Journal of Faculty of Education Pibulsongkram Rajabhat University

BEATIFIC FAMILY IDEOLOGY IN “SOWARI” AND “BUANGWIMALA”

Supawadee Petket — 2025-06-24

This study aims to analyze the beatific family ideology in Sowari and Buangwimala through the novels written by Nara and their television adaptations broadcasted on Channel 7HD. This research applies the concept of Ideology for analysis. The findings reveal three main aspects of beatific family ideology presented in these works. First, children are expected to make their parents happy by avoiding trouble, and not causing disapppointment. Second, parents are portrayed as naturally loving their children, even in the case of unexpected pregnancies; they are expected to forgive and remain supportive. Third, the ideal family consists of a father, mother, and child. If misunderstandings arise, family members are encouraged to communicate, reconcile, and acknowledge their faults. Additionally, Sowari and Buangwimala propose a new societal ideology: women can inherit the family lineage, and women who are ready to care for children are deemed more important than those who only give birth to them. The beatific family ideology in Sowaree and Buangwimala has been descended for generations in Thai society. These novels highlight the roles of literature in transmitting family ideologies to society, serving either to promote or hinder social progress.

CHARACTERISTICS OF HORROR IN TREE APIRUM'S NOVELS

Watcharee Inthachit — 2025-06-24

This article was part of a research project on “A Study of Tri Aphirum’s Novels as Horror Literature.” The research aims to study the specific characteristics of horror in six horror novels by Tree Apirum, namely Kaew Khon Lhek, Chom Mekin, Nakee 1, Look Saw Satan, Phut Phayak, and Nang Pha Ya A-sorapit. The research conceptual framework was the characteristics of horror fiction. The research found that the novels of Tri Apirum have characteristics of horror fiction, created through specific elements of horror, conveyed through the five senses. Firstly, vision is perceived through sight, such as bloodshed, gaping wounds, rotting corpses, postmortem change, or broken organs. Secondly, taste is perceived through the tongue, such as the taste of blood when the vampire or zombie bites and sucks a neck. Thirdly, smell is perceived through the nose, such as the stink of rotting corpses, stink, sharp smell, smell of blood, and foul smell. Fourthly, sound is perceived through the ears, such as a dog howling, inhuman sounds, or a shrieking or moan. Lastly, touch is perceived through the body, such as physical contact with a zombie or skeleton. These specific characteristics of horror significantly contribute to the distinctiveness of Tri Apirum's novels as horror fiction.

Promoting Students’ Computational Thinking by Using an Instruction Media Innovation from Old Tablet with Microcontroller Board in a Classroom Taught by Open Approach

Theptithut Kheawkham — 2025-06-24

The purposes of this study were to 1) study teaching practices that promote students’ computational thinking through the use of innovative instructional media made from old tablets combined with microcontroller boards in an classroom taught by open approach, and 2) study the results of assessing students’ problem-solving skills on computational thinking aspect. The target group consisted of a lesson study team of 10 teachers and 22 third-grade students from a small public elementary school in Phitsanulok during the first semester of the 2023 academic year. This study employed a mixed-methods research design. The instruments used included 1) an innovative instructional media made from old tablets combined with microcontroller boards, 2) a form evaluating the students’ problem-solving skills on computational thinking aspect, 3) teacher field notes, 4) lesson plans, 5) video recordings, 6) audio recordings, and 7) photographs. The data were analyzed using content analysis, video protocol analysis, and percentage calculations, followed by descriptive analysis and bar chart presentations. The results showed as follows: 1. The teaching practices for promoting students’ computational thinking comprised that the teachers place emphasis on using open-ended problems that are relevant to students’ real-life contexts. These were integrated with innovative instructional media to encourage students to apply computational thinking in collaborative problem-solving with their peers. Teachers played a key role in exploring students' computational thinking for ranking and connect it to the process of whole-class discussions, and making comparisons involving sequences, events, conditionals, and loops. These were supported through questioning, discussion, and the use of the innovative instructional media, leading to meaningful and sustainable learning outcomes aligned with lesson objectives. 2. The assessment results indicated a significant improvement in students’ problem-solving skills on computational thinking aspect. Specifically, understanding of sequences increased from 18% to 30%, events from 17% to 29%, conditionals from 18% to 30%, and loops from 3% to 45%.

DEVELOPING OF COMPUTATIONAL THINKING SKILLS USING STEM-PROBLEM BASED LEARNING WITH FORMULA CODING USING MICROSOFT EXCEL IN TOPIC OF SOLUTION FOR 10TH GRADE STUDENTS

Aimautchana Phetsaard — 2025-06-24

This action research aimed to (1) study guidelines of a learning management approach using STEM problem-based learning integrated with formula coding via Microsoft Excel on the topic of solutions for Grade 10th students, and (2) study the effects of this approach on students' computational thinking skills. The target group in this research was 40 Grade 10th students. Research instruments included lesson plans, reflective learning management records, a computational thinking (CT) skills test, and student activity logs. Qualitative data were analyzed using content analysis, and data reliability was ensured through triangulation of data sources and collection methods.The research findings revealed that the guidelines of the learning management approach using STEM problem-based learning integrated with formula coding via Microsoft Excel on the topic of solutions involved the several stages. In the problem confirmation stage, teachers should use the issues of chemical residues in agriculture and break them down into sub-problems. In the problem clarification stage, similar cases should be analyzed to identify critical components for problem-solving. The planning stage should involve designing problem-solving algorithms integrated with STEM and formula coding using Microsoft Excel. The evaluation stage is the most appropriate solution. After the intervention, students’ CT skills improved from a fair level to a good level.

PROBLEMS AND NEEDS IN LEARNING MANAGEMENT FOR DEVELOP PROBLEM SOLVING ABILITY AND COMPUTATIONAL THINKING OF JUNIOR HIGH SCHOOL STUDENTS IN EDUCATIONAL OPPORTUNITY EXPAND SCHOOL

Patchaya Srisamer — 2025-06-24

The objectives of this study were to 1) analyze problems in learning management aimed at developing problem-solving abilities and computational thinking among junior high school students in opportunity expansion schools, and 2) assess the needs index related to the learning management. The participants included 46 teachers and 333 junior high school students under a primary educational service area office, selected through stratified random sampling. The research instrument was a set of questionnaires designed to gather opinions on the problems and needs, with two versions: one for teachers and one for students. The content validity index of the instruments was 0.98 and 0.97, respectively. The data were analyzed using mean, standard deviation, and needs index analysis. The findings revealed that: 1) The result of analyzing problems in learning management aimed at developing problem solving abilities and computational thinking showed that the level of the overall problems that both teachers and students perceived was at a high level. The aspect reported as most problematic by teachers was learning management style, while for students, it was the media used in learning activities. 2) The result of assessing the needs index related to learning management showed that the highest needs index in science and technology learning management was problem-solving ability.

DEVELOPMENT AND USE INNOVATION FOR ENHANCING EDUCATION QUALITY BASED ON ACTIVE LEARNING BY USING GPAS 5 STEPS FOR TEACHER UNDER OFFICE OF BASIC EDUCATION COMMISSION SOUTHERN AND WESTERN AREA

Anu Jarernvongrayab — 2025-06-24

The objectives of this research were to 1) study the process of developing teachers and educational personnel under the collaboration between the Office of the Basic Education Commission (OBEC) and Suratthani Rajabhat University, and 2) investigate the results of using an active learning innovation based on the GPAS 5 steps learning process. The data sources included a project publicity video clip, interview video clips with administrators from Suratthani Rajabhat University, training documents and ten sets of instructional designs. The data were analyzed using content analysis to synthesize the development process and the results of implementing the innovation using GPAS 5 steps learning process. The research results showed that the process of developing teachers and educational personnel under the collaboration between OBEC and Suratthani Rajabhat University was implemented in three phases. In the initial phase, knowledge transfer and practice training were conducted by OBEC and the university. The middle phase involved the implementation of learning activities under the supervision of schools, OBEC, and the university. The final phase focused on project outcomes, including success stories, teaching videos, and exhibitions. It was noted that during the middle phase, participation in Professional Learning Community (PLC) activities by schools to support teachers was not clearly evident. Regarding the implementation of the GPAS 5 Steps learning process, it was found that the teachers designed learning activities that led students to create two types of innovations: tangible and intangible. In some subject areas, teachers used GPAS 5 Steps merely as the steps of teaching, while maintaining subject-specific learning processes to achieve the learning objectives.

DEVELOPING AN ONLINE STUDENT INFORMATION SYSTEM FOR USE IN PROFESSIONAL EXPERIENCE TRAINING FACULTY OF MANAGEMENT SCIENCE PIBULSONGKRAM RAJABHAT UNIVERSITY

Sureeporn Kaewlo — 2025-06-24

The objectives of this research were 1) to develop an online student information system, 2) to evaluate the efficiency of the system, and 3) to assess student satisfaction with the system for use in professional internship work at Faculty of Management Sciences, Pibulsongkram Rajabhat University. The sample consisted of 242 fourth-year students. The tools used were a performance assessment form and a satisfaction questionnaire, with the reliability of the questions determined by experts. Statistics used in data analysis were frequency, percentage, mean, and standard deviation. The results of the research showed that 1) the online student information system for use in professional internship work was developed from using Google for Education 2) the developed system was highly effective (M =4.59, S=0.49) and 3) the students’ overall satisfaction assessment with the system was high (M=4.36, S=0.56).

A STUDY OF THE USE OF INFORMATION TECHNOLOGY IN TEACHING MANAGEMENT BY TEACHERS PHICHIT PRIMARY EDUCATION SERVICE AREA OFFICE 2

Narissara Sangjan — 2025-06-24

The purposes of this research were 1) to create and develop an instrument for measuring the use of information technology in learning management by teachers under the Phichit Primary Educational Service Area Office 2, and 2) to study the level of information technology usage in learning management among these teachers. The interview sample consisted of seven teachers from the Phichit Primary Educational Service Area Office 2 in the 2022 academic year. The study sample included 285 teachers from the same office, selected using Krejcie and Morgan’s sample size determination table (1970). The research instruments consisted of a semi-structured interview with 5 questions and a 30-item rating scale questionnaire. The data were analyzed using frequency, percentage, mean, standard deviation, one-way ANOVA, and content analysis.The findings showed that the instrument for measuring the use of information technology in learning management consisted of six dimensions, with content validity (IOC) ranging from 0.67 to 1.00. The internal reliability coefficients for each were 0.863 for the use of information technology to support content, objectives, and indicators 0.954 for supporting teaching and learning; 0.955 for supporting student learning; 0.916 for creating a learning atmosphere; 0.953 for developing instructional media; and 0.922 for assessment and evaluation. The overall reliability of the instrument was 0.953. Furthermore, the overall level of information technology usage in learning management among teachers was found to be high (M = 3.91). A comparison of mean scores indicated statistically significant differences at the .05 level in information technology usage based on teachers’ age and teaching experience, both overall and across all dimensions.

A STUDY OF PROBLEMS AND NEEDS ASSESSMENT ON SCIENTIFIC INNOVATIVE LEARNING MANAGEMENT COMPETENCY DEVELOPMENT OF PRE-SERVICE SCIENCE TEACHERS

Auayporn Damrimungkit — 2025-06-24

This study aimed to 1) investigate the problems in developing innovative scientific learning management competencies among pre-service science teachers from the perspective of instructors, and 2) conduct a needs assessment for competency development as perceived by the pre-service science teachers themselves. The research tools included: 1) a survey on problems in developing innovative scientific learning management competencies as perceived by instructors, and 2) a survey on needs assessment for developing such competencies as perceived by pre-service science teachers. The methodology incorporated both qualitative and quantitative approaches. Qualitative data were collected through open-ended questions and analyzed using content analysis, while quantitative data were gathered using a 5-point Likert scale and analyzed for mean, standard deviation, and a modified Priority Needs Index (PNI-modified). The sample consisted of 134 general science instructors from Rajabhat Universities across Thailand, selected by random sampling using the Krejcie and Morgan table, and 44 third-year pre-service science teachers from a Rajabhat University in the lower northern region of Thailand, selected through purposive sampling. These students were enrolled in the course, science learning management for secondary school level, in the first semester of the 2023 academic year. The findings from both qualitative and quantitative data were consistent. Qualitative analysis revealed that pre-service science teachers require significant development in innovative scientific learning management competencies, particularly in learning competencies. Quantitative results supported this, showing that actual competency levels were lower than the expected levels. The priority ranking of competency needs indicated that learning competencies were the most critical for development, followed by educational, technological, and social competencies, respectively.

DEVELOPMENT OF CREATIVE ART ACTIVITIES PACKAGE ACCORDING TO WILLIAMS' CONCEPT FOR DEVELOPING CREATIVE THINKING IN EARLY CHILDHOOD

Sujittra Uimkragang — 2025-06-24

The objectives of this research were to 1) develop and find the efficiency of a creative arts activity package based on Williams' concept with the target efficiency criteria at 75/75, 2) study the creativity thinking of early childhood students after participating in learning experience using the developed activity package, and 3) compare the creativity thinking abilities of early childhood students at Wat Suphan Phanom Thong School before and after participating in the learning experience using the package. The results showed that: 1. The creative art activity package based on Williams' concept consisted of five activity sets: 1) Beautiful Pictures with Our Hands, 2) Exciting to be creative, 3) Meaningful expression, 4) Magical images, and 5) Creative Storymaking. The quality assessment indicated a high level of appropriateness, with an efficiency score of 83.92 / 80.95. 2. The students' creative thinking, after participating in the learning experiences using the activity package, was found to be at a high level (M = 7.29, SD = 0.73). 3. The students' creative thinking after participating in the activities was significantly higher than before the intervention, at the .05 level of statistical significance.

A NEEDS ASSESSMENT OF DEVELOPING ACADEMIC MANAGEMENT OF SECONDARY SCHOOLS BASED ON THE CONCEPT OF AGILE LEARNER

Chatchada Darbhalakshana — 2025-06-24

This descriptive study aimed to 1) examine the current state and the desired state of academic management in secondary schools based on the agile learner concept, and 2) study the needs for academic management of these schools using the agile learner concept. The population consisted of 2,360 secondary schools affiliated with the Office of the Basic Education Commission (OBEC), from which a sample of 343 schools was selected by using multi-stage random sampling. Data were collected from 686 informants, including school principals or their appointed substitutes, and deputy directors of academic affairs or heads of the academic administration department. The research instrument was a questionnaire gathering opinions regarding the current and desired state of academic management in secondary schools based on the agile learner concept. Data were analyzed by using basic statistics, including frequency, percentage, mean, standard deviation, and necessity index.The research findings indicated that 1) the current state of academic management in secondary schools based on the agile learner concept was generally at a high level (M = 4.33), and the desired state of academic management in these schools was at the highest level (M = 4.64), and 2) regarding the needs assessment for academic management in these schools based on the agile learner concept, when categorized by academic management, the highest needs were assessment and evaluation (PNImodified = .085), curriculum development (PNImodified = .072), and learning management (PNImodified = .066), respectively. When categorized by agile learner concept, the highest needs were people agility (PNImodified = .078), results agility (PNImodified = .077), and change agility (PNImodified= .075), respectively.

GUIDELINES FOR SUPPORTING KINDERGARTENERS’ READINESS IN INCLUSIVE CLASSROOMS BY USING MULTI-TIERED SYSTEM OF SUPPORT FRAMEWORK IN INCLUSIVE KINDERGARTEN CLASSROOM (MTSS-IKCs)

Wannaporn Vudhichamnong — 2025-06-24

Inclusive education at the kindergarten level is a concept for responding positively to all children, whether they have special needs or not. This article presents guidelines for supporting academic readiness for kindergarten children with diverse needs and developmental levels in inclusive classrooms by using Multi-Tiered System of Support Framework in Inclusive Kindergarten Classrooms (MTSS-IKCs). MTSS-IKCs consists of four principles: 1) early identification of children’s problems; 2) periodic progress monitoring; 3) flexible instructional design according to three levels of needs; and 4) collaboration with individuals involved with children. Additionally, it includes six components: 1) screening and assessment; 2) setting clear goals and intentional planning; 3) designing flexible teaching methods and devices; 4) providing leveled support; 5) school support; and 6) parent involvement. Each component is interrelated. Promoting school readiness for kindergarten children in inclusive classrooms requires a systematic, continuous, and interconnected approach.