Journal of Graduate Research

A Study of the Needs Assessment for Personnel Participation in the Internal Quality Assessment of Educational Institutions under the Chonburi Primary Educational Service Area Office

2025-09-14T08:47:04+07:00

The objectives of this study were to (1) evaluate and prioritize the needs for personnel participation in the internal quality assessment of educational institutions, and (2) analyze the causes of these needs and examine guidelines for enhancing personnel participation in the internal quality assessment of educational institutions. The study was conducted using a mixed-methods research design with an explanatory sequential approach. In Step 1, quantitative data were collected using a dual-response questionnaire from 148 school administrators and 354 teachers under the Chonburi Primary Educational Service Area Office, selected through stratified random sampling based on the population proportion of each service area. Data were analyzed using means, standard deviations, and the modified Priority Needs Index (PNImodified). In Step 2, in-depth interviews were used as the research instrument. Key informants were purposively selected based on predefined qualifications, consisting of (1) four school administrators, (2) four teachers responsible for school quality assurance, and (3) two educational supervisors responsible for school quality assurance.
The results revealed that: (1) the highest level of need for personnel participation in the internal quality assessment of educational institutions occurred at the preparation stage, followed by the reporting stage and the implementation stage, respectively. (2) The causes of these needs included limited opportunities for personnel to express their opinions, a lack of teamwork, the absence of support systems for participation in internal quality assessment, unclear role definitions and work procedures, and the lack of collaborative analysis of internal quality assessment results. In addition, personnel lacked awareness of and did not recognize the importance of internal quality assessment. The guidelines for enhancing participation in the internal quality assessment of educational institutions indicate that opportunities should be provided for personnel to express their opinions and participate in all stages of the process. Knowledge sharing and awareness-building activities should be promoted to help personnel recognize the importance of internal quality assessment. Teamwork should be encouraged from the planning stage through systematic implementation. Operational manuals should be developed to ensure that all personnel share a common understanding of procedures, with clearly defined roles and responsibilities, along with continuous supervision, monitoring, and follow-up.

Middle School Female Student’s Perspective on a Sepak-Takraw

2025-07-13T11:01:34+07:00

The objective of this research was to study learning experiences associated with Sepak Takraw and the factors influencing the learning process from the perspectives of 30 female secondary school students. Data was collected through observation, interviews, concept maps, and critical incidents. Data was analyzed inductively using the constant comparison method, and trustworthiness was established through triangulation.
The study revealed that students are positively affected by learning Sepak Takraw, as it helps them develop their movement skills. The learners acquired various skills, such as juggling with the inside of the foot, knee, and head. Despite this, the learners also experienced negative learning experiences, including injuries from juggling the Takraw ball. Students discussed the supporting factors in learning takraw, namely support from friends, parents, and teachers, which helped improve learning. Participation in enjoyable activities with fellow students significantly influenced students' attitudes and further reinforced female participants' motivation to take an active role in the sport. Another important factor that greatly influenced the process is the instruction methods used by educators. The learning challenges faced by Sepak Takraw include students' readiness to learn and the effects of menstruation on their ability and mood. Further, frequent injuries from juggling the Takraw ball to meet set standards were noted. The plastic Takraw balls were found to be too heavy for women, leading to bruising during juggling. The learning area was too spacious most of the time and not suitable for beginners who needed to pick up the Takraw balls. To conclude, Sepak Takraw skill acquisition is positively correlated with female students' health outcomes. Multidimensional activities and flexible methods based on the learners' needs can make the learning process enjoyable, even with the possible challenges of practice in skills. Using Takraw balls with the right weight for female students can prevent injury and foster a positive attitude toward physical education.

Development of Online Lessons to Enhance Lesson Planning Ability for Undergraduates in an Education Program

2026-01-13T08:55:09+07:00

This research aimed to 1) develop online lessons to enhance lesson planning ability for undergraduate students in an education program, 2) evaluate students’ lesson planning ability after using the online lessons, and 3) investigate students’ satisfaction toward the online lessons. The sample group consisted of 136 second-year undergraduate students in the academic year 2024. The research instruments included 1) online lessons to enhance learning planning ability, 2) a lesson planning ability assessment form, and 3) a students’ satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation.
The research findings revealed that the online lessons, hosted on the Google website, comprised ten key components: learning plans overview, Heading Construction, Concept Formulation, Defining Learning Objectives, Content Selection, Instructional Activities Design, Learning media and Resources, Task Assignments, Assessment and Evaluation, Post-Instructional Reflection. The overall quality of the online lessons was the highest level ( = 4.80, S.D. = 0.40). Students’ lesson planning ability after using the online lessons had a mean score of 60.23, accounting for 86.04 percent. Moreover, students’ overall satisfaction of toward the online lessons was also at the highest level (μ = 4.56, σ = 0.58)

Development of an Assessment Tool for Green Project Skills in Project-Based Steam Learning Integrated with the BCG Economy Model

2025-07-16T16:47:51+07:00

This research aimed to 1) synthesize the components of green project skills and 2) develop and examine the quality of an assessment tool for evaluating these skills in project-based STEAM learning activities integrated with the BCG Economy Model. The participants consisted of 1) nine experts holding doctoral degrees in Science Education, Curriculum and Instruction, or Educational Measurement and Evaluation, with research experience in STEM or STEAM education; and 2) two project evaluators holding bachelor’s degrees with more than five years of experience as advisors for science and vocational projects. The research instruments included 1) a document synthesis form, 2) a content validity assessment form, and 3) a pilot version of the green project skills assessment tool. All instruments were preliminarily reviewed by three thesis advisory committee members. Data were collected through document synthesis and the identification of key components using content analysis based on keyword frequency and thematic categorization. The quality of the assessment tool was examined in terms of content validity and inter-rater reliability.
The findings revealed that: 1) green project skills consist of three components: (1.1) the ability to analyze the content and context of green projects, (1.2) practical competence in conducting green projects, and (1.3) the ability to present green projects; and 2) the developed assessment tool is a three-level analytic rubric comprising 21 items. The content validity index (CVI) ranged from 0.78 to 1.00, and the scale-level CVI (S-CVI/Ave) was 0.91, exceeding the acceptable threshold. The inter-rater reliability, analyzed between the two evaluators, yielded a Cohen’s kappa coefficient of 0.78, indicating a moderate level of agreement, although the percentage of agreement ranged from 36% to 63%.

Development of an Assessment Rubric for Science Communication Writing Skills Among Pre-Service Science Teachers

2025-08-14T10:27:29+07:00

Effective science communication is a fundamental foundation of science education, as it enables teachers and students to convey scientific concepts in ways that are accessible, comprehensible, engaging, and responsive to diverse audiences. This study aimed to develop and examine the content validity of an assessment rubric for evaluating scientific communication through writing, specifically designed for pre-service science teachers. The rubric was developed based on theoretical frameworks and empirical evidence, guided by the dialogic model of science communication. The research instrument was a science communication writing rubric consisting of six components. The rubric was validated for content validity by three experts with an index of item-objective congruence ranging from 0.67 to 1.00. Data were analyzed using descriptive statistics, including frequency and percentage.
The findings revealed that rubric comprises six key components: (1) audience, context, and purpose; (2) content development; (3) sources and evidence; (4) organization and presentation of information; (5) grammatical accuracy and language use; and (6) use of supporting media. The rubric was adapted from the written communication VALUE rubric developed by the Association of American Colleges and Universities and was validated by three experts to ensure its relevance and appropriateness for assessing overall science communication. The pilot implementation of the rubric in evaluating student-generated scientific handouts indicated strengths in grammatical accuracy and the use of visual elements. However, areas for improvement were identified in terms of content coherence, alignment with real-life contexts, and the credibility of information sources. These findings highlight the importance of having a systematic assessment tool to enhance scientific communication skills and provide a reliable instrument to support the development of science teachers capable of effectively communicating scientific knowledge to the public. Future research should expand the sample size and explore the applicability of the rubric across different educational levels and academic disciplines.

Approaches for Utilizing External Quality Assessment Results to Reduce Educational Inequality in Child Development Centers in the Northeastern Region

2025-07-23T12:10:26+07:00

This study aimed to 1) examine the current and desired conditions of utilizing external quality assessment results to reduce educational inequality in Child Development Centers, 2) analyze and compare needs, and 3) develop approaches for utilizing external quality assessment results. The research was conducted in three phases. In Phase 1, the current utilization of external quality assessment results was investigated among 20 Child Development Centers identified as good governance models in the Northeastern region, selected using simple random sampling. Data was collected through in-depth interviews with 140 stakeholders. In Phase 2, the current conditions, desired conditions, and priority needs were examined among 99 model Child Development Centers and 567 Child Development Centers in the Northeastern region using multistage sampling. Data was collected using questionnaires. In Phase 3, approaches for utilizing external quality assessment results were developed and evaluated by 37 experts and stakeholders using an assessment form. Data were analyzed using statistical methods including means and standard deviations, independent samples t-test, One- way ANOVA, PNI, and generalized entropy index based on the median.
The findings revealed that 1) the current level of utilizing external quality assessment results to reduce educational inequality was lower than the desired level. Child Development Centers under sub-district municipalities demonstrated significantly higher levels of utilization in management, teachers and child caregivers, and early childhood quality than those under sub-district administrative organizations at the .05 level of significance. The highest level of inequality was found in management (GE_m = 1.52), followed by teachers and child caregivers (GE_m = 1.27), and early childhood quality (GE_m = 0.05). (2) The priority need for utilizing external quality assessment results was highest in early childhood quality (PNI = 0.53), followed by management (PNI = 0.52) and teachers and child caregivers (PNI = 0.45). (3) The developed approaches for utilizing external quality assessment results to reduce educational inequality were synthesized from research findings and related literature. The approaches consist of three domains, 17 main approaches, and 144 sub-activities, collectively referred to as the “MEE-R Approaches.” The evaluation of the approaches indicated high levels in all aspects, including accuracy (Mean = 4.81, SD = 0.40), propriety (Mean = 4.80, SD = 0.41), feasibility (Mean = 4.76, SD = 0.45), utility (Mean = 4.80, SD = 0.41), and accountability (Mean = 4.82, SD = 0.40).

Components of a Hyflex Supervision Model for Enhancing Teachers’ Coding Instruction

2025-12-11T14:59:57+07:00

In today’s world, coding is no longer a skill exclusively for learners who aspire to become programmers. All learners should have opportunities to learn coding because it not only expands future career opportunities but also promotes systematic thinking skills. However, coding instruction in Thailand still faces several challenges and limitations. Therefore, this study is significant in seeking and creating innovations in educational supervision to support coding instruction. This study aimed to: 1) examine the components of a HyFlex supervision model for enhancing teachers’ coding instruction, 2) investigate the suitability and feasibility of the HyFlex supervision model and its implementation manual, and 3) evaluate the content validity of the HyFlex supervision model and its implementation manual for enhancing teachers’ coding instruction. The data sources consisted of 13 stakeholders and 5 experts. The research instruments included 1) a document and related research synthesis form, 2) a focus group discussion record form, and 3) a content validity evaluation form for the HyFlex supervision model and its implementation manual.
The findings revealed that:1) the HyFlex supervision model for enhancing teachers’ coding instruction consists of four components. The first component is the foundation of the model, including the principles and objectives of the model. The second component is the supervision model, which includes 1) the HyFlex supervision process known as the 3C1S process consisting of four steps, namely 1) Co-Agreement, 2) Co-Instructional Design, 3) Class Observation, and 4) Summative Assessment, 2) the social system, and 3) the support system. The third component is the implementation of the model, and the fourth component is the outcomes of supervision. 2) The HyFlex supervision model and its implementation manual were found to be appropriate and feasible for implementation. 3) The HyFlex supervision model demonstrated a high level of content validity, while the implementation manual demonstrated the highest level of content validity.

Effects of Health Education on Sexual Risk Behaviors Using Thinking-Based Learning to Enhance Critical Thinking and Health Literacy Among Grade 6 Students

2026-04-08T15:54:15+07:00

This study aimed to 1) develop and evaluate the effectiveness of lesson plans on sexual risk behaviors using thinking-based learning to enhance critical thinking skills and health literacy based on the 80/80 criterion, 2) compare students’ critical thinking skills, and 3) compare students’ health literacy before and after learning through thinking-based learning activities on sexual risk behaviors. This study employed a quasi-experimental research design. The sample consisted of 35 Grade 6 students from Anuban Lamphun School during the first semester of the 2024 academic year. The participants were selected using simple random sampling. The research instruments included 1) lesson plans on sexual risk behaviors using thinking-based learning, 2) a critical thinking skills assessment, and 3) a health literacy assessment on sexual risk behaviors. Data were analyzed using percentage, mean, and standard deviation. The research hypotheses were tested using the Wilcoxon Matched-Pairs Signed-Rank Test and the paired-sample t-test.
The findings revealed that 1) the lesson plans on sexual risk behaviors using thinking-based learning to enhance critical thinking skills and health literacy for Grade 6 students consisted of six lesson plans. Each lesson plan included five instructional steps, namely engaging, problem identification, information gathering, alternative identification, and conclusion and decision making. The lesson plans achieved an efficiency of process (E₁) of 95.71 and an efficiency of outcome (E₂) of 91.00, which was higher than the established 80/80 criterion. 2) Students’ critical thinking skills after learning were higher than before learning at a statistically significant level of .05 (M = 28.74, S.D. = 1.17). 3) Students’ health literacy after learning was higher than before learning at a statistically significant level of .05 (M = 4.91, S.D. = 0.80).

Physical Activity Behaviors of Students at Nakhon Ratchasima Rajabhat University

2025-08-24T11:07:49+07:00

The objectives of this research were to 1) investigate the physical activity behaviors of students at Nakhon Ratchasima Rajabhat University and 2) compare these behaviors across gender and academic year levels. The sample comprised 400 students from the 2023 academic year, selected via convenience sampling. The research instrument was a physical activity behavior questionnaire. Data analysis included frequency, percentage, mean (𝑥̅), standard deviation (S.D.), independent t-test, and one-way ANOVA, followed by Fisher’s Least Significant Difference (LSD) post-hoc tests where significant differences were identified.
The findings indicated that 1) the primary daily physical activity was household sweeping, and the predominant mode of transportation was by motorcycle. In terms of academic-related physical activity, students typically enrolled in exercise or sports courses, with an average physical exertion duration of 2 hours and 35 minutes per session, while walking between classes averaged 14.47 minutes per day. During leisure time, the most prevalent activity was walking. Sedentary behavior was primarily dominated by social media usage and mobile gaming. 2) Regarding gender comparisons, no statistically significant differences were found in daily life or academic-related physical activities (p > .05). However, significant differences between males and females were observed in leisure-time activities, specifically jogging and sports participation (p < .05), as well as in sedentary behaviors such as computer gaming and phone conversations while sitting or lying down (p < .05). Concerning academic year levels, no significant differences were found across daily, academic, or leisure activities; however, sedentary reading behavior showed a statistically significant difference (p < .05). Post-hoc LSD analysis revealed that fourth-year students exhibited significantly higher sedentary reading levels than those in their second, third, and first years, respectively.

A Study of the Components of a Happy Organization in Schools Under Local Administrative Organizations

2025-07-05T15:02:30+07:00

This study aimed to examine the components of a happy organization in schools under local administrative organizations. The research was conducted in three stages: (1) synthesizing the components of a school happiness organization from 12 related documents and research studies; (2) conducting interviews with seven experts regarding the components of a school happiness organization; and (3) assessing the appropriateness and feasibility of the proposed components by five experts. The research instruments included a document analysis form, an interview protocol, and a five-point Likert-scale questionnaire. Data were analyzed using means, percentages, and standard deviations.
The results revealed that the components of a happy organization in schools, derived from document synthesis and expert interviews, comprised six components: 1) personnel’s physical and mental well-being, 2) human resource management, 3) opportunities for career growth, 4) an organizational culture that supports job performance, 5) a positive workplace atmosphere and environment, and 6) a harmonious and collaborative school community. The overall appropriateness of the components was rated at the highest level (M = 4.81, SD = 0.39), and the overall feasibility was also rated at the highest level (M = 4.79, SD = 0.44). These findings indicate that the proposed components are appropriate and feasible for adoption as the core components of a happy organization in schools under local administrative organizations.

Development of the Problem-Based Learning Activities Model for Enhancing Social Skills of Preservice Teachers

2025-09-19T09:01:56+07:00

The objectives of this research were to: 1) develop and evaluate a problem-based learning activity model for enhancing the social skills of preservice teachers, and 2) examine the effects of the developed model. The population consisted of 986 preservice teachers enrolled in the Professional Practicum Course in the 2024 academic year. The sample consisted of two clusters of preservice teachers selected through cluster random sampling: 16 second-year students and 21 third-year students. The study employed a one-group posttest-only experimental design. The research instruments consisted of: 1) a problem-based learning activity model for enhancing the social skills of preservice teachers, 2) a social skills test, and 3) a questionnaire on mentor teachers’ and supervising instructors’ perceptions of preservice teachers’ social skill behaviors. Data were analyzed using mean, standard deviation, one-sample t-test, independent-samples t-test, and content analysis.
The findings revealed that: 1) the developed problem-based learning activity model for enhancing the social skills of preservice teachers consisted of four major components, including a six-step PBL process and five social-skill enhancement activities, and the quality of the model was evaluated at a very high level in terms of feasibility ( = 4.52, S.D. = 0.18) and usefulness ( = 4.52, S.D. = 0.11), and at a high level in terms of appropriateness ( = 4.48, S.D. = 0.18) and accuracy ( = 4.36, S.D. = 0.17); 2) the students’ posttest social skill scores were significantly higher than the 80 percent criterion at the .01 level of statistical significance; 4) the third-year students obtained significantly higher social skill scores than the second-year students at the .05 level of statistical significance; and 5) according to the perceptions of mentor teachers and supervising instructors, the overall social skills of the preservice teachers were rated at a high level ( = 4.50, S.D. = 0.16).

Development of Participatory Extracurricular Activities for Students, Teachers, and Parents to Promote Awareness and Understanding for Preventing and Reducing Hate Speech Among Lower Secondary School Students in Phetchaburi Province

2026-01-18T15:39:35+07:00

This study aimed to 1) develop participatory extracurricular activities involving students, teachers, and parents to promote awareness and understanding for preventing and reducing hate speech among lower secondary school students in Phetchaburi Province, 2) examine the effects of the participatory extracurricular activities, and 3) evaluate participants’ satisfaction with the extracurricular activities. The sample consisted of 811 lower secondary school students, 76 teachers, and 703 parents from six schools in Phetchaburi Province during the 2025 academic year. The participants were selected through purposive sampling. The research instruments included a participatory extracurricular activity plan, which was evaluated at the highest quality level with an overall mean score of 4.66 out of 5.00, an assessment of awareness and understanding for preventing and reducing hate speech among lower secondary school students, an assessment of hate speech behavior toward others, and a satisfaction questionnaire. The awareness and understanding assessment and the hate speech behavior assessment both demonstrated a reliability coefficient of 0.93, while the satisfaction questionnaire demonstrated a reliability coefficient of 0.89. Data were analyzed using percentage, mean, standard deviation, and the paired-sample t-test.
The findings revealed that 1) The participatory extracurricular activities consisted of four activities: "Build Love", "Understand Love", "Send Love", and "Preserve Love". All activities were developed based on the Love Box theory, emotion management, and adolescent behavior. 2) After participating in the extracurricular activities, students, teachers, and parents demonstrated significantly higher levels of awareness and understanding for preventing and reducing hate speech among lower secondary school students. In addition, their hate speech behavior toward others was significantly lower than before participation at the .01 level of statistical significance. 3) All three participant groups reported the highest level of satisfaction with the participatory extracurricular activities. These findings indicate that the developed participatory extracurricular activities can serve as an effective mechanism for promoting awareness and understanding to prevent and reduce hate speech among lower secondary school students.