Education journal Faculty of Education, Nakhon Sawan Rajabhat University

A Study of Conditions, Problems, and Needs in the Management of Small Private Kindergartens to Promote Early Childhood Cognitive Competencies in Chiang Mai Province

2026-05-06T21:11:23+07:00

This research aimed to examine the conditions, problems, and needs in the management of small private kindergartens to promote early childhood cognitive competencies in Chiang Mai Province. The sample consisted of 72 participants, including school administrators and early childhood teachers, selected through purposive sampling. The research instrument was a questionnaire, with reliability coefficients of 0.977 and 0.992 for the sections measuring current conditions and problems, respectively. Data were analyzed using mean, standard deviation, and content analysis. The results of the research are as follows:
1) The overall management conditions were at a high level. Among the four aspects, learning experience management had the highest mean, followed by environment, media, and learning resources, assessment and evaluation, and curriculum management, respectively. 2) The overall management problems were at a low level. Curriculum management showed the highest level of problems, followed by learning experience management, assessment and evaluation, and environment, media, and learning resources, respectively. When considered according to the POLC management process, leading had the highest mean in terms of management conditions, whereas planning had the highest mean in terms of management problems. However, in the context of early childhood education, promoting children’s cognitive competencies remains an area requiring further development, particularly in terms of thinking processes, which still lack clarity and continuity in school practices. 3) The management needs emphasized the development of curriculum management, learning experience management, assessment and evaluation, and environment, media, and learning resources to ensure clarity, systematic implementation, and support for early childhood learning.

A Proactive Educational Management Model for Digital Transformation

2026-03-20T08:36:06+07:00

The objectives of this research were: 1) to study opinions on proactive school management for digital transformation; and 2) to study the components of and develop a proactive school management model for digital transformation. This study utilized a mixed-methods research design. The quantitative sample included 245 members of Basic School Boards under the Chonburi Primary Educational Service Area Office 3. Qualitative data were collected from 8 experts and 5 model evaluators. Research instruments consisted of questionnaires, interviews, and model evaluation forms. Data were analyzed using frequency, percentage, mean, standard deviation, Exploratory Factor Analysis (EFA), and content analysis. The research findings were as follows:

1) Opinions on proactive school management for digital transformation were overall at a high level in terms of inputs, management processes, and digital literacy outcomes. 2) The proactive school management model, designated as the “SYSTEMATIC Model,” comprises 10 core elements: S-Management and Feedback, Y-Digital Culture and Ethics, S-Infrastructure and Environment, T-Students’ Digital Skills, E-Administrative Leadership, M-Teacher Roles and Development, A-Technical Support, T-Online Learning and Communication, I-Strategic Planning, and C-Strategy Implementation and Development. 3) The model evaluation showed that propriety, accuracy, utility, and feasibility were overall at the highest level, with accuracy achieving the highest mean score. This confirms the model’s practical effectiveness in driving digital transformation in educational institutions.

The Development of Scientific Skills and Learning Achievement on Rocks and Fossils of Grade 6 Students at Phanpasoksawad School Using GPAS 5 Steps Learning Approach

2026-03-06T17:07:42+07:00

This research aimed to (1) Develop and determine the effectiveness of the GPAS 5 Steps learning activity package based on the 80/80 efficiency criterion. (2) Develop the scientific skills of Grade 6 students who learn through the GPAS 5 Steps learning activity package, compared with the 75% criterion. and (3) Enhancing the learning achievement in science subject on the topic of rocks and fossils for Grade 6 students through the GPAS 5 Steps learning activity package. The sample was 31 students from Grade 6 of the second semester of the academic year 2024, at Phanpasoksawad School, Phan District, Chiang Rai Province. They were selected by cluster random sampling method. The instruments used for data collection were: 1) a GPAS 5 Steps learning activity package (IOC=1.0) 2) a scientific process skills assessment in the form of a 5-level rubric scale (IOC=1.0) and 3) a learning achievement test on the topic of rocks and fossils, consisting of 20 items (IOC=1.0, p=0.47-0.9, r=-0.13–0.57, Reliability=0.77) (IOC=1.0). Data were analyzed using descriptive statistics, including percentage, mean, standard deviation, and inferential statistics using the dependent t-test and the Wilcoxon Signed-Rank Test. The research results were found as follows;

1) The GPAS 5 Steps learning activity package for Grade 6 had an efficiency (E1/E2) of 85.69/82.10 which was higher than the criteria set of 80/80, 2) Grade 6 students who learned through the GPAS 5 Steps learning activity package had an average scientific process skill score of 81.07%, which is higher than the set criterion of 75% (p<0.05) and 3) Grade 6 students who learned using the GPAS 5 Steps learning activity package had significantly higher post-learning achievement than pre-learning achievement (p<0.05).

The Relationship Between School Administrators’ Professional Characteristics and Being a Teacher in the 21ST Century in Schools under Chanthaburi Primary Educational Service Area Office 1

2026-03-10T10:56:51+07:00

The purposes of the research were to study: 1) the school administrators’ professional characteristics, 2) being a teacher in the 21st century, and 3) the relationship between school administrators’ professional characteristics and being a teacher in the 21st century. The sample was a group of 302 school teachers under Chanthaburi Primary Educational Service Area Office 1. The research instrument used was a five-rating scale questionnaire which consisted of two parts. The first part had 49 questions about the school administrators’ professional characteristics. It had a discrimination of between 0.69 and 0.98 and a reliability of 0.99. The second part had 36 questions about being a teacher in the 21st century. It had a discrimination of between 0.68 and 0.96 and a reliability of 0.99. The statistics used for data were: percentage, mean, standard deviation, Pearson’s correlation coefficient. The results of the research revealed that:

1) the teachers’ opinions about the school administrators’ professional characteristics consisted of: professional knowledge, human relations, management, academic, innovation and technology, moral and ethical and vision. Overall, and in each aspect, they were at the high level, 2) the teachers’ opinions about being a teacher in the 21st century consisted of: self-development, technology skill, learning management, communication skills, moral and ethical and adaptation. Overall, and in each aspect, they were at the highest level, and 3) the relationship between school administrators’ professional characteristics and being a teacher in the 21st century was positively correlated at the statistically significant high level of .05.

Enhancing Thai Spelling Skills Of Grade 4 Students At Uttaradit Rajabhat University Demonstration School Through Thai Language Skill-building Exercises Integrated With Mind Mapping Techniques

2026-03-10T11:21:11+07:00

This research aimed to: 1) develop a Thai spelling skill enhancement exercise integrated with mind mapping for Grade 4 students; 2) examine the effectiveness of the developed exercise; and 3) investigate students’ satisfaction toward its implementation. This study employed a quasi-experimental design, using an instructional approach that integrates skill-based exercises with mind mapping as the conceptual framework. The sample consisted of 24 Grade 4 students from the Demonstration School of Uttaradit Rajabhat University in the first semester of the 2024 academic year. The participants were selected through purposive sampling, focusing on students whose Thai spelling achievement was below the established criterion. The research instruments included: 1) a Thai spelling skill enhancement exercise integrated with mind mapping, designed to promote analytical thinking and categorization skills; 2) a multiple-choice test consisting of 20 items to assess spelling ability; and 3) a five-point Likert scale questionnaire with 20 items to measure students’ satisfaction. Data were analyzed using mean, standard deviation, and dependent samples t-test.

The findings revealed that: 1) the developed exercise consisted of nine lesson plans implemented over nine instructional periods and demonstrated a high to highest level of congruence, appropriateness, and feasibility (x̄ = 4.45, S.D. = 0.48); 2) students’ post-test scores were significantly higher than their pre-test scores at the .05 level and exceeded the criterion set by the Office of the Basic Education Commission; and 3) students’ satisfaction toward the exercise was at the highest level (x̄ = 4.56, S.D. = 0.67).

Learning Management Using the Gamification Concept in Criminal Law to Develop Critical Thinking Skills for Mathayomsuksa 3 Students.

2026-03-17T11:23:50+07:00

This research aimed to: 1) investigate the current conditions and problems in learning management for developing critical thinking skills in criminal law, and 2) develop learning management based on the gamification concept to enhance critical thinking skills in criminal law for Mathayomsuksa 3 students. The study employed a mixed methods approach. The population consisted of Mathayomsuksa 3 students from large and extra-large schools in Mueang Phitsanulok District. The sample group included 327 students. Key informants for in-depth data consisted of 5 social studies teachers and 10 students. The research instruments included: 1) a five-point rating scale questionnaire, 2) a semi-structured interview, and 3) lesson plans developed based on the gamification concept. The experimental group comprised 39 Mathayomsuksa 3 students from the Secondary Demonstration School of Naresuan University in the second semester of the 2025 academic year. Data were analyzed using descriptive statistics, including mean, standard deviation, and content analysis.

The research findings revealed that: The current conditions and problems in learning management for developing critical thinking skills were at a high level (= 3.60, S.D. = 0.97). The highest mean was found in learning materials, followed by learning management methods, assessment and evaluation, content, and teachers, respectively, while the learner aspect had the lowest mean. The gamification-based learning management consisted of three components: learning management guidelines, learning outcomes, and interview results. These findings indicated that the approach effectively promoted students’ critical thinking skills in an appropriate manner.

Developing Consonant Cluster Reading Ability Using STAD Cooperative Learning and Folktales for Grade 1 Students.

2026-03-17T11:38:59+07:00

This research aims to : 1) compile and organize the folk tales of Bueng Phra Subdistrict to be used as reading materials for consonant clusters; 2) evaluate the effectiveness of teaching reading consonant clusters using the STAD cooperative learning approach with folk tales; 3) compare the reading ability of students learning through cooperative activities using folk tales before and after the lessons among first-grade students; 4) study the level of happiness of students towards the learning activities. The sample consisted of 8 first-grade students from Wat Mai Ratthasatharam School in Bueng Phra Subdistrict, Mueang District, Phitsanulok Province.

The research was divided into two phases. The tools used in this study included: 1) a cooperative learning plan (STAD) using folk tales; 2) a reading ability assessment for consonant clusters; 3) a happiness assessment in learning. Data were analyzed using the mean (𝑥̅), standard deviation (S.D.), and effectiveness index (E.I.). The results showed that: 1) six folk tales from Bueng Phra Subdistrict were compiled for use as reading materials for consonant clusters; 2) the effectiveness of teaching reading consonant clusters using the STAD cooperative learning approach with folk tales for first-grade students had an effectiveness index (E.I.) of 0.80188, or 80.19%; 3) the reading skill scores before and after learning with the STAD cooperative learning method using folk tales revealed that students had a post-learning score of 𝑥̅ = 17.38, S.D. = 1.60, which was higher than the pre-learning score of 𝑥̅ = 6.75, S.D. = 1.83; 4) the overall level of happiness was at a high level, with an average of 𝑥̅ = 2.90, S.D. = 0.16.

Phenomenon – Based Learning Management through the Creation of Short Cartoon on the Topic "Buddha dhamma and Life in the Digital Age" to Promote Analytical Thinking for Matthayomsuksa 1 Students

2026-04-05T17:24:27+07:00

This research aimed to study (1) the current conditions and problems of learning management aimed at enhancing analytical thinking skills of Matthayomsuksa 1 students in Social Studies, Religion, and Culture (Buddhist Studies strand), and (2) to develop phenomenon-based learning through the process of creating short cartoons entitled “Buddha dhamma and Life in the Digital Age” to promote analytical thinking skills. The research is a qualitative study employing an action research design. The sample in the first phase consisted of 329 Matthayomsuksa 1 students in Mueang Phitsanulok District. The target group in the second phase was one Matthayomsuksa 1 classroom at Naresuan University Demonstration School. They were selected by purposive sampling. The instrument for collecting data was lesson plans, questionnaires, in-depth interviews, field notes, and analytical thinking assessment forms. Data were analyzed using descriptive statistics and Content Analysis. The research results were found as follows;

1) The current learning management practices mainly emphasized knowledge transmission and memorization, which resulted in students’ limited analytical thinking skills and their inability to effectively connect Buddhist principles with daily life. 2) Phenomenon-based learning through the short cartoon creation process significantly increased students’ learning interest, encouraged active participation, and clearly enhanced their analytical thinking skills. Students were able to analyze problems, interpret phenomena in the digital era, and appropriately apply Buddhist principles to their daily lives.

The Development of Problem-Solving Thinking Skills in Career for Matthayomsuksa 2 Students by using Learning Management Based on STEAM Education

2026-04-12T08:17:01+07:00

This research aimed to: (1) develop problem-solving thinking skills in the Career subject among Matthayomsuksa 2 students through STEAM-based learning management, and (2) examine students’ satisfaction with this approach. The study employed a quasi-experimental research design. The sample consisted of 24 Matthayomsuksa 2 students from Class 2/2 in the first semester of the 2025 academic year at Princess Chulabhorn Science High School, Chonburi. The participants were selected using cluster random sampling, with the classroom as the sampling unit. The research instruments included: (1) STEAM-based learning management plans, (2) a problem-solving thinking skills assessment form, and (3) a student satisfaction questionnaire. Data were analyzed using mean and standard deviation. The findings revealed that:

(1) The overall problem-solving thinking skills of Matthayomsuksa 2 students in the Career subject, developed through the STEAM-based learning management, were at a very high level ( = 3.55, S.D. = 0.35). (2) Student satisfaction towards the STEAM-based learning management was at the highest level ( = 4.65, S.D. = 0.24).

The Development of Mathematics Learning Achievement in Data Presentation and Interpretation using Graphs through the Teams–Games–Tournament (TGT) Instructional Model Integrated with Polya’s Problem-Solving Process for Grade 7 Students

2026-04-12T08:17:41+07:00

This study aimed to (1) compare students’ mathematics learning achievement in data presentation and interpretation using graphs, including pictographs, bar charts, line graphs, and pie charts, before and after learning through the Teams–Games–Tournament (TGT) instructional model integrated with Polya’s problem-solving process, and (2) compare students’ mathematics learning achievement in data resentation and interpretation using graphs, including pictographs, bar charts, line graphs, and pie charts, after learning through the TGT instructional model integrated with Polya’s problem-solving process with the criterion of 70 percent of the full score. The sample comprised 32 Grade 7 students from Class 1/3 at Senanikom School, Bangkok, in the second semester of the 2025 academic year, selected through purposive sampling. The research instruments included six lesson plans on data presentation and interpretation using charts and a mathematics achievement test. Data were analyzed using percentage, mean, standard deviation, a paired-samples t-test, and a one-sample t-test.

The results revealed that: 1) the students’ mathematics learning achievement after the instruction was significantly higher than that before the instruction at the 0.05 level; and 2) the students’ mathematics learning achievement after the instruction was significantly higher than the criterion of 70 percent of the full score at the 0.05 level.

The Development of Positive Classroom Management Model to Develop Modern Early Childhood Teachers Skills of Small Schools in Phetchabun

2025-12-05T19:48:55+07:00

The objectives of this research were: 1) to study the current conditions and needs for positive classroom management; 2) to develop a positive classroom management model; and 3) to evaluate the satisfaction towards the implemented model. This study employed a Research and Development (R&D) design, divided into three phases: 1) situational analysis of current conditions and needs; 2) development of the positive classroom management model; and 3) evaluation of satisfaction among early childhood teachers. The research instruments included interviews and questionnaires for the first phase, a learning skills assessment for the second phase, and a satisfaction evaluation form for the third phase. The sample consisted of 60 early childhood teachers who participated in the training program. Data were analyzed using t-test, mean, and percentage. The research findings revealed that 1) Regarding the study of current conditions, classroom management was identified as a core teacher competency consisting of three components: promotion of learning and safety, information management, and classroom supervision. The most prevalent features included the provision of storybook corners (98.33%), the implementation of integrated activities (88.33%), and the use of classroom transition and attention-getting techniques (95.00%). Environment settings were typically updated once a month, while 42.50% of respondents identified external environmental factors as a primary challenge. 2) The developed positive classroom management model comprised three main components: (1) Physical environment, (2) Social environment, and (3) Educational environment. The evaluation of the model indicated that: 2.1) post-training scores for positive classroom management were significantly higher than pre-training scores at the .05 level; and 2.2) technological skills significantly improved following the intervention at the .05 level. 3) The overall satisfaction towards the positive classroom management model was at the highest level (Mean = 4.88, Standard Deviation = 0.32).

Guidelines for Budget Management of Schools under the Secondary Educational Service Area Office Pathum Thani

2026-03-06T17:15:41+07:00

The purposes of this research were to: (1) examine the current and desirable conditions, as well as the priority needs in budget management of educational institutions under the Secondary Educational Service Area Office, Pathum Thani; (2) propose guidelines for budget management; and (3) evaluate the appropriateness and feasibility of the proposed guidelines. This study employed a mixed-methods research design. Quantitative data were collected from 66 administrators and personnel responsible for budget management, while qualitative data were obtained through in-depth interviews with experts. The research instruments included a questionnaire, a semi-structured interview form, and a guideline evaluation form. Quantitative data were analyzed using percentages, means, standard deviations, and the Modified Priority Needs Index (PNI Modified), while qualitative data were analyzed using content analysis.

The findings revealed that the overall current conditions of budget management were at a high level, whereas the desirable conditions were at the highest level. The most critical priority need was budget preparation and proposal, followed by monitoring, evaluation, and accounting management. The proposed guidelines consisted of six aspects: budget preparation and proposal; monitoring and evaluation; accounting management; asset and inventory management; resource mobilization; and budget allocation. These guidelines emphasized transparency, stakeholder participation, and the use of information technology. The evaluation results indicated that the proposed guidelines were highly appropriate and feasible.

Development of science communication skills of first-year general science students, Class A, Songkhla Rajabhat University, using inquiry-based learning combined with collaborative writing

2026-02-08T20:46:47+07:00

The objectives of this research were: 1) to study the science communication writing abilities of students, and 2) to compare these abilities before and after the intervention. The target group consisted of 30 first-year science students (Section A) at Songkhla Rajabhat University, obtained through purposive sampling. The research employed a one-group pretest-posttest design.Research instruments included: 1) lesson plans based on inquiry-based learning combined with collaborative writing, and 2) a subjective science communication writing ability test (IOC range: 0.67–1.00; reliability: 0.82). Data were analyzed using arithmetic mean (x̄), percentage, standard deviation (S.D.), dependent samples t-test, and content analysis.The research findings revealed that:The overall science communication writing ability of students after the intervention was at a "Good" level ( (x̄) = 31.73, or 88.14%). Every student achieved a proficiency level of "Good" or higher.Post-test scores for science communication writing ability were significantly higher than pre-test scores at the .05 level, confirming the research hypothesis.These results reflect that the integration of inquiry-based learning and collaborative writing effectively enhances students' skills in organizing and communicating scientific concepts.

Effects of KWDL Instruction on Mathematical Problem-Solving Ability in the Pythagorean Theorem among Students in Mattayom Suksa 2

2026-03-11T09:39:39+07:00

This study aimed to 1) compare the learning achievement of Grade 8 (Matthayom Suksa 2) students on the Pythagorean theorem before and after receiving instruction through the KWDL technique, 2) evaluate the efficiency of the KWDL lesson plans based on the 75/75 criterion, 3) analyze the development of students’ mathematical problem-solving skills and thinking behaviors at each stage of the KWDL process, and 4) investigate students’ satisfaction with KWDL-based instruction. The sample consisted of 28 Grade 8 students selected through purposive sampling. The research instruments included two KWDL lesson plans, a learning achievement test, open-ended exercises, a KWDL-based thinking record form, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, paired-samples t-test, E1/E2 efficiency analysis, and content analysis.

The findings revealed that 1) students’ posttest scores were significantly higher than their pretest scores at the .05 level, 2) the KWDL lesson plans had an efficiency of 76.93/75.36, which was higher than the 75/75 criterion, 3) students demonstrated development in mathematical problem-solving skills and thinking behaviors at every stage of the KWDL process, particularly in the Want and Do stages, and 4) students’ satisfaction with KWDL-based instruction was at a high level ( = 4.50, S.D. = 0.43).

Driving Professional Learning Communities with Empowerment Techniques to Enhance the Quality of Learning Management

2026-03-06T17:22:15+07:00

This study aimed to examine the effects of implementing a Professional Learning Community (PLC) integrated with empowerment techniques on teachers' instructional quality and student learning outcomes. A mixed-methods research design was employed, combining an experimental approach with control and experimental groups and qualitative inquiry. The sample consisted of 16 volunteer teachers from 16 classrooms during the 2024 academic year. The research instruments included (1) an instructional quality observation form, (2) a PLC reflective journal, and (3) an academic achievement test. All instruments were validated for content validity, with Item–Objective Congruence (IOC) indices ranging from 0.67 to 1.00, and the achievement test demonstrated a reliability coefficient of 0.84. Data were collected before and after the intervention and compared between groups. Quantitative data were analyzed using means, standard deviations, paired-samples t-tests, and independent-samples t-tests, while qualitative data were analyzed through content analysis.

The results indicated that teachers in the experimental group exhibited higher instructional quality after the intervention compared to both their pre-intervention performance and the control group, with statistical significance at the .01 level. Similarly, students taught by teachers in the experimental group demonstrated higher academic achievement after the intervention at the .01 level of statistical significance. In addition, qualitative findings revealed improvements in active learning facilitation, the use of evidence-based practices, and collaborative engagement within an increasingly cohesive professional learning community. These findings suggest that implementing a Professional Learning Community integrated with empowerment techniques is an effective approach to enhancing teachers' instructional quality and improving student academic achievement.

A Scoping Review: A Documentary Research on Synthesizing a Conceptual Framework of Causal Factors Affecting the Administrative Effectiveness of Faculty Administrators in Rajabhat Universities in the Digital Disruption Era

2026-03-11T09:44:27+07:00

This research article aimed to 1) analyze concepts, theories, and previous studies related to the administrative effectiveness of faculty administrators in higher education institutions, 2) synthesize and categorize causal factors influencing administrative effectiveness in the context of digital transformation, and 3) develop a conceptual research framework for Rajabhat Universities.

This study employed a qualitative research approach using a scoping review. Academic literature in both Thai and English was systematically searched and selected in accordance with the PRISMA-ScR guidelines. A total of 35 relevant documents were identified and analyzed through content analysis and qualitative synthesis.

The findings revealed that the causal factors affecting the administrative effectiveness of faculty administrators could be categorized into six dimensions: leadership attributes, digital leadership, organizational climate, organizational culture, organizational competency, and employee empowerment. Administrative effectiveness was explained using Parsons’ AGIL framework.

The study suggested that the synthesized conceptual framework could serve as a foundation for future empirical research and could provide guidance for enhancing faculty administration in Rajabhat Universities under conditions of digital transformation in a systematic manner.

Strategies for Creating a Positive Organizational Culture to Enhance the Management Competency of Quality Schools in Primary Schools Under the Office of the Basic Education Commission, Chaiyaphum Province

2026-04-08T09:54:00+07:00

This study aimed to (1) examine the current and desired conditions of positive organizational culture in primary schools and identify priority development needs; (2) analyze conceptual linkages among positive organizational culture, strategic leadership practices, and administrative competencies; (3) develop a strategic framework for fostering positive organizational culture; (4) evaluate the quality of the proposed framework; and (5) investigate its preliminary effectiveness in enhancing administrative competencies. A Research and Development (R&D) approach was employed across five phases: needs assessment, conceptual synthesis, framework development, expert validation, and pilot implementation. Data in Phase I were collected from 249 school administrators and analyzed using descriptive statistics and the Modified Priority Needs Index (PNI_modified). The framework was evaluated by nine experts. Phase V adopted a one-group pretest–posttest design with 33 administrators, and data were analyzed using paired-samples t-tests and effect size estimation.

The findings indicated a substantial gap between current (M = 2.63) and desired conditions (M = 4.47) of positive organizational culture, reflecting a high priority for development (PNI = 0.70). The developed framework was rated highly across all evaluation criteria. The pilot implementation showed statistically significant improvements in administrative competencies (p < .01), with effect sizes ranging from large to very large. These findings suggest that the proposed framework may support improvements in administrative competencies through the integration of strategic leadership practices and positive organizational culture. However, the results should be interpreted with caution due to the one-group design, reliance on self-reported measures, and short-term implementation. Further research using more rigorous designs and multi-source evaluation is recommended.

Factors Affecting Academic Administration of Schools under the Nakhon Sawan Primary Educational Service Area Office 1

2026-04-01T11:28:26+07:00

The objectives of this research were to 1) study the level of the factors affecting academic administration, 2) study the level of academic administration, 3) study the relationship between the factors affecting academic administration, and 4) create the equations of academic administration of schools. The sample was 297 school administrators and teachers. The research instruments were questionnaires regarding to the factor affecting academic administration of schools with the validity between 0.67 - 1.00 with a reliability of .90, 0.95 0.88, 0.91, 0.94 and 0.91 respectively and a questionnaire on academic administration with the validity between 0.67 - 1.00 and the reliability of 0.92.Data analysis were using by mean, standard deviation, Pearson correlation coefficient and stepwise multiple regression analysis. The research findings were as follows:

1) The factors affecting academic administration of schools under Nakhon Sawan Primary Educational Service Area Office 1 was at high level. 2) The level of academic administration of schools under Nakhon Sawan Primary Educational Service Area Office 1 was at a high level. 3) The relationship between the factors affecting the academic administration in overall found was a positive with a statistically significant at .01 level. 4) The factors in the aspect of building (X₅), media and educational technology (X₆), teacher (X₂), leadership (X₁), budget (X₃) and parent and community (X₄) affecting academic administration with statistically significance at .05 level. The predicted factors those affected the academic administration was 90% accurate. Furthermore, the equation predictions of raw scores and standard scores were shown as;

Y’ = 0.49 + 0.30(X5) + 0.24(X6) + 0.08(X2) + 0.11(X1) + 0.07(X3) + 0.09(X4)

Z’ = 0.35(Z5) + 0.28(Z6) + 0.10(Z2) + 0.13(Z1) + 0.09(Z3) + 0.10(Z4)

The Development of Learning Achievement and Teamwork Skills in Literature on Kap He Ruea of Mathayomsuksa 6 students by STAD Technique Combined with Board Games

2026-04-01T11:48:39+07:00

This research aimed to study 1) Compare the literature learning achievement on the topic of Kap He Ruea of Mathayomsuksa 6 students before and after using STAD technique with board games. 2) Compare the literature learning achievement of Mathayomsuksa 6 students after the intervention with the 70% criterion. 3) Develop the teamwork skills of Mathayomsuksa 6 students through this STAD technique combined with board games. The sample was 39 students from Mathayomsuksa 6 at Noenmaprangsuksawittaya School. They were selected by cluster random sampling. The instrument for collecting data were 1) The lesson plans were rated at the highest level of appropriateness. 2) The board games were rated at the highest level of appropriateness. 3) The achievement test consisted of multiple-choice items with difficulty indices ranging from 0.27-0.87, discrimination indices from 0.26-0.77, and a reliability coefficient of 0.86; and essay-type items with difficulty indices ranging from 0.56-0.72, discrimination indices from 0.50-0.75, and a reliability coefficient of 0.72. 4) The teamworking skills assessment reliability coefficient of 0.85. The statistics used for data analysis were mean, standard deviation, and t-test. The research findings revealed that;

1) The literature learning achievement after using STAD technique with board games was significantly higher than before the intervention at the .05 level. 2) The literature learning achievement after using STAD technique with board games exceeded the 70% criterion at the .05 level of statistical significance 3) The overall teamwork skills of the Mattayomsuksa 6 students after participating in the STAD and board game-based learning were at a high level

Curriculum Management Strategies for Secondary Thai Language Learning to Enhance 21st-Century Learner Competencies

2026-04-01T11:43:59+07:00

This research article aimed to: 1) study the environmental context of Thai language learning curriculum management at the secondary education level, and 2) develop strategies for Thai language learning curriculum management at the secondary education level. This qualitative research focused on a target group of three schools under the Office of the Basic Education Commission (OBEC) recognized for their outstanding Thai language learning management. Key informants included school administrators, heads of academic affairs, and heads of the Thai language department. Data were collected via semi-structured interviews and analyzed using content analysis.

The findings revealed that: 1. Regarding the environmental context of the curriculum management, the strengths included participatory and flexible administration, a focus on active learning integrated with technology, collaboration with external agencies, supervision through Professional Learning Communities (PLC), and authentic assessment. Areas for development involved teachers' fear of change, concerns about increased workloads, content redundancy and rote memorization, learner diversity, and management under constraints. 2. The strategies for Thai language learning curriculum management to enhance learners' 21st-century competencies comprised six strategies: Strategy 1: Participatory curriculum management; Strategy 2: Active learning and cross-disciplinary integration; Strategy 3: Technology-based management to increase educational quality efficiency; Strategy 4: Systematic personnel development and work culture; Strategy 5: Proactive collaborative networking to create learning opportunities; and Strategy 6: Authentic and comprehensive assessment focusing on empirical performance.

The Development of Analytical Reading Ability and Analytical Thinking of Grade 6 Students by using PANORAMA Reading Instruction Integrated with Skill Exercises

2026-04-01T11:54:26+07:00

This research aimed to 1) determine the efficiency of the skill exercises based on the 80/80 standard criteria; 2) compare Grade 6 students’ analytical reading ability before and after using PANORAMA Reading Instruction Integrated with skill exercises; and 3) compare Grade 6 students’ analytical thinking ability before and after using PANORAMA Reading Instruction Integrated with skill exercises. The sample consisted of 30 Grade 6/1 students at Anubanlatyao School, selected through Cluster Random Sampling. The research instruments included: 1) six lesson plans with a high level of appropriateness ( = 4.90, S.D. = 0.20); 2) six sets of skill exercises with a high level of appropriateness ( = 4.86, S.D. = 0.22); 3) a 30-item multiple-choice analytical reading test with a reliability coefficient of 0.93; and 4) a 30-item multiple-choice analytical thinking test with a reliability coefficient of 0.92. Data were analyzed using mean, standard deviation, and dependent samples t-test.

The results revealed that: 1) the efficiency of the skill exercises was 82.18/81.50, which was higher than the established criterion; 2) the students’ analytical reading ability after the intervention was significantly higher than that before the intervention at the .05 level; and 3) the students’ analytical thinking ability after the intervention was also significantly higher than that before the intervention at the .05 level.

Developing an online learning model to promote the Development of computerprogramming skills according to constructivist theory for undergraduate students in Computer Major, Faculty of Education, Uttaradit Rajabhat University

2026-04-12T08:26:18+07:00

The purposes of this research were: 1) to study the appropriate components of an online learning model designed to enhance computer programming skills based on constructivist theory for undergraduate computer education students at Uttaradit Rajabhat University; 2) to develop the online learning model; and 3) to compare the students' programming skills before and after learning through the developed model. The research was conducted in three phases: Phase 1 involved studying the appropriate components of the model, with data obtained from 5 experts using an appropriateness questionnaire. Phase 2 focused on developing the online learning model, with data collected from 5 experts using a model quality assessment form. Phase 3 compared the programming skills of 30 computer education students using a programming skill assessment test. Statistics utilized for data analysis across all three phases included percentage, mean, standard deviation, and dependent samples t-test

The research findings were:

1.The online learning model comprised 5 components: 1) concepts and theories of online learning and constructivism, 2) learning objectives, 3) instructional models and activities, 4) online learning management systems, and 5) skill measurement and evaluation.

2.The developed online learning model consisted of 3 key parts: 1) the 5 core components, 2) 6 self-directed learning development activities, and 3) 7 dimensions of programming skills to be developed along with implementation guidelines.

3.The computer programming skills of the students who learned through the developed model (OLAC-DPS Model) were significantly higher after the intervention than before. The pre-test mean score was 21.50 (S.D. = 1.63), accounting for 71.16%, whereas the post-test mean score reached 28.50 (S.D. = 1.33), accounting for 95.00%.

Digital Leadership of School Administrators Affecting Academic Administration in Schools under Nakhon Phanom Primary Educational Service Area Office 1

2026-04-16T11:16:27+07:00

This research aimed to study the digital leadership of school administrators and academic administration, and to examine the relationship and predictive power of digital leadership affecting academic administration under the Nakhon Phanom Primary Educational Service Area Office 1. This study employed a quantitative research design. The research sample consisted of 262 participants, including school administrators and teachers. The sample size was determined using percentage criteria, and participants were selected through stratified random sampling. There were two tools used for data collection: 1) Information on the status and size of educational institutions in the sample group. 2) a questionnaire about the digital leadership of school administrators, with a reliability coefficient of 0.96, and 3) a questionnaire about academic administration in schools, with a reliability coefficient of 0.97. The statistics used for data analysis included mean, standard deviation, Pearson's correlation coefficient, and multiple regression stepwise analysis. The research results were found as follows:

1) Digital leadership of school administrators was at the high level. 2) academic administration in schools was at the high level. 3) The two factors are strongly and positively correlated at the .01 level of significance. and 4) There are four digital leadership variables of school administrators that contribute to academic management, as follows: digital corporate culture, digital adaptation, Digital Technology Human Resource Development and Digital technology skills. They could be predicted up to 87 percent.

The Development of Consonant Cluster Reading Ability And Communication Skills Through GPAS 5 Steps Learning Management Integrated With Educational Games For Grade 5 Students

2026-04-07T10:08:10+07:00

This research aimed to 1) study the effects of GPAS 5 Steps learning management integrated with educational games on consonant cluster reading ability and communication skills of Grade 5 students, 2) compare students’ consonant cluster reading ability before and after learning management, and 3) compare students’ communication skills before and after the learning management. This study employed a pre-experimental research design with a one-group pretest-post-test design. The sample consisted of 27 Grade 5 students at Ban San Chao Kai To School, selected through purposive sampling. The research instruments included six GPAS 5 Steps learning management plans integrated with educational games, five educational games, a consonant cluster oral reading test consisting of 30 words, and a communication skills test assessing reading and speaking abilities. The instruments were validated for quality, with IOC values ranging from 0.80 to 1.00, difficulty indices ranging from 0.44 to 0.89, and a reliability coefficient of 0.755. The data were analyzed using mean, standard deviation, and t-test.

The research findings revealed that 1) the GPAS 5 Steps learning management plans were appropriate at a high level ( = 4.50, S.D. = 0.62), while the educational games were appropriate at the highest level ( = 4.62, S.D. = 0.53); 2) students’ consonant cluster reading achievement after learning was significantly higher than before learning at the .05 level; and 3) students’ communication skills in reading and speaking after learning were significantly higher than before learning at the .05 level.

Development Guidelines of Teachers’ Standard Position through Professional Learning Community Wiang Haeng Wittayakhom School, Chiang Mai Province

2026-04-24T10:38:22+07:00

This study aimed to: (1) examine priority needs for developing work performance based on position standards, and (2) propose development guidelines using a Professional Learning Community (PLC). The target group consisted of 16 assistant teachers who completed a three-part questionnaire. The instrument’s content validity showed an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00, and a reliability coefficient (Cronbach’s alpha) of .984. Data in Part 1 were analyzed using frequency and percentage. Part 2 arithmetic mean and standard deviation, and priority needs were identified by examining the gap between current and desired conditions. The Modified Priority Needs Index (PNI Modified) was used to rank needs, with values of 0.30 or higher indicating high priority. Part 3 included open-ended questions analyzed through content analysis. Additionally, a focus group of seven experts in personnel administration was conducted, and the data were analyzed using content analysis.

The findings revealed that the highest priority needs were in self-development and professional development, followed by learning management and support for learning management. The proposed guidelines suggest that school administrators apply PLC principles through three processes: planning, implementation, and reflection. In the planning phase, shared values, vision, and learning goals should be established. During implementation, administrators should promote participative leadership and provide a supportive environment. In the reflection phase, systematic reflection and collaboration among assistant teachers, teachers, and administrators should be encouraged. These processes help reduce professional isolation and enhance teacher and learner quality sustainably. Furthermore, administrators should establish policies supporting PLC-based development, require participation reports, and use them as part of performance evaluation, including salary increment consideration.

Synthesis of Conceptual Frameworks and Theories Used in Thai Literature Research: A Case Study of Silpakorn University

2026-04-24T10:45:24+07:00

This article aims to synthesize the conceptual frameworks and theories used in research on teaching Thai literature, analyzing 41 theses from Silpakorn University between 2004–2022 (B.E. 2547–2565). The findings revealed that: 1) The most frequent problem researchers aimed to solve was learning achievement in literature (58.54%), followed by reading comprehension (12.20%) and critical reading (9.76%). 2) A variety of conceptual frameworks and theories were used; the most popular technique was the Six Thinking Hats (12.09%), followed by the SQ4R technique (9.67%), and the most applied concept was the Four Noble Truths (Ariyasat Si) (9.67%). 3) Regarding literary texts, classical Thai literature (e.g., Khun Chang Khun Phaen, Ramakien) was used the most (60%), followed by local literature (21%) and contemporary literature (19%). 4) In terms of learning management innovations, single instructional models accounted for 56.10%.

The Effects of Genre-Based Instruction on English Writing Ability of Grade 7 Students at Chumchon Bannongyao School in Ubon Ratchathani Province

2026-05-11T09:49:07+07:00

The research aimed to study 1) compare the English writing ability of Grade 7 students before and after learning through Genre-Based Instruction, 2) compare the students’ English writing ability after learning through Genre-Based Instruction with the 75 percent criterion, and 3) study the students’ satisfaction towards Genre-Based Instruction.

The research employed a one-group pretest–posttest experimental design. The population of this study consisted of 52 Grade 7 students from two classes at Chumchon Bannongyao School, Ubon Ratchathani Province, during the second semester of the 2025 academic year. The sample group comprised 25 Grade 7 students selected by cluster random sampling from one classroom. The research instruments included 1) ten lesson plans based on Genre-Based Instruction with a total of 20 hours, 2) a subjective English writing ability test, and 3) students’ satisfaction towards Genre-Based Instruction questionnaire. The data were analyzed using mean, standard deviation, and the sign test.

The research findings revealed that 1) the English writing ability of Grade 7 students after learning through Genre-Based Instruction was significantly higher than before learning at the .05 level of statistical significance, 2) the students’ English writing ability after learning through Genre-Based Instruction was significantly higher than the 75 percent criterion at the .05 level of statistical significance, and 3) the students’ satisfaction towards Genre-Based Instruction was at the highest level.

The Effects of Using the KWL Plus Technique on English Reading Comprehension Ability of Grade 10 Students at Huayso Wittayakhom Ratchamangklapisek School in Chiang Rai Province

2026-05-05T11:46:34+07:00

This research aimed to 1) compare the English reading comprehension ability of grade 10 students at Huayso Wittayakhom Ratchamangklapisek School before and after learning through the KWL Plus technique, 2) compare students’ English reading comprehension ability after learning through the KWL Plus technique to the 75% criterion, and 3) examine students’ satisfaction towards English reading instruction using the KWL-Plus technique. The population consisted of 142 grade 10 students from five classrooms at Huayso Wittayakhom Ratchamangklapisek School in Chiang Rai Province during the second semester of the 2025 academic year. The sample comprised 30 grade 10 students from one classroom. They were selected by cluster random sampling. The research instruments consisted of 1) nine lesson plans based on the KWL-Plus technique of 18 hours, 2) a 30-item English reading comprehension proficiency test used for pre-test and post-test, and 3) a student satisfaction questionnaire on the KWL Plus instruction. Data were analyzed using mean, standard deviation, and t-tests. The research results were found as follows;

1) the English reading comprehension ability of grade 10 students after learning through the KWL Plus technique was higher than before learning at the .05 level of statistical significance, 2) the English reading comprehension ability of grade 10 students after learning through the KWL Plus technique was significantly higher than the 75 percent criterion at the .05 level of significance, and 3) the students’ satisfaction towards learning through the KWL Plus technique was at the highest level.

DEVELOPMENT OF ENGLISH LISTENING AND SPEAKING SKILLS WITH EXPERIENTIAL LEARNING THROUGH ROLE PLAY FOR VOCATIONAL CERTIFICATE II STUDENTS

2026-05-06T20:44:34+07:00

This study aimed to 1) compare students’ English listening and speaking skills before and after instruction using experiential learning through role play, and 2) examine students’ satisfaction and opinions toward the instructional management. The study employed a one-group pretest–posttest design. The participants were 30 second-year vocational certificate students in the Digital Business Technology program at Chaibadan Industrial and Community Education College during the second semester of the 2025 academic year. The participants were selected through cluster sampling using a lottery method. The research instruments included 1) six lesson plans based on experiential learning through role play, 2) an English listening and speaking skills test, 3) a satisfaction questionnaire toward the instructional management, and 4) a semi-structured interview form. Quantitative data were analyzed using , standard deviation, paired-samples t-test, and the Shapiro–Wilk test, while qualitative data were analyzed using content analysis.

The findings revealed that 1) students’ English listening and speaking skills after the instruction were significantly higher than before the instruction at the .05 level (t(29) = 18.31, p < .001), suggesting that experiential learning through role play may support the development of students’ English communication skills 2) students’ overall satisfaction toward the instructional management was at a high level ( = 4.05, S.D. = 0.98) and 3) the interview findings indicated that role play activities provided students with opportunities for hands-on practice, active participation, and authentic language use in real-life situations, which contributed to increased confidence in English communication.

A Management Model of Dual Vocational Education Under Thailand-China Cross-Border Trilateral Cooperation to Enhance Students' Professional Competencies and Employability in Collaboration with Enterprises at Nakhon Sawan Technical College

2026-05-26T10:21:15+07:00

The objectives of this research were: 1) to investigate the current state and approaches of dual vocational education management under Thai-Chinese cross-border tripartite cooperation, aiming to enhance the professional competencies and employability of learners in collaboration with enterprises; and 2) to develop a dual vocational education management model under Thai-Chinese cross-border tripartite cooperation to elevate learners' professional competencies and employability in collaboration with enterprises at Nakhon Sawan Technical College. The mixed methods research design conducted in two phases: The first Phase, the sample included 169 teachers and 334 students selected from 2,002 using Yamane’s formula, along with 10 purposively selected experts. Data were collected using questionnaires and structured interviews and analyzed using frequency, percentage, mean, standard deviation, and content analysis. And the second one, purposive sampling was used to select 10 experts to develop the model and 5 experts to evaluate it using the Index of Item-Objective Congruence (IOC). The results provide a framework for improving vocational education management and strengthening collaboration between educational institutions and enterprises to enhance learners’ competencies and employment outcomes. The research results were found as follows;

1) Overall, the current state of implementation was at a moderate level. Furthermore, seven dimensions of educational management approaches were identified. 2) The developed dual vocational education management model under Thai-Chinese cross-border tripartite cooperation, designed to enhance professional competencies and employability in collaboration with enterprises, comprises five principal components: Part 1: Principles and Fundamental Concepts; Part 2: Model Objectives; Part 3: Structure and Operational Mechanisms; Part 4:Implementation Guidelines; and Part 5: Conditions for Success. Furthermore, the evaluation results confirmed the model's suitability and feasibility.

Management Strategies for Sustainable Educational Excellence Toward the Royal Award: A Case Study of Nakhon Sawan Technical College

2026-05-22T23:22:56+07:00

This study aimed to: (1) examine the current conditions and needs for managing educational institutions toward sustainable excellence for the Royal Award, and (2) develop strategic management approaches for achieving such excellence at Nakhon Sawan Technical College. A mixed-methods research design was employed in two phases.

In Phase 1, data were collected from 218 teachers and educational personnel using a questionnaire. The data were analyzed using frequency, percentage, mean, standard deviation, and content analysis.

In Phase 2, purposive sampling was applied, involving 35 expert teachers and 15 specialists who participated in strategy formulation using SWOT analysis and the TOWS Matrix. Subsequently, 5 experts evaluated the appropriateness and feasibility of the proposed strategies.

The results indicated that the overall current condition of institutional management was at a high level, whereas the overall needs were at the highest level. The developed strategic framework consists of a vision, mission, goals, four main strategies, eight sub-strategies, and sixteen projects or activities. The evaluation results confirmed that the strategies were highly appropriate and feasible for practical implementation.

The Influence of Hygiene Factors on Organizational Commitment among Private Vocational Education Teachers in Bangkok

2026-05-21T11:10:54+07:00

This study aimed to (1) examine the level of hygiene factors among private vocational education teachers in Bangkok, (2) investigate the level of organizational commitment among private vocational education teachers in Bangkok, and (3) analyze the predictive influence of hygiene factors on organizational commitment among private vocational education teachers in Bangkok. The sample consisted of 306 administrators and teachers from 42 institutions selected through stratified random sampling. The research instrument was a five-point Likert scale questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and stepwise multiple regression analysis.

The findings revealed that (1) the overall level of hygiene factors was high, with professional status receiving the highest mean score and career advancement the lowest; (2) the overall level of organizational commitment was high, with the desire to remain a member of the organization receiving the highest mean score; and (3) hygiene factors significantly predicted organizational commitment at the .05 level, with a multiple correlation coefficient of 0.79 and a coefficient of determination of 0.63, indicating that hygiene factors jointly explained 63% of the variance in organizational commitment. Professional status was the strongest predictor, whereas career advancement had a negative effect on organizational commitment.

Applying Finnish Teaching Techniques for Undergraduate Students: Challenges to the context of higher education management in Thailand

2026-04-24T11:09:51+07:00

This academic article has three objectives: to review and synthesize the key principles of Finland's education system, to analyze the feasibility of their application in the Thai higher education context, and to present practical recommendations for instructors, educational institutions, and policymakers. The study employs a narrative literature review drawing on relevant sources in both Thai and English.

Finland's education system has gained international recognition, particularly through its PISA results during the 2000s–2010s, when Finland consistently ranked among the highest-performing nations. The literature review identified five key principles supported by theoretical foundations and empirical evidence: (1) an assessment philosophy emphasizing Formative Assessment and authentic assessment, (2) a culture of trust and professional autonomy for teachers, (3) Inquiry-Based Learning, (4) Collaborative Learning, and (5) cross-disciplinary integration through Phenomenon-Based Learning.

However, applying these principles involves two significant challenges: cultural barriers related to Thailand's high Power Distance Index, and structural barriers concerning assessment systems and resource constraints. Direct transfer of practices without contextual adaptation is therefore unlikely to be effective in practice. The article presents recommendations at three levels — classroom, institutional, and policy — emphasizing gradual, incremental change aligned with existing policy frameworks such as the Thai Qualifications Framework for Higher Education (TQF) and AUN-QA criteria.

The conclusions presented are primarily based on the literature review and require further confirmation through empirical research in the Thai higher education context. This article aims to serve as a starting point for academic dialogue and as a foundation for future research.