overall at a high level.

3. The factors affecting the effectiveness of academic administration of the educational opportunity expansion schools, overall, showed a positive correlation at a high level with the .01 level of significance.

4. The factors affecting the effectiveness of academic administration of the educational opportunity expansion schools had the predictive power at 79.50 percent, consisting of Media, Equipment and Educational Technology, School–Community Relationship and Participation, School Administrators, and Teachers.

5. The guidelines for developing the factors affecting the effectiveness of academic administration of the educational opportunity expansion schools comprised four components: 1) Media, Equipment, and Educational Technology. Teachers and school personnel should be trained in the use of media, educational technology, and essential equipment to support and organize high-quality learning management, 2)School–Community Relationship and Participation. Schools should create opportunities for parents and communities to actively participate in educational planning and organize various activities continuously. They should also foster cooperative networks among schools, parents, and communities to jointly develop education that aligns with the local context and meets the community's needs, 3) School Administrators. School administrators should receive training to enhance their knowledge and understanding of current learning management and curriculum. This will enable them to collaboratively analyze and develop learning management and curricula with teachers. In addition, school administrators should plan the teaching supervision for teachers regularly and foster a shared understanding of teaching supervision for development using friendly supervision, 4) Teachers. Schools are advised to encourage teachers and school personnel to enhance their professional development through training and experience–sharing in learning management, to foster awareness among teachers and personnel about developing students aligning with the curriculum standards and school curricula, ensuring systematic reporting of performance and operational plans, and promoting a culture of recognition and praise to create good workplace morale.

GUIDELINES FOR DEVELOPING STUDENT ASSISTANCE SYSTEM IN LEARNING LOSS WITHIN SCHOOLS UNDER NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Intuon Wangtapan, Nawee Udorn , Chanwit Hanrin — Mon, 30 Sep 2024 00:00:00 +0700

The purposes of this research were to 1) examine the current and desired conditions concerning student assistance systems in learning loss, 2) assess the needs for operating student assistance systems in learning loss, 3) develop guidelines for student assistance systems in learning loss, and 4) assess the suitability and possibility of the proposed guidelines for developing student assistance systems in learning loss within schools under Primary Educational Service Area Office Nakhon Phanom 1. The sample, selected through a multi–stage random sampling, consisted of 239 participants, including 28 school administrators and 211 teachers. The research tools comprised a set of questionnaires, an interview form, and a feasibility assessment form. The sample size determination was also calculated using percentage criteria. Statistics for data analysis include mean, average, percentage, standard deviation, and the priority needs index (PNI_Modified).

The research results revealed that: 1) The current conditions of the student assistance systems in learning loss were overall at a high level, while desired conditions were rated overall at the highest level, 2) The needs for developing student assistance systems in learning loss were higher than the overall values in four aspects: Knowing Students Individually, Student Promotion, Student Development and Support, and Student Screening, and 3) the proposed guidelines for student assistance systems in learning loss under Primary Educational Service Area Office Nakhon Phanom 1, were overall at a high level and, 4) the guidelines for developing student assistance systems in the learning loss, were overall appropriate at a high level with the highest level of feasibility.

INSTRUCTIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER BANGKOK METROPOLITAN

Sudaporn Pannakan, Urai Suthiyamt — Mon, 30 Sep 2024 00:00:00 +0700

The purposes of this research were 1) to examine the instructional leadership of school administrators under Bangkok Metropolitian, and 2) to compare the instructional leadership of school administrators under Bangkok Metropolitian, classified by educational background, work experience, and school sizes in the academic year 2023. A survey research methodology was utilized with the sample consisting of 370 teachers working in schools under Bangkok Metropolitian. The sample was categorized using Cohen's sample size tables. Stratified random sampling and simple random sampling were also used to estimate the proportion of different school sizes. The research instrument was a set of questionnaires designed to gather teachers’ opinions on the instructional leadership of school administrators in schools under Bangkok Metropolitan. The questionnaire was evaluated with the index of item objective congruence (IOC) of 1.00, the difficulty value of 0.93, and the reliability of .955. The statistics for data analysis were mean, standard deviation, t–test, One–way ANOVA, and Scheffe's multiple comparison method.

The findings revealed that:

1. The instructional leadership of school administrators under Bangkok Metropolitian was overall and in each aspect at a high level, which was ranked in descending scores as follows: The highest average ratings were curriculum and instructional management, followed by formulation of vision and developmental direction, and promoting professional development. Evaluation and monitoring received the lowest average rating.

2. The instructional leadership of school administrators under Bangkok Metropolitan, categorized by different educational background, work experience, and school sizes, could be summarized as follows: Overall and in each aspect, there were no significant differences in opinions regarding the instructional leadership of school administrators, except in the evaluation and monitoring aspect, which had the lowest mean score. Teachers from different school sizes reported significant differences in their opinions on the instructional leadership of school administrators at the .05 level of significance.

GUIDELINES FOR DEVELOPING INTEGRATED LEARNING MANAGEMENT UNDER NAKHON PHANOM PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Ratchanee Srisuthum, Nawee Udorn, Chanwit Hanrin — Mon, 30 Sep 2024 00:00:00 +0700

The purposes of this research were to 1) examine the current and desirable conditions of integrated learning management, 2) assess the needs for developing integrated learning management, 3) develop guidelines for integrated learning management, and 4) evaluate the guidelines for developing integrated learning management under Nakhon Phanom Primary Educational Service Area Office 1. The sample, obtained through multi–stage sampling, included 28 school administrators and 211 teachers during the academic year 2023, totaling 239 participants. The percentage criteria were also used in determining the sample size. The statistics employed were mean, standard deviation (S.D.), and the modified priority needs index (PNI _Modified).

The results revealed that: 1) The current conditions of integrated learning management were overall at a high level, while the desirable conditions were overall at the highest level; 2) The needs for developing integrated learning management were higher than the overall values, covering two aspects: Integrated Instruction in the Classroom, and Intradisciplinary Integration; and 3) The guidelines for developing integrated learning management were rated overall at a high level, with the highest level of suitability, and a high level of feasibilities.

DEVELOPMENT OF ACADEMIC ADMINISTRATION STRATEGY TO PROMOTE LEARNING MANAGEMENT COMPETENCY BASED ON COMPETENCY–BASED CURRICULUM OF PRIMARY SCHOOL TEACHERS UNDER THE OFFICE OF BASIC EDUCATION COMMISSION

Mon, 30 Sep 2024 00:00:00 +0700

This research aimed to 1) develop academic administration strategies to promote learning management competency based on a competency–based curriculum; and 2) validate the academic administration strategies to promote learning management competency based on a competency–based curriculum. This mixed–methods research was divided into two phases: Phase 1 involved the development of academic administration strategies to promote learning management competency based on a competency–based curriculum. The key informants consisted of primary school directors, supervisors, and scholars in educational administration, totaling seven individuals, obtained through purposive sampling. Data were collected through interview forms and analyzed using content analysis. The research sample comprised 127 schools under the Office of the Basic Education Commission, participating in a research project focused on the development process of the competency–based curriculum of education sandbox schools during the academic year 2023. These schools were selected through proportional stratified random sampling, distributed by province. The informants, comprising 381 school directors, heads of academic departments, and teachers, completed a set of questionnaires, with item objective congruence indexes ranging from 0.60 to 1.00, the discrimination power between 0.50 and 0.95, and the reliability of 0.99. Data were analyzed for frequency, percentage, mean, standard deviation, and a modified priority need index. The strengths, weaknesses, opportunities, and threats were analyzed by the 2S4M model, PEST model, and TOWS Matrix. Phase 2 involved the validation of academic administration strategies to promote learning management competency based on a competency–based curriculum. The 12 informants, obtained through purposive sampling, included the Director of the Primary Educational Service Area Office, school directors, deputy directors in academic affairs, scholars in educational administration, and supervisors. Data were collected through a connoisseurship seminar and analyzed using content analysis. The strategies were implemented in a primary school and were selected through purposive sampling based on the established criteria.

The research results showed that:

1. The academic administration strategy to promote learning management competency based on a competency–based curriculum consisted of six main strategies: 1) adjusting the innovation and technology development system to align with social and cultural conditions and respond to learners’ needs; 2) developing a competency–based curriculum following modern technologies and addressing learners’ needs; 3) adjusting budgeting system to support the effective development of a competency–based curriculum; 4) upgrading the quality of educational supervision based on a competency–based curriculum; 5) developing technology–oriented learning innovations that respond to learners’ needs; and 6) developing a comprehensive assessment system based on a competency–based curriculum.

2. The academic administration strategy to promote learning management competency based on a competency–based curriculum was approved by consensus that it was accurate, appropriate, feasible, and beneficial.

THE INTEGRATED COLLABORATIVE ADMINISTRATION AND MANAGEMENT IN FLOOD PREVENTION OF NONTHABURI PROVINCE

Songphon Suaysom, Chinnarat Somsueb — Mon, 30 Sep 2024 00:00:00 +0700

The objectives of this research were to 1) investigate the integrated collaboration process for flood prevention in Nonthaburi province, 2) examine and analyze factors contributing to the integrated collaboration for flood prevention in Nonthaburi province, and 3) explore problems and obstacles, and propose recommendations for the integrated collaboration for flood prevention in Nonthaburi province.

The integrated cooperation process in flood prevention in Nonthaburi comprised five steps: searching for information, seeking appropriate adjustments, collaborative formulation of policies and strategic plans, resource exchange, and cooperation building. Factors influencing the integrated collaboration included the strength, dedication, and unity of community leaders and residents, as well as the sincerity and commitment of both the public and private sectors in allocating resources for flood prevention.

Demographic factors – age, education level, monthly income, and the duration spent living in the locality – affected the opinions toward the integrated collaborative administration and management for flood prevention in Nonthaburi province differently at a statistically significant level of .05; whereas gender, marital status and occupation showed no differences at a statistically significant level of .05.

Urbanization expansion in Nonthaburi province invariably increases the potential risk of flooding; hence, effective flood prevention requires integrated collaboration across all sectors, including individuals, businesses, government, and political stakeholders.

COLLABORATIVE GOVERNANCE FOR DEVELOPING THE DOWNSTREAM IRRIGATION AREA OF THE RAJJAPRABHA DAM

Somsawat Chaisinsorn, Chinnarat Somsueb — Mon, 30 Sep 2024 00:00:00 +0700

The objectives of this research were 1) to examine and analyze the potential of the downstream catchment area of Rajjaprabha Dam (Cheow Lan) in Surat Thani province, 2) to compare collaborative governance for developing the irrigation systems at the area downstream of Rajjaprabha Dam (Cheow Lan) in Surat Thani province, classified by demographic factors, and 3) to propose the Collaborative Governance Model for Irrigation Development Model in the aforementioned catchment area. The methodology of research was mixed methods research. Data gathering was divided into two steps: 1) collecting quantitative data by using a set of questionnaires on sample group of 390 residents from a randomly chosen sub–district in each of the three districts, using Yamane formula and then distributed proportionately to each of the sub–district; and 2) collecting qualitative data by interviewing sample groups of ten key stakeholders, including community leaders, government officials in locality, politicians in locality and business sectors, and relevant public educators or administrators.

The findings revealed that: 1) The potential of the areas receiving benefits from the dam, which comprises 113,000 rai of the downstream catchment area, and 74,000 rai of irrigation areas, covering three districts with eight sub–districts from Ban Ta Khun district, Khiri Rat Nikhom district, and Phunphin district. Residents in the downstream catchment area primarily engage in agriculture, focusing on agronomy and horticulture. Key economic crops include rubber, oil palm, coconuts, durians, and rambutans. Water from the Rajjaprabha Dam is usually released solely for electricity production, leading to water shortages during the dry season, especially in areas lacking adequate water storage and distribution systems, 2) Demographic factors, such as age and monthly income, affected the opinions toward the collaborative governance for developing irrigation systems in the downstream catchment areas differently at a statistically significant level of .05; whereas demographic factors, such as gender, marital status, education level, occupation, and the duration spent living in the districts concerned showed no differences at a statistically significant level of .05, and 3) The Collaborative Governance for Irrigation Development Model (CoGID Model) suggests that under the four pillars of the community, the collaboration across all sectors, social capital, network management, and participatory irrigation project management are essential to achieve security, wealth, and sustainability.