Journal of Faculty of Education Pibulsongkram Rajabhat University

A STUDY OF PROBLEMS AND NEEDS FOR DEVELOPING THAI LANGUAGE COMMUNICATION COMPETENCY OF THAI LANGUAGE STUDENT TEACHERS

2024-04-25T13:30:14+07:00

The objectives of this research article were to study: 1) the problems in speech communication faced by Thai language student teachers from the perspectives of mentors and lecturers; and 2) the needs for the development of communication competency in Thai language student teachers. Two research instruments were used: 1) a questionnaire to identify communication problems of Thai language student teachers from the perspectives of mentors and lecturers, which included both a quantitative study using a 5-level rating scale and a qualitative study using open-ended questions analyzed by content analysis; 2) a questionnaire to assess the needs for developing communication competency in Thai language student teachers. The statistics used for data analysis included the mean, standard deviation, and Priority Needs Index (PNI_modified), with qualitative data analyzed through content analysis. The sample group was selected by simple random sampling based on the Krejcie and Morgan table, consisting of 152 mentors of Thai language student teachers from Lower North Rajabhat Universities, five Thai lecturers with experience in teaching Thai speech from Lower North Rajabhat Universities, and 155 third-year Thai language student teachers from Lower North Rajabhat Universities.

The results of the research were as follows: 1) Regarding the conditions of speech communication problems of Thai language student teachers from the perspectives of mentors and lecturers, mentors identified tone of voice as the most significant problem, followed by external personality and language. Lecturers identified personality as the most significant problem, followed by language and content. 2) Regarding the needs for developing communication competency, it was found that there is a strong need to enhance speech communication competency, particularly in terms of internal personality, followed by external personality and content, respectively.

STUDY OF NEEDS ASSESSMENT TO PROMOTE DIGITAL COMPETENCY OF STUDENT TEACHERS IN THE FACULTY OF EDUCATION AT PIBULSONGKRAM RAJABHAT UNIVERSITY

2024-05-22T13:40:13+07:00

This research aimed to study the needs assessment and rank it for promoting digital competency among student teachers in the Faculty of Education at Pibulsongkram Rajabhat University. The sample consisted of 339 student teachers from the Faculty of Education at Pibulsongkram Rajabhat University, selected using a multi-stage random sampling method. The research instrument was a questionnaire based on a 5-point Likert scale, with an index of concordance (IOC) between 0.67 and 1.00, and the reliability of the entire questionnaire, measured using Cronbach’s alpha coefficient, was 0.85. Statistics used for data analysis included mean and standard deviation. Needs were assessed by using the Modified Priority Needs Index () technique, which ranks the importance of needs from highest to lowest.

The research findings revealed that:

1. The overall needs assessment for promoting digital competency among student teachers in the Faculty of Education at Pibulsongkram Rajabhat University was at a moderate level. When each aspect was considered, digital-problem-solving skills using digital tools had the highest average score within the moderate level. The overall desired state of digital competency was at a high level, with digital usage skills having the highest average score within the moderate level.

2. The raking of needs assessment for promoting digital competency among student teachers in the Faculty of Education at Pibulsongkram Rajabhat University from highest to lowest were: (1) digital use, (2) problem-solving with digital tools, (3) digital literacy, respectively.

EDUCATIONAL PERSONNEL NEEDS FOR SELF-DEVELOPMENT: SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE 1

2023-08-07T13:50:09+07:00

The objectives of this research were to 1) study the needs for knowledge in self-development of educational personnel at schools under the Secondary Educational Service Area Office 1 and 2) study professional development activities for educational personnel at schools under the Secondary Educational Service Area Office 1. The populations were 5,002 educational personnel of 67 schools; including administrators and teachers under the Secondary Educational Service Area Office 1. Yamane’s formula was used to calculate the sample sizes. Overall, the information was obtained from 297 informants or 80% of the participants. The research instrument was a questionnaire. Statistics used in data analysis Percentage Mean Standard Deviation Modified Priority Needs Index: (PNI _modified)

The research results found that

1. The needs for knowledge in self-development of educational personnel at schools was recognized a difference between an actual state at high level and a desired state at the highest level. The three sequences of the needs which classified respectively were job knowledge in professional development, pedagogical content knowledge and knowledge of educational administration, and technological knowledge.

2. The needs for professional development activities was recognized a difference between an actual state at high level and a desired state at the highest level. The three sequences of the needs which classified respectively were short-term training courses, brainstorming meetings and academic conferences, and domestic study tours.

THE STUDY ON THE COMPONENTS OF HOLISTIC STUDENT DEVELOPMENT OF HIGHER

2024-04-25T14:30:30+07:00

Abstract

The purposes of this research are 1) to study the components of holistic student development of higher education institutions and 2) to analyze these exploratory components of holistic student development of higher education institutions. The samples for this research consisted of eight experts from higher education institutions and one representative from a business firm employing graduates, who were interviewed to gather information on the components of holistic student development. Additionally, 400 students from higher education institutions in the academic year 2022 participated, selected through stratified random sampling. The research instruments included semi-structured interviews and an opinion survey questionnaire on the components of holistic student development of higher education institutions. The reliability coefficient, determined statistically, was .986. Data analysis involved content analysis, average scores, standard deviation, exploratory component analysis using the Principal Component Analysis methodology, considering Eigen values, and component axis rotation using the Varimax Rotation methodology to identify the components of holistic student development of higher education institutions.

The findings of the research revealed that: 1) Experts gave six aspects of the components of holistic student development: social development; emotional development; spiritual development; intellectual development; physical development; and the development of media technology, including social media literacy. 2) Students from higher education institutions agreed with the defined statements regarding holistic student development at a high level (M = 4.03, S = .803). Upon item consideration, the average scores ranged from 3.91 to 4.22, with standard deviations between .784 and .864, indicating consistently high agreement across all items. The opinion level is high for all items. 3) For exploratory component analysis, it was found that there were two components of holistic student development: the component of thinking skills, learning, and socialization development, and the component of physical, moral, emotional, technological, and innovative development.

DEVELOPMENT OF LIFE SKILLS IN STUDENTS THROUGH INTERGRATIVE GROUP COUNSELING

2024-02-20T12:36:29+07:00

The aims of this research were: 1) to study the components of student life skills and to validate the consistency between the model of student life skills components created by the researcher and the empirical data; 2) to construct a group counseling model to develop the life skills of students; and 3) to study the results of using the integrative group counseling model to develop life skills by comparing results before the experiment, after the experiment, and during the follow-up period. The sample group in Phase 1 of the research consisted of 495 first-year students studying in the Faculty of Education at Rajabhat University in the northeastern of Thailand. Phase 2 included eight students from Phase 1 whose life skills were in the twenty-fifth percentile and below and who were willing to participate in the integrative group counseling sessions. The research instruments included a life skills scale with a construct reliability of 0.91 and the integrative group counseling model.

The research results found that

1. The measurement model consists of 4 components: self-awareness and self-acceptance, coping with problems, emotion and stress management, and interpersonal relationship skills. The model showed a good fit with the empirical data, with standard component loading weights between 0.71 - 0.81, all statistically significant at the .05 level. The component weights for the measurement model were as follows: emotion and stress management (0.81) had the highest weight, followed by self-awareness and self-acceptance (0.80), coping with problems (0.80), and interpersonal relationship skills (0.71).

2. The integrative group counseling model consisted of ten sessions: session 1-Rapport, session 2-Self-awareness, session 3-Self-acceptance, session 4-Coping with problems, session 5-Solving problems, session 6-Emotion management, session 7-Relaxation, session 8-Interpersonal relationships, session 9-Empathy, session 10-Conclusion.

3. The integrative group counseling effectively developed students' life skills, as evidenced by significantly higher life skills scores after the experiment and during the follow-up period compared to before the experiment, statistical significance at the .05 level.

A DEVELOPMENT OF ELDERLY CAREGIVER TRAINING COURSE IN HEALTH TOURISM

2023-10-18T15:01:30+07:00

The objectives of this research were 1) to develop a training course for elderly caregiver in health tourism, 2) to try out a training course for elderly caregiver in health tourism. The target group were tour guides. The research instrument was a training course for elderly caregiver in health tourism. The data were analyzed by comparing the results in various aspects before and after application of the training course.

The research results found that

1. Constructing curriculum and verifying curriculum quality. The training course consists of 6 elements as follows: background and importance, principles and goals, course objectives, course structure, guidelines for organizing training workshop, and measurement and evaluation. The examinations of curriculum quality and course documentation were appropriate at highest level. Elderly caregiver training course for medical tourism requires 50 hours theory and 140 hours practice. The curriculum comprises 15 topics: 1) necessity of caring for the elderly 2) roles, ethics and laws related to elderly caregiver 3) concept of the elderly in 21st century, aging process, age-related changes, and need of elderly care; 4) promoting health for the elderly 5) Assessing the elderly’s vital signs and personal hygiene 6) first aid for the elderly 7) Common diseases found in the elderly 8) Use of medications in the elderly 9) Thai wisdom and health care for the elderly 10) Recreational activities for the elderly 11) Creating a supportive environment for the elderly 12) Mental health care for the elderly 13) The travel needs of the elderly: using mobile application and travel planning for individual and group seniors 14) practical training and 15) practical learning by experience.

2. Evaluation of results (output), overall evaluation of the curriculum was at the highest level. The average score was 4.70 out of 5. 70 percent of the participants wanted to apply medical tourism with the elderly in the family. 22.5 percent of them applied the knowledge to enhance the ability to take care of the elderly as professionals and 7.5 percent applied in their job to enhance different competencies as tour guides. For further impact assessment (outcome), the researcher plans to follow up on the first group of the participants in applying the knowledge and experience gained by planning group activities to implement or create a model for tour guides in various areas.

ACTIVE LEARNING MANAGEMENT MODEL FOR SOCIAL SCIENCE RESEARCH METHODOLOGY COURSES

2023-08-07T13:35:02+07:00

The objectives of this research were: 1) to study the weaknesses of learning management in social science research methodology course at graduate level 2) to study opinions on the use of active learning to improve the quality of learning management in social science research methodology course, 3) to develop an active learning management model for social science research methodology course at graduate level. The target population was 9 instructors with experience in teaching the research methodology course for graduate education at Suan Dusit University, Thailand. The research tool was a group discussion guideline. Data analysis was analyzed by content analysis and constant comparison method.

The research results revealed that

1. The weakness of learning management in social science research methodology course at graduate level was the theory-based approach, the absence of practical skills, and the lack of discussion and sharing experiences. As a result, the students were unable to apply knowledge gained from their studies to their thesis as effectively as they should be.

2. According to the opinions of the target population, active learning was appropriate for content subject and able to improve the quality of learning management in social science research methodology course.

3. In this research, the active learning model in social science research methodology course was conducted and explained in detail in 4 topics: 1) Principles and concepts of the model, 2) Purposes of the model, 3) Learning process of the model, 4) Student learning outcomes after applying the model.

THE ENHANCEMENT OF MATHEMATICAL PROBLEM-SOLVING ABILITIES BY MODEL ELICITING ACTIVITIES APPROACH INSTRUCTIONAL MANAGEMENT OF NINTH GRADE STUDENTS

2023-07-15T14:16:41+07:00

The purposes of this research were 1) to study the mathematical problem-solving ability after learning activities according to the Model Eliciting Activities (MEAs) approach and 2) to study guidelines for the provision of learning activities according to the MEAs approach that enhance the mathematical problem-solving ability. The target group in this research was 39 ninth grade students at a school in Bangkok. The content covered a system of linear equations with two variables and trigonometric ratios. The research instruments were 10 lesson plans based on the MEAs approach and the mathematical problem-solving ability test, which consisted of 2 sets of subjective tests. Quantitative data were analyzed using percentages, means, and standard deviations. Qualitative data were analyzed using content analysis.

The results showed that 1) the students demonstrated the mathematical problem-solving ability on the system of linear equations with two variables at good level and beyond (71.79 percent), and on the trigonometric ratio at good and very good levels (97.44 percent) and 2) the guidelines for learning activities provided by the MEAs included creating questions that are similar to real-life contexts, encouraging students to solve problems, enhancing discussion and idea sharing, evaluating the solutions using other appropriate methods, and practicing to extend knowledge.

THE DEVELOPMENT OF A SUPPLEMENTARY MEDIA FOR TEACHING NUMERIC VALUES AND NUMBERS TO ENHANCE THE ABILITY OF STUDENTS WITH INTELLECTUAL DISABILITIES UTTARADIT SPECIAL EDUCATION CENTER

2024-04-29T15:58:29+07:00

This research aimed to: 1) create and determine the quality of a lesson application on numeric values and numbers for students with intellectual disabilities; and 2) compare the learning achievement of students before and after using the lesson application. The experimental group consisted of 12 students with intellectual disabilities from Uttaradit Special Education Center. The instruments used in the experiment included: 1) a lesson application on numeric values and numbers using the ADDIE Model for students with intellectual disabilities and a learning plan on numeric values and numbers; and 2) data collection instruments, including a lesson application quality checklist and a learning achievement test. Data were analyzed by evaluating the effectiveness of the lesson application according to E1/E2 criteria, and using mean, standard deviation, and t-test statistics.

The results showed that:

1) the efficiency of the lesson application according to the E1/E2 criteria was 88.33/94.56, which was higher than the specified standard (E1/E2 was 80/80), and

2) the learning achievement of students before and after using the lesson application had mean scores of 12.58 and 26.83 points, with standard deviations of 2.61 and 1.75, respectively. The comparison of learning achievement showed that students’ post-learning scores were significantly higher than their pre-learning scores at the .05 level of statistical significance.

THE DEVELOPMENT OF AN ONLINE LEARNING LESSON ON DATA RELIABILITY ASSESSMENT BY PROMPT FOR GRADE 9 STUDENTS BY USING GAMIFICATION TECHNIQUES

2024-03-24T17:40:32+07:00

The objectives of this research were to: 1) develop an online learning lesson on data reliability assessment by PROMPT for Grade 9 students by using gamification techniques; 2) study the quality of the online learning lesson; 3) study the efficiency of the lesson; 4) study the learning achievements of the students who learned from the lesson; 5) study the effectiveness index of the lesson; and 6) study the students’ satisfaction with the lesson. The samples used in this research consisted of 30 students studying Grade 9 in the first semester of the academic year 2020. The statistics used for data analysis included the mean, standard deviation, efficiency of the lesson, t-test, and effectiveness index.

The research findings are as follows: 1) The online learning lesson on data reliability assessment by PROMPT for Grade 9 students by using gamification techniques was developed. 2) The overall quality of the lesson was at the highest level. 3) The efficiency of the lesson was at 82.42/85.17. 4) The mean score of the students’ achievements after learning through the online lesson was higher than that before learning, with a statistical significance level of .05. 5) The value of effectiveness index of the lesson was at 0.55. 6) The overall mean score of the students’ satisfaction with the lesson was at the highest level.

THE DEVELOPMENT OF A STEP-BY-STEP EXERCISE OF THE KWDL TECHNIQUE TO ENHANCE READING COMPREHENSION OF GRADE 2 STUDENTS

2023-08-07T12:52:15+07:00

The purposes of this research were to: 1) establish and determine the effectiveness of step-by-step exercises based on the KWDL technique for enhancing the reading comprehension ability of Grade 2 students, with effectiveness criteria set at 75/75; 2) study the reading comprehension ability of Grade 2 students after school by using step-by-step exercises based on the KWDL technique; and 3) compare the reading comprehension ability of Grade 2 students before and after learning through step-by-step exercises based on the KWDL technique.

The results showed that:

1. The step-by-step exercises based on the KWDL technique consisted of five practices: 1) Practice reading with Brother Rabbit; 2) Practice reading with Brother Ant; 3) Practice reading with Brother Fox; 4) Practice reading with Brother Lion; and 5) Practice reading with Brother Bullfrog. Upon evaluation of quality, they were found to be highly suitable, with an activity efficiency of 79.47/77.00

2. Overall, Grade 2 students showed significant improvements in their reading abilities, at 77.00 percent.

3. The reading comprehension ability of Grade 2 students after learning was significantly higher than before learning, with statistical significance at the .05 level.

THE DEVELOPMENT OF AN INSTRUCTIONAL PACKAGE TO ENHANCE MORALITY AND ETHICS FOR PRIMARY SCHOOL STUDENTS UNDER THE LOCAL ADMINISTRATIVE ORGANIZATION

2024-04-19T14:48:36+07:00

The purposes of this research were: 1) to study basic information about an instructional package to enhance morality and ethics (M&E) for primary school students (PSSs); 2) to create and determine the quality of this instructional package; 3) to implement the instructional package to strengthen M&E for PSSs; and 4) to assess the quality of the instructional package. The target group consisted of 17 people with at least three years of experience in U-School projects, including five administrators, seven teachers, two educational supervisors, and three community leaders. There were also 45 willing volunteer students from Phitsanulok Municipal School. The instruments used were: 1) a structured interview form; 2) measurements of M&E characteristics, response options, and assessment of the appropriateness of the instructional package; and 3) an evaluation form for the quality of the instructional package to enhance morality and ethics for primary students. The data were analyzed using frequency, mean, t-test, and standard deviation.

The research found that:

1) The basic information about the instructional package included content, processes, and the nature of activities based on religious principles, honesty, willingness to learn, generosity, discipline, "Thainess," and wisdom in the Thai way of life. The activities were organized into five steps: introduction, learning through activities, analyzing and planning, conclusion, and assessment. Various activity formats were used, such as role-playing, group activities, games, storytelling, singing, and projects.

2) The efficiency of the instructional package to enhance morality and ethics for primary students under the local administrative organization was 83.82/87.89.

3) The characteristics of students who participated in the instructional package were significantly improved, with statistical significance at the .01 level.

4) The quality of the instructional package was appropriate for primary students, with an average rating of 4.69 at the highest level.