Journal of Faculty of Education Pibulsongkram Rajabhat University

DEVELOPMENT OF CREATIVE WRITING SKILLS FOR MATTAYOMSUKSA 2 STUDENTS BY USING THE DESIGN THINKING PROCESS AND RAFT STRATEGY WITH WEBBLOG

Wasita Seeta — 2026-06-30

This research aimed to 1) develop and evaluate the efficiency of a creative writing instructional model based on the Design Thinking process and RAFT strategy integrated with weblogs for Mattayomsuksa 2 students, using the 75/75 efficiency criterion, 2) compare the students’ creative writing ability before and after learning through the instructional model, and 3) investigate students’ satisfaction with the learning activities. The population consisted of 490 Mattayomsuksa 2 students from 13 classrooms at Uttaradit Daruni School. The sample comprised 30 students from Class 2/1, selected through purposive sampling. The research instruments included 1) lesson plans for creative writing instruction using the Design Thinking process and the RAFT strategy integrated with weblogs, 2) a creative writing ability assessment, and 3) a student satisfaction questionnaire.
The results revealed that:
1) the instructional model achieved an efficiency of 80.84/80.35 (E1/E2), which exceeded the standard criterion of 75/75,
2) the students’ creative writing ability after the intervention was significantly higher than before the intervention at the .05 level, and
3) the students’ satisfaction with the instructional model was at the highest level, with a mean score (M) of 4.89 and a standard deviation (S.D.) of 0.36.

DEVELOPMENT OF THAI READING COMPREHENSION ACTIVITIES USING SQ4R READING METHOD WITH THINK PAIR SHARE TECHNIQUES FOR PRATHOMSUKSA 3 STUDENTS

Pimwalee Heetchauy — 2026-06-30

The research aimed to 1) develop a Thai reading comprehension activity package based on the SQ4R instructional method integrated with the Think-Pair-Share technique for Prathomsuksa 3 students to have its efficiency 80/80 criterion (E1/E2), 2) compare Prathomsuksa 3 students’ reading comprehension achievement before and after learning through the activity package, 3) compare the students’ reading comprehension skills before and after the intervention, and 4) study the student satisfaction with the intervention.
The findings revealed that 1) the Thai reading comprehension activity package based on the SQ4R instructional method integrated with the Think-Pair-Share technique achieved an efficiency of 83.12/85.00 (E1/E2), which exceeded the established criterion of 80/80, 2) the students’ reading achievement after the invention was significantly higher than before the intervention at a statistical level of .01, 3) the students’ reading comprehension skills after the intervention were significantly higher than those before the intervention at a statistical level of .01, and 4) the students’ satisfaction with the intervention was at the highest level, with a mean score of 4.56 and a standard deviation of 0.57.

THE EFFECTS OF BULLYING EXPERIENCES IN ENGLISH LANGUAGE CLASSROOMS ON LEARNING MOTIVATION OF UNIVERSITY STUDENTS IN THAILAND Language Classrooms on the Learning Motivation of University Students in Thailand

Thiti Nawapan — 2026-06-30

This study aimed to (1) examine the impact level of bullying experiences on undergraduate students’ motivation to learn English, (2) analyze bullying factors that affect English learning motivation, and (3) investigate coping strategies and recovery mechanisms to restore students’ motivation. A mixed-methods research design was employed. Quantitative data were collected through questionnaires from 196 undergraduate students in Business English and related fields across years 1–4, while qualitative data were obtained through semi-structured interviews with 8 students who had direct experiences of bullying in English classrooms.
The findings revealed that 98% of the participants had encountered bullying in English classrooms. The most common forms included mocking of English accents, ignoring students’ contributions, and negative comments on language ability. These experiences significantly undermined students’ self-confidence and classroom participation. The key bullying factors were differences in language proficiency, unsupportive classroom environments, and peer pressure. However, some students were able to regain their motivation through emotional support from teachers, peers, and family, as well as through intrinsic motivation such as setting clear learning goals and developing positive attitudes toward English learning. Overall, the study highlights the importance of creating safe, supportive, and inclusive learning environments that respect diversity and foster sustainable English learning motivation.

A STUDY OF PROBLEMS, NEEDS, AND GUIDELINES FOR PROMOTING PROBLEM-SOLVING SKILLS FOR STUDENTS WITH HEARING IMPAIRMENTS

Jiroot Phucharoen — 2026-06-30

This research aimed to 1) investigate the problems and needs regarding the promotion of problem-solving skills among students with hearing impairments and 2) explore guidelines for enhancing problem-solving skills for these students.
The research instruments for the first objective included a questionnaire on the problems and needs for promoting problem-solving skills among students with hearing impairments. The sample, selected through multi-stage random sampling, consisted of 99 secondary school teachers of students with hearing impairments. The statistics used for data analysis were percentage, mean, and standard deviation.
For the second objective, the research instrument was an interview on guidelines for promoting problem-solving skills. The target group consisted of 10 experts in educational measurement and evaluation, special education, educational psychology, curriculum and instruction, and experts with hearing impairments. Data were analyzed using content analysis.
The findings revealed that the overall level of problems in promoting problem-solving thinking skills among students with hearing impairments was high (M = 3.69, S = 0.89). Likewise, the overall level of needs for promoting problem-solving skills was also high (M = 4.18, S = 0.80).
The study on the guidelines for promoting problem-solving skills found that instructional approaches for students with hearing impairments should be designed to emphasize learning experiences, thereby fostering problem-solving skills and supporting the sustainable application of these skills in everyday life.

PROBLEMS, NEEDS, AND GUIDELINES FOR LOCAL WISDOM-BASED LEARNING MANAGEMENT FOR CHILDREN WITH SPECIAL NEEDS

Kanjana Sukpitag — 2026-06-30

This research aimed to study the problems, needs, and guidelines for implementing local wisdom-based learning to promote the development of children with special needs. The research was conducted into two phases. In Phase 1, the population consisted of 409 administrators and special education teachers from Special Education Centers in nine provinces in the lower northern region in Thailand including Kamphaeng Phet, Tak, Nakhon Sawan, Phichit, Phitsanulok, Phetchabun, Sukhothai, Uttaradit, and Uthai Thani. In Phase 2, the target group was purposively selected, consisting of 27 administrators, special education teachers, and local wisdom experts (3 people per province). The research instruments included a questionnaire on the problems and needs regarding the implementation of local wisdom-based learning for the development of children with special needs, and an interview on guidelines for implementing such learning. The data were analyzed by using mean, standard deviation, and content analysis.
The results showed that 1) the overall levels of the problems and needs regarding the implementation of local wisdom-based learning for the development of children with special needs were high, and 2) the guidelines for implementing such learning should emphasize hands-on activities, the use of concrete instructional media, and authentic assessment. Furthermore, teacher development should be fostered through collaborative learning with the community, rather than relying solely on theoretical training.

A CLASSROOM ACTION RESEARCH ON DEVELOPING FIFTH-GRADE STUDENTS' PROBLEM-SOLVING SKILLS IN THE TOPIC OF FORCE AND MOTION USING THE ENGINEERING DESIGN PROCESS

Natapon Youpensuk — 2026-06-30

This study aimed to 1) compare the problem-solving skills of grade 5 students before and after learning through the Engineering Design Process (EDP), 2) examine the effect size of the intervention on students’ problem-solving skills, and 3) propose best practices for implementing EDP in science teaching and learning. The target group consisted of 30 Grade 5 students enrolled in the first semester of the 2025 academic year at a demonstration school located in the Dusit District, Bangkok. The participants were selected through purposive selection. The research instruments consisted of 1) science lesson plans employing the Engineering Design Process and 2) a problem-solving skills test. Data were quantitatively analyzed using mean, standard deviation and Hedges’ g for effect size, and qualitative data were analyzed using content analysis.
The findings revealed as follows. 1) The students’ mean score on problem-solving skills after the intervention (M = 32.03, S = 3.58) was higher than before the intervention (M = 21.47, S = 4.12). 2) The effect size was 2.69, which is considered a large effect, indicating that the Engineering Design Process (EDP) was highly effective in enhancing students’ problem-solving skills. 3) Three best practices for implementing EDP in science teaching and learning include 1) using guiding reflective questioning throughout the learning process, 2) emphasizing role-oriented collaborative learning, and 3) promoting evidence-based peer critique and iterative improvement among students. These practices effectively fostered students’ problem-solving skills development across all components.

DEVELOPMENT OF A DIGITAL COMPETENCY SCALE FOR STUDENT TEACHERS AT RAJABHAT UNIVERSITY

Chayaporn Chaiwong — 2026-06-30

This research aimed to 1) develop a digital competency scale for Rajabhat University student teachers,
2) determine the quality of the digital competency scale, and 3) develop normative criteria for the digital competency scale. The sample consisted of 400 Rajabhat University student teachers selected using multi-stage random sampling. The research instrument was a 38-item digital competency scale for Rajabhat University student teachers. The results showed that the digital competency scale for Rajabhat University student teachers was constructed using six components: 1) basic digital access and literacy, 2) information and data literacy,
3) communication, interaction, and collaboration, 4) digital content creation, production, and dissemination,
5) safe and sustainable resource use, and 6) innovative problem solving and continuous learning. The quality of the scale was also assessed. The content validity of the scale ranged from 0.60 to 1.00. The item discrimination index ranged from 0.653 to 0.821. The overall reliability analysis yielded a value of 0.98. All observed variable component weights were positive, ranging from 0.754 to 0.859. The normal T-value for the entire digital competency scale ranged from 22 to 68.

FACTORS AFFECTING THE BEING OF DIGITAL ORGANIZATION OF SCHOOLS UNDER THE LOEI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 1

Phonphithak Rodthongkham — 2026-06-30

The research aimed to 1) study the level of digital organization among schools under Loei Primary Educational Service Area Office 1, 2) investigate the levels of factors influencing schools’ digital organization, 3) study the relationships among the factors, and 4) develop predictive equations for schools’ digital organization. A quantitative research design was employed. The participants consisted of 428 school administrators and teachers under Loei Primary Educational Service Area Office 1. The research instruments included a questionnaire measuring the level of schools’ digital organization and the other questionnaire measuring factors influencing schools’ digital organization. The item-objective congruence (IOC) indices ranged from 0.60 to 1.00. The reliability coefficients were 0.838 for the digital organization scale, 0.742 for vision and strategic planning, 0.693 for technology utilization capacity, 0.778 for school infrastructure, and 0.693 for leadership of school administrators. The data were analyzed using mean, standard deviation, Pearson's correlation coefficient, standard multiple regression analysis. The research revealed as follows.
1) The overall level of schools’ digital organization was high. 2) The overall levels of the factors influencing schools’ digital organization were also high. 3) The relationships among the factors ranged from 0.702 to 0.790. 4) Four factors influencing schools’ digital organization consists of defining vision and strategies (X1), technology utilization capability (X2), school infrastructure (X3), and leadership of school administrators (X4). The predictive model yielded a multiple correlation coefficient (R) of 0.854, with a coefficient of determination (R2) of 72.80%, and the standard error of estimate was 0.166. The prediction equations were as follows:

Predictive equation of raw scores:

Y = 1.251 + 0.300 (X1) + 0.089 (X2) + 0.141 (X3) + 0.188 (X4)

Predictive equation of standard scores:

Z_y = 0.370 (X1) + 0.120 (X2) + 0.220 (X3) + 0.255 (X4)

AN ANALYSIS OF THE CURRENT IMPLEMENTATION OF THE COMPETENCY-BASED CURRICULUM IN SMALL ELEMENTARY SCHOOLS

Ittikorn Bunnag — 2026-06-30

This research aimed to investigate the current conditions of competency-based curriculum implementation in small-sized elementary schools under the Office of the Basic Education Commission. A quantitative research design was adopted. The sample consisted of 420 teachers from small-sized elementary schools, selected through stratified random sampling from 20 provinces across four regions of Thailand. The research instrument was a two-part structured questionnaire which had been validated for content validity and reliability. The data were analyzed using descriptive statistics including mean and standard deviation. The findings revealed that small-sized elementary schools demonstrated a certain level of readiness to implement competency-based learning. However, further support and development are needed in several areas including school curriculum, subject curriculum, and assessment and evaluation. In addition, the integration of learning content that aligns with learners’ contexts and community environments is required. These findings underscore the critical need for structural support, adequate resource allocation, and the continuous development of teachers’ professional competencies in order to enhance the overall effectiveness of competency-based learning management in small-sized elementary school contexts.

DEVELOPMENT OF AN ADDITIONAL COURSE IN ELDERLY CARE TO ENHANCE OLDER ADULTS’ QUALITY OF LIFE IN FOUR DIMENSIONS AND STRENGTHEN SOCIAL COMPETENCE AMONG LOWER SECONDARY SCHOOL STUDENTS

Parama Khaewphuang — 2026-06-30

This research aimed to 1) develop an additional course, “Elderly Care for Enhancing the Quality of Life of the Elderly in Four dimensions and Promoting Social Competence among Lower Secondary school Students” and 2) examine the effectiveness of the developed course. This study employed a research and development design consisting of three phases. Phase 1 involved a study of basic information and needs assessment. The target group consisted of 25 elderly people living in Mueang District, Phetchabun Province, selected through purposive sampling. A semi-structured interview was used to collect the data. Phase 2 involved curriculum development and quality validation. The target group consisted of five curriculum experts who evaluated the appropriateness of the course using a curriculum evaluation form. Phase 3 involved curriculum implementation and evaluation of the developed course. The sample, selected stratified random sampling, consisted of 30 lower secondary school students in Grades 7–9 at Ban Tok School. The research instruments included a curriculum implementation manual, a knowledge and understanding test on elderly care, a social competence assessment form, and a student satisfaction questionnaire. The item-objective congruence indices of the research instruments ranged from 0.60 to 1.00, and the knowledge and understanding test had a reliability coefficient of 0.86. The data were analyzed using frequency, percentage, mean, standard deviation, content analysis, and dependent samples t-test.
The research findings were as follows:
1. The needs assessment indicated that elderly people required support in four dimensions: physical, psychological, social, and economic. Overall, the level of appropriateness of the course was high (M = 4.13, S = 0.77).
2. The effectiveness of the implementation of the course showed that:
2.1 Students’ knowledge and understanding of elderly care after the implementation of the course was significantly higher than before the implementation at the .05 level. The mean score before the implementation was 14.79 (S = 2.81), while the mean score after the implementation was 26.61 (S = 1.87) (t = 28.94, p < .05). 2.2 Students’ social competence after the implementation of the course was higher than the specified criterion (M = 32.45, S = 2.10).
2.3 Students’ overall satisfaction with the learning activities in the course was at a high level (M = 4.38, S = 0.74).

NEEDS ASSESSMENT FOR INTERNAL QUALITY ASSURANCE IMPLEMENTATION AT THE BASIC EDUCATION LEVEL OF SCHOOLS UNDER LOCAL ADMINISTRATIVE ORGANIZATIONS IN PHICHIT PROVINCE

Siriwan Thuamphuthongdee — 2026-06-30

This study aimed to identify the priority needs for implementing the internal quality assurance system at the basic education level in schools under local government organizations in Phichit Province. The sample consisted of 196 school administrators, teachers, and support staff from 16 schools under local government organizations, selected through multistage random sampling. The research instrument was a needs assessment questionnaire on the implementation of the internal quality assurance system at the basic education level in the schools under local government organizations in Phichit Province. The questionnaire demonstrated content validity with an item-objective congruence (IOC) index of 1.00 for all items. The reliability coefficients were 0.98 for the current-state assessment and 0.99 for the desirable-state questionnaire. The data were analyzed using frequency, percentage, mean, standard deviation, the Modified Priority Needs Index (PNImodified), and content analysis.
The findings revealed that the implementation dimension had the highest priority need for development (PNI modified = 0.15), followed by the preparation and reporting dimensions (PNI modified = 0.14), respectively. Matrix analysis further identified the most urgent areas for improvement. In the preparation dimension, priority should be given to personnel development planning regarding providing knowledge, motivating staff to engage in internal quality assessment, and providing various approaches to enhance personnel’s knowledge and understanding of internal quality assessment. In the implementation dimension, urgent improvements included developing clear operational manuals for relevant personnel, building acceptance through comprehensive understanding of plans among all personnel and stakeholders, interpreting data against established assessment criteria, continuously developing personnel’s knowledge and skills in internal quality assurance implementation, and providing effective data collection instruments. In the reporting dimension, the urgent development area was the analysis and synthesis of evaluation results based on educational standards and indicators.

THE INTEGRATING THE LEARNING PROCESS WITH THE CONCEPT OF COACHING AND THE CONCEPT OF CONTEMPLATIVE EDUCATION

Kankanit Tanatpornpong — 2026-06-30

The concept of coaching and the concept of contemplative education can be integrated at the level of their fundamental principles. Both concepts are grounded in a humanistic philosophy that emphasizes transformation at the most basic level of humanity by fostering personal growth and renewing one’s way of being while maintaining individual identity. Their integration is characterized by harmony, complementarity, and interconnectedness throughout the learning process. Instructors can adapt and apply these shared principles to suit learners’ developmental levels across all educational stages through professional judgment and responsiveness to classroom contexts. This academic article aims to present the fundamental principles for integrating the concept of coaching with the concept of contemplative education in learning management and to illustrate their application in educational settings. It also examines the similarities and differences between the two concepts. The framework of integration is organized according to the stages of the learning process, beginning with lesson introduction, followed by learning activities that promote cognitive, affective, and psychomotor development, and concluding with learning assessment.