Journal of Graduate Research

The Life Development Project Model: An Innovative Learning Process Management of the Learning Institute for Everyone

Kannika Panyavong — 2025-11-24

Learning Institute for Everyone is committed to expanding educational opportunities and fostering lifelong learning. As a higher education institution, it empowers learners to have dignity and self-sufficiency within their local communities. Through experiential learning, the institute seamlessly integrates academic knowledge with everyday life and the local context. Education here is deeply connected to culture, traditions, and local wisdom. The community serves as both a learning resource and a key supporter of education, while local scholars and community sages transmit knowledge, local wisdom, and foster a lifelong learning mindset. This approach ensures continuous personal and professional growth for all learners. Furthermore, the Life Development Project Model is one of the graduation criteria for the students of the Learning Institute for Everyone. Every learner must actively work on enhancing their own lives or advancing their careers, demonstrating the tangible impact of the institute’s learning philosophy, using the learners' lives and the academic content to unify life development, career advancement, and learning into a single entity.

Educational Experiences in the Undergraduate Program, Interests, and Motivations for Future Career Choices Among Third-Year Students at Puey Ungphakorn School of Development Studies, Thammasat University

Yada Khunsri — 2025-08-03

Educational experiences in undergraduate programs, along with both intrinsic and extrinsic motivations, play a significant role in influencing students' interests in future career choices. Understanding these factors can enable educational institutions to identify the strengths and developmental opportunities of their curricula, and guide the direction of future graduate preparation. This mixed-methods research aims to explore the level of educational experiences, career interests, and the level of career choice motivations among third-year students from Puey Ungphakorn School of Development Studies, Thammasat University. Quantitative data were collected using questionnaires from a sample of 60 students, while qualitative data were gathered through in-depth interviews with 8 key informants. The research tools included online questionnaires and semi-structured interview guides. Data were analyzed using descriptive statistics and content analysis.
The findings revealed that students have a high level of educational experiences in undergraduate program, with the highest level in extracurricular activities, followed by skill development, social relationships, and knowledge acquisition, respectively. The top three career choices among students were: (1) social entrepreneur or private business owner; (2) corporate social responsibility officer or sustainability officer; and (3) human resource and organizational development officer. Seventy percent of students expressed interest in working in the private sector. Regarding motivation for future career choices, students exhibit higher levels of intrinsic motivation than extrinsic motivation, with key intrinsic motivators including a desire to engage in socially beneficial work, clear career goals, and a personality suited to future career paths, while main extrinsic motivators were job characteristics and career advancement opportunities, compensation and market trends, and the relevance of coursework to future careers. Based on these findings, it is recommended that the curriculum should promote experiential learning outside the classroom, support skill development and subject-specific aptitudes, and be continuously revised to align with both student needs and labor market demands. Furthermore, collaboration with public and private sector organizations is recommended to enhance student development and create environments that support professional growth and encourage students to pursue careers aligned with their individual characteristics and abilities.

The Study of the Current Situation and Approaches to Promoting and Regulating Teachers' Behavior in Accordance with the Code of Professional Ethics

Kantita Sripa — 2025-09-16

The Code of Ethics for the Teaching Profession serves as a safeguard against the misuse of professional authority and provides standards aimed at upholding the dignity of the profession. This study investigates teachers' compliance with ethical standards and the underlying reasons for any misconduct. Additionally, it aims to identify appropriate frameworks for promoting and regulating teachers’ professional conduct. The quantitative phase involved a survey of 1,190 education professionals regarding their adherence to professional ethics. In-depth qualitative interviews are conducted with 22 key informants, including school administrators, educational supervisors, teacher hiring agencies, and Thai Teachers' Council Secretariat Office officials. The qualitative phase also comprised focus group discussions with 77 participants, including teachers, students, and representatives from teacher education institutions. Data analysis includes descriptive statistics, one-way ANOVA, and qualitative content analysis.

The results indicated that teachers’ overall adherence to professional ethics was found to be at a very high level (=4.77, S.D.=0.34). The area with the highest average score for ethical behavior was how teachers treated the people they served ( = 4.83, S.D. = 0.35), followed closely by how they treated their colleagues ( = 4.82, S.D. = 0.38) and how they acted about their profession ( = 4.78, S.D. = 0.36), in that order. Significant differences in teachers’ adherence to professional ethics were found across school types and geographic regions (p < .05). Most teachers demonstrated ethical conduct across all five domains, particularly concerning their ethics toward themselves and their service users. Only a small number of teachers were found to have violated professional ethics, with contributing factors including individual characteristics, school-level practices, social influences, and generational differences.

The optimal framework for fostering and regulating teachers' conduct by professional ethics bifurcates into two stages: preparation for entering the profession and promoting and regulating behavior thereafter. These findings provide a basis for developing approaches to reduce ethical misconduct and to strengthen the professional standing of teachers, thereby fostering sustainable recognition in society.

Development of a Storytelling Manual to Promote Executive Function Skills for Life Management Toward Success in Early Childhood

Chatwilai Surinchompoo — 2025-10-04

This study aimed to: (1) design and develop a storytelling manual set to promote executive function skills for life management toward success among preschool children; (2) examine the development of children’s executive functions after participating in activities based on the manual; (3) compare children’s executive function levels before and after the intervention; and (4) investigate preschool teachers’ satisfaction with the storytelling manual. The research employed an experimental one-group pretest–posttest design. The sample comprised 20 preschool teachers and 60 children drawn through multistage sampling from schools under the Loei Primary Educational Service Area Office 1. The research instruments were: (1) a storytelling manual structured around three phases: pre-storytelling activation, storytelling, and post-storytelling activities—implemented over eight consecutive weeks; (2) an Executive Functions (EF) assessment scale for successful life management; and (3) a teacher satisfaction questionnaire. Data were analyzed using descriptive statistics (mean and standard deviation) and the paired-samples t-test.

The findings revealed that: (1) the storytelling manual demonstrated content validity, with item–objective congruence (IOC) indices ≥ 0.67 for all items, and high reliability (α = 0.92), indicating its suitability for early childhood learning contexts; (2) children who participated in the manual-based activities showed improvements in all EF domains—working memory, inhibitory control, and emotion regulation; (3) EF levels after the intervention were significantly higher than before at the .01 level, specifically for working memory (𝑥̄_pre = 3.43 ± 0.73; 𝑥̄_post = 4.43 ± 0.90), inhibitory control (𝑥̄_pre = 1.83 ± 0.38; 𝑥̄_post = 3.60 ± 0.62), and emotion regulation (𝑥̄_pre = 1.70 ± 0.47; 𝑥̄_post = 3.63 ± 0.49); and (4) teachers reported a high level of satisfaction with the storytelling manual (𝑥̄ = 4.21 ± 0.51 out of 5), reflecting the appropriateness and effectiveness of the activities in promoting executive functions skills for life management toward success in early childhood settings.

The Effects of an Integrated Group Counseling Program for Enhancing Multicultural Social Skills of Pre-service Teachers in the Southern Border Provinces

Maithai Chaiyapan — 2025-10-14

This research aimed to 1) compare the multicultural social skills of pre-service teachers in the experimental group before and after participating in the integrated group counseling program, and 2) compare the multicultural social skills of the experimental group who received the integrated group counseling program to enhance multicultural social skills with the control group who did not receive the integrated group counseling program after the experiment. The sample consisted of 54 teacher training students from Songkhla Rajabhat University in the academic year 2024 who met the researcher’s inclusion criteria. They were assigned to experimental and control groups of 27 students each through simple random sampling. The research instruments were 1) the integrated group counseling program to enhance multicultural social skills, which had the highest quality level, with a total average score of 4.90 out of a full score of 5.00. 2) The multicultural social skills test with a reliability of 0.95. Data were analyzed using percentage, mean, standard deviation, and t-test.

The findings revealed that 1) the experimental group achieved significantly higher mean scores in multicultural social skills after the intervention compared to before the intervention (p < .01), and 2) the experimental group also outperformed the control group in multicultural social skills at the post-test stage (p < .01). These results indicate that the integrated group counseling program is an effective mechanism for fostering pre-service teachers’ multicultural social skills and contributes to preparing them with sustainable competencies for living and working in multicultural societies.

Needs Assessment for Capacity Building in Developing Routine Work into Research Among Staff of the Innovative Learning Institute, University of Phayao

Narin Nonthamand — 2025-11-21

This research aimed to 1. assess the needs for enhancing the capacity to transform routine work into research among staff of the Innovative Learning Institute, University of Phayao, 2. evaluate the knowledge of the staff regarding the development of routine work into research, and 3. investigate the problems and obstacles in developing routine work into research among the staff. The sample group comprised 43 Innovative Learning Institute staff members at the University of Phayao. Data were collected using a needs assessment questionnaire and a knowledge test on developing routine work into research. The needs assessment was analyzed using the Modified Priority Needs Index (PNI_modified) technique. Descriptive statistics, including frequency and percentage, were used to evaluate knowledge, and open-ended responses regarding problems and obstacles were analyzed using content analysis.

The research findings revealed: 1. The staff had the highest required need to learn about selecting appropriate research statistics for the study topic. 2. The topic most frequently answered correctly was population and sample determination, while the least frequently answered correctly was writing the introduction and determining the validity and reliability of the research instrument. 3. The most significant problem and obstacle for staff in developing routine work into research was time constraints. These findings can serve as a guideline for developing capacity in routine-to-research initiatives, ensuring alignment with the actual needs of the staff.

Leadership in the Digital Era that Affects the Academic Administration Efficiency of School Administrators under Bangkok Eastern Bangkok District

Namchok Munkhong — 2025-12-12

The purposes of this research were to: 1) examine the level of digital-era leadership of school administrators; 2) investigate the level of academic administration efficiency of school administrators; 3) study the relationship between digital leadership and academic administration efficiency; and 4) identify the aspects of digital leadership that influence academic administration efficiency of school administrators under the Bangkok Metropolitan Administration, Eastern Bangkok District. The sample consisted of 103 basic education schools under the Eastern Bangkok District. The respondents were 412 individuals, including school directors, deputy directors in charge of academic affairs, heads of academic units, and teachers. The research instrument was a questionnaire with a reliability coefficient of 0.981. Data were analyzed using a statistical software package, employing frequency, percentage, mean, standard deviation, Pearson’s product–moment correlation coefficient, and stepwise multiple regression analysis.

The results revealed that: 1) the overall level of digital-era leadership of school administrators was high; 2) the overall level of academic administration efficiency was at the highest level; 3) digital leadership had a positive and statistically significant relationship with academic administration efficiency at the .01 level, with correlation coefficients ranging from .728 to .771; and 4) three components of digital leadership including digital vision, digital communication, and digital morality and ethics significantly predicted academic administration efficiency, with a multiple correlation coefficient of .810 and predictive power of 65.60 percent. The prediction equations were:

_{= 1.266 +} 0.324X1 + _0.279X3 + _0.162X4

= 0.367 Z ₁ + 0.303 Z ₃ + 0.187 Z ₄

Developing Communicative Competency and Higher-Order Thinking Competency of Grade 9 Students Using the Synectics Learning Approach Integrated with Social Media

Nannapat Tanasamban — 2025-12-24

This study entitled “Developing the Communicative and High-Order Thinking Competencies using the Synectics-Based Learning Approach with Social Media for Grade 9 Students” aimed to (1) enhance Grade 9 students’ communication competence through the Synectics learning model and social media, with 80% of the students achieving a proficient level or higher and (2) improve their high-order thinking competence using the same learning model, with the same expected level of student achievement. The participants involved 35 Grade 9/1 students (Section 1 of Grade 9) during the first semester of the 2024 academic year at Khon Kaen University Demonstration School, Secondary Section (Faculty of Education). Three types of research tools were utilized in this study: 1) an experimental tool, including a set of lesson plans aimed at enhancing students’ communication and high-order thinking competences using the Synectics learning model and social media; 2) reflective tools, comprising an instructional record form, a learning behavior observation form, and an end-of-cycle test; and 3) assessment tools, including a communication competence assessment and a high-order thinking skills assessment. The data were analyzed using the mean (μ), standard deviation (σ), and percentage.

The findings showed that:

1) Grade 9 students enhanced their communication competence through the integration of the Synectics learning model and social media, with 91.43% of them achieving a proficient level or above.

2) They also improved their high-order thinking competence through the same instructional approach, with 94.29% of them attaining or surpassing the proficient level.

KEYWORDS: Communicative competency, Higher order thinking competency, Synectics learning approach, Synectics learning approach with social media.

Development of an Assessment Criteria for Scientific Communication Skills in Science Shows for Upper Elementary Students

Tarika Meebut — 2025-12-24

Science shows can be integrated into classroom learning activities to enhance students' scientific communication skills. Effective assessment tools are essential for monitoring learners' progress in developing these skills. This study aimed to develop and validate assessment rubric for evaluating scientific communication skills demonstrated in science shows by upper elementary students. The research involved: (1) three curriculum experts who evaluated the content validity of the rubric; (2) three teams of upper elementary students who participated in science shows at a competition, where recorded videos were used for assessment; and (3) five science teachers with experience in evaluating science show performances, who tested the rubric in an actual contest setting.
The assessment rubric comprised six items covering four components of scientific communication: (1) factual content, including (1) communicating scientific content and (2) citing scientific sources; (2) context, including (3) linking scientific content to examples and (4) selecting appropriate scientific and general vocabulary; (3) language, including (5) expanding the meaning of scientific terms; and (4) representational forms, including (6) selecting and using appropriate modes of presentation. The content validity index (IOC) was 0.67, and the rubric was rated at a high level of appropriateness in terms of language and usability (mean = 4.27 ± 0.48). The inter-rater reliability, assessed using the intraclass correlation coefficient (ICC), was 0.83, which is considered very high. These results indicate that the developed rubric demonstrates strong validity, appropriateness, and reliability, and can be effectively used to support learning activities designed to develop scientific communication skills through science show performances among upper primary students.

An Analysis of Factors Influencing the Selection of Cooperative Education Workplaces and Their Alignment with Educational Quality Assurance Standards

Anisa Kanadphol — 2025-12-30

This study aimed to: (1) analyze factors influencing fourth-year students’ selection of cooperative education workplaces; (2) examine the alignment between these factors and educational quality assurance standards; and (3) propose guidelines for students’ preparation for graduation. A qualitative research approach was adopted. The participants comprised 154 fourth-year students enrolled in the cooperative education program in the academic year 2024, determined using Yamane’s formula with a 0.05 margin of error. A research instrument was an open-ended questionnaire covering four dimensions-perception, work environment, welfare, and attitude-along with document analysis. The questionnaire was validated by three experts (IOC = 0.94) and piloted with a sample of 15 students (Cronbach’s Alpha = 0.70). Data were analyzed using content analysis and thematic grouping, guided by the research conceptual framework, themes that frequently emerged from the open-ended questionnaire, and subsequently mapped against the AUN-QA Assessment at Program Level (Version 4.0).
The results revealed that, firstly, fourth-year students’ workplace selection was influenced by (1) perception, including reputations, images, professional relevance, and organizational resources, (2) work environment, encompassing commutes, facilities, work culture, safety, and organizational atmosphere, (3) welfare, concerning remuneration, accommodation, and work equipment, and (4) attitude shaped by recommendations from instructors, senior students, alumni, and credible information. These factors indicated the need for professional skills development, actual learning, and preparation for the labor market. Secondly, the selection of a quality workplace was directly associated with the achievement of expected learning outcomes in accordance with educational quality assurance standards (AUN-QA Version 4.0), particularly in relation to expected learning outcomes, program outputs, and program outcomes. Furthermore, guidelines for preparing students for graduation included access to reliable career information, the selection of secure workplaces with structured mentoring systems and welfare support, and the development of students’ attitudes through pre-internship activities designed to enhance confidence, reduce anxiety, and facilitate effective career transitions.

Development of a Test and Ability Criteria for National Youth Archery Athletes

Watcharakan Hothong — 2025-12-30

This research aimed to (1) develop indicators of special abilities for national-level youth archery athletes at the secondary education level, (2) examine the effectiveness of the indicator-based test, and (3) establish standardized score criteria for special abilities of archery athletes in sports schools under the Thailand National Sports University. The sample consisted of male and female archery athletes in Grades 1–6 of secondary education, aged not over 18 years, from Lampang Sports School, Trang Sports School, Yala Sports School, and Nakhon Nayok Sports School. The participants included 59 male athletes and 16 female athletes, with a total of 75 participants. The research instruments were physiological tests, archery skill tests, psychological assessment questionnaires, competition ability tests, and social ability tests. The statistical methods used for data analysis included arithmetic means, standard deviations, independent samples t-tests, instrument reliability analysis using Pearson’s product–moment correlation coefficients, and the development of standardized criteria using T-scores. Ability levels were classified into five categories: very good, good, moderate, low, and needs improvement, based on the norm-referenced classification concept proposed by Safrit and Wood.
The results indicated that (1) the indicators of special abilities for archery athletes were classified into five domains: physiology (14 indicators), archery skills (18 indicators), competition (5 indicators), psychology (4 indicators), and social abilities (2 indicators). The indicator-based tests demonstrated content validity coefficients of 0.91 for physiology, 0.89 for archery skills, 0.86 for competition, 0.90 for psychology, and 0.87 for social abilities. All domains exhibited strong construct validity and high reliability, with statistical significance at the .05 level. The test was able to classify ability levels into five categories: very good, good, moderate, low, and needs improvement.

The Development of an English Learning Promotion Application for Early Childhood Learners in Professional Learning Community Network Schools

Kanchana Yolsiritham — 2025-12-30

This research aimed to: 1) develop an English learning promotion application for early childhood learners, 2) implement the English learning promotion application for early childhood learners, and 3) evaluate satisfaction with the implementation of the English learning promotion application for early childhood learners. The key informants consisted of 21 members of the professional learning community network, selected through total sampling, and 50 early childhood learners from professional learning community network schools in Nakhon Sawan Province, selected through purposive sampling. The research instruments included: a focus group discussion record form, the English learning promotion application for early childhood learners, an English pronunciation ability test for early childhood learners, a satisfaction questionnaire for early childhood learners regarding the use of the English learning promotion application, and a satisfaction evaluation form for the implementation of the application. Data were analyzed using content analysis, mean and standard deviation calculations, and a paired-samples t-test.

The research findings revealed that: 1) The English learning promotion application for early childhood learners was compatible with computers and Android operating system smartphones. The content included vocabulary related to various objects in daily life, sentences, games, and exercises. The overall quality evaluation indicated the highest level of appropriateness ( = 4.83, S.D. = 0.13) 2) The experimental use of the English learning promotion application for early childhood learners showed that: (1) The English pronunciation ability of early childhood learners who participated in activities using the English learning promotion application showed higher post-test mean scores than pre-test mean scores; and (2) The satisfaction evaluation results of early childhood learners regarding the use of the English learning promotion application indicated a high level of satisfaction ( = 2.63, S.D. = 0.46) 3) The implementation of the English learning promotion application for early childhood learners was at the highest level ( = 4.53, S.D. = 0.51). In this study, the professional learning community served as the contextual framework of the participating schools and as a supportive mechanism for collaborative application design and development among teachers, rather than as an experimental variable or research instrument.