Journal of Faculty of Education Pibulsongkram Rajabhat University

PROBLEMS IN LEARNING AND TEACHING THAI FUNDAMENTALS IN VIETNAM

Tue, 30 Dec 2025 00:00:00 +0700

This research aims to study the problems in learning and teaching Thai Fundamentals in Vietnam. The target groups for the research are divided into two groups. The first group consist of seven Thai language instructors, selected through purposive sampling, from five universities in Vietnam. The second group, selected through purposive sampling, consists of 100 Vietnamese students studying Thai at the Division of Thai, University of Foreign Language Studies, The University of Danang (UDN, UFLS), in Vietnam in the academic year 2023-2024. The researchers used document and research analysis, the interview with Thai language instructors in Vietnam, and the assessment of the Thai Fundamentals proficiency of Vietnamese students majoring in Thai language in Vietnam. The research instruments included 1) a summary analysis form of the document and research related to the use of Thai fundamentals by Vietnamese students, 2) a semi-structured interview form on problems in teaching and learning Thai fundamentals in Vietnam, and 3) a Thai fundamentals proficiency assessment form for Vietnamese students. The data were analyzed by using content analysis, analytic induction analysis, and thematic analysis. The statistics used in this study were frequency and percentage. The findings reveal four main issues in the teaching and learning of the Thai Fundamentals in Vietnam which are 1) pronunciation, 2) word usage issues, 3) phrase usage, and sentence usage.

PROBLEMS AND REQUIREMENTS IN ORGANIZING THE TEACHING OF THAI LANGUAGE SUBJECT FOR ENHANCING READING COMPREHENSION SKILLS AMONG STUDENTS FROM THE PGA K'NYAU ETHNIC GROUP

Anan khrutprong, Kanchana Witchayapapakorn, Kritthayakarn Topitak — Tue, 30 Dec 2025 00:00:00 +0700

This research aimed to determine problems and requirements in organizing Thai language instruction to enhance reading comprehension skills among Pga K'nyau ethnic students.The sample consisted of five Thai language teachers who taught Pga K'nyau students and 25 Pga K'nyau students in Secondary 1 who studied Thai Language with a focus on reading comprehension during the 2023 academic year at Ratchathani Wittayalai School in Sukhothai Province. The samples were selected using purposive sampling. The research instruments included an in-depth interview form for Thai language teachers and a questionnaire on the requirements related to organizing Thai Language instruction to enhance reading comprehension skills. The data were analyzed using descriptive analysis, mean(M), and standard deviation (SD). The findings of the research indicated as follows: 1. Problems in organizing Thai language instruction to enhance reading comprehension skills among Pga K'nyau ethnic students were classified in four aspects. 1) ‘Students’ – the Pga K'nyau students failed to achieve the intended objectives in reading comprehension because they were not fluent in reading Thai, they used Thai as their second language, they lacked knowledge of reading comprehension principles, they have limited understanding of certain vocabulary meanings, and they lacked confidence in communicating or using Thai language. 2)‘Teachers’ – the teachers used teaching techniques that were not consistent with the contexts of the Pga K'nyau students. 3) ‘Contents’ – the instructional contents were not aligned with the students’ experiences or cultural backgrounds. The contents were too long and difficult for the Pga K'nyau students to comprehend. 4)‘Teaching Media’ – the teachers lacked modern and appropriate instructional medea, resulting in low engagement among the Pga K'nyau students. 2. The requirements related to organizing Thai Language instruction on reading comprehension for Pga K'nyau students were classified into three areas. 1) Teaching management– it was found that requiring teachers to demonstrate reading comprehension methods before assigning students to practice was at the highest level (M = 4.60, S = 0.58). 2) Reading media (electronic books) – requiring to read the Jataka Tales was at the highest level (M = 4.56, S = 0.58). 3) Measurement and evaluation of reading comprehension skills – requiring measurement and evaluation using objective and subjective tests was at the highest level (M = 4.52, S = 0.51).

DEVELOPING OF THAI AS A SECOND LANGUAGE TEACHING PROCESS BASED ON TASK-BASED TEACHING AND TOTAL PHYSICAL RESPONSE METHOD TO ENHANCE COMMUNICATION FOR ETHNIC KINDERGARTENERS

Siriporn Wongtakom, Worawan Hemchayart, Ruedeerath Chusanachoti — Tue, 30 Dec 2025 00:00:00 +0700

This research aimed to synthesize a conceptual framework of teaching processes that integrate task-based teaching and the Total Physical Response (TPR method to enhance communication skills of ethnic kindergarteners. The study employed documentary research methodology to examine literature and studies related to second language instruction, task-based teaching, TPR, and communication patterns of ethnic kindergarteners. The research was conducted in three stages: 1) literature review of relevant documents, research, concepts, and methods theories; 2) design of data collection tools and verification of their quality; and 3) analysis of data gathered from document studies using qualitative content analysis. The findings revealed that the conceptual framework comprised principles, teaching stages, and communication components. The principles consisted of five key elements: 1) activities that emphasize listening to develop Thai language comprehension as children learn effectively through listening with meaningful content related to daily life, cultural sensitivity, and children's prior experiences; 2) the use of gestures are to link Thai language with clear, gradual speech and short commands to facilitate understanding; 3) diverse media and materials to support Thai language learning and enhance long-term retention; 4) creating friendly interactions and warm atmosphere while providing assistance to help children feel relaxed and confident in speaking Thai; and 5) allowing adequate time to do activities and providing guidance and reflection to reduce errors and build confidence. The teaching process consisted of four stages: 1) activating prior experiences, 2) experimenting with activities, 3) extending language knowledge, and 4) reviewing to build confidence. This teaching approach aimed to promote ethnic kindergarteners’ communication skills in three areas: 1) nonverbal gestures for conveying meaning, 2) interactive dialogue to convey thoughts and feelings, and 3) writing.

A MODEL FOR ENHANCING ENGLISH LANGUAGE COMPETENCY AS MEDIUM INSTRUCTION FOR STUDENT TEACHERS: A CASE STUDY OF STUDENTS MAJORING IN DIFFERENT DISCIPLINES

Pawinee Dechted, Phutcharawalai Meesup , Punnawit Baikularb — Tue, 30 Dec 2025 00:00:00 +0700

This study aimed to 1) design and develop a model to enhance the competence of student teachers of non-English majors in using English for instruction, and 2) test the effectiveness of the model. The research was conducted in two phases. The first involved the creation and development of the competence enhancement model, and the second tested its effectiveness with student teachers of non-English subjects. The pilot study involved a sample group of student teachers from the Faculty of Education at Pibulsongkram Rajabhat University. Statistics used include mean, standard deviation, content analysis, and t-test dependent. The findings revealed that: 1. The developed model comprised five components: 1) the model’s principles, 2) the model’s objectives, 3) the model’s content, 4) the learning process, and 5) assessment and evaluation. The quality evaluation of the model indicated high effectiveness across four aspects: 1) utility, 2) feasibility, 3) appropriateness, and 4) accuracy. Overall, the model was rated at a high-quality level, with mean scores of 4.31 and a standard deviation of .193. 2. The model implementation led to significant improvements in participants’ competence in using English for instruction. Post-training knowledge score averaged 14.05, showing a statistically significant difference at the 0.05 level. During the teaching practicum stage, the overall mean score across all subcomponents was 2.10, and in the instrument development stage, the overall mean score across all subcomponents was 1.83. The English language competency for instruction was evaluated twice in the supervision stage. In the first supervision, based on video-recorded teaching, the mean score was 2.04; in the second supervision, conducted at the school site, the mean score increased to 2.33. Regarding the participant’s self-perceived competence in using English for instruction, the mean scores and standard deviation after training were higher than those before training across all components. Furthermore, the study of the After-Action Review (AAR) showed improvement at every step of implementing the model.

DEVELOPING A PROCESS FOR ENHANCING THE ART OF TEACHING AMONG PRE-SERVICE TEACHERS THROUGH COLLABORATIVE LESSON STUDY

Tue, 30 Dec 2025 00:00:00 +0700

This research aimed to 1) study the initial level of the art of teaching among pre-service teachers. The sample consisted of 148 fourth-year pre-service teachers, undertaking teaching internships, from a public university. The sample size was determined using the Krejcie and Morgan (1970) table from a population of 240. The research instrument was the Art of Teaching Assessment Scale with a reliability coefficient of 0.82. Data were collected through observations conducted by mentor teachers and analyzed using mean (M) and standard deviation (S), which then compared against the four-level art of teaching criterion. 2) To develop the process of enhancing the art of teaching through collaborative lesson study, five experts with more than ten years of professional experience in relevant fields were the data sources for process quality inspection. The research instrument was the Teaching Enhancement Process Evaluation Form with a reliability coefficient of 0.86. The inspection was conducted by five experts. Data were analyzed using mean and standard deviation and compared against a four-level suitability criterion. 3) This research also aimed to compare the art of teaching levels before and after development. This comparison was conducted with a purposive sample of seven fourth-year pre-service teachers from the same public university who were under the researcher’s supervision. The instrument used was the Art of Teaching Assessment Scale. The experimental procedure included a two-week pre-assessment, a twelve-week development phase, and a two-week post-assessment. Data were analyzed using mean and standard deviation and compared against the four-level art of teaching criterion. 4) To investigate the satisfaction of pre-service teachers toward the activities within the enhancement process, the teaching enhancement process was assessed among the same seven pre-service teachers. The instrument used was the Teaching Enhancement Process Satisfaction Scale with a reliability coefficient of 0.92. Data were collected through individual responses and analyzed using mean and standard deviation and compared against a four-level satisfaction criterion. The results revealed that 1) overall, pre-service teachers exhibited a moderate initial level of the art of teaching (M = 1.593). 2) The art of teaching enhancement process through collaborative lesson study consisted of five main components:1) principles, 2) fundamental concepts, 3) objectives, 4) a seven-step activity framework-(1) identifying problems in learning management, (2) planning collaborative learning activities, (3) developing the activities, (4) implementing them with students, (5) observing and reflecting on results collaboratively, (6) improving the learning management collaboratively, and (7) applying the process to other groups of learners-and 5) measurement and evaluation. The overall suitability of the process was rated at the highest level (M = 3.564). 3) The overall art of teaching level before development was moderate (M = 1.528), and increased to the highest level after development (M = 3.639), with a mean increase of 2.111. 4) Pre-service teachers’ overall satisfaction toward the activities within the enhancement process was at the highest level (M = 3.625).

THE EVALUATION OF STUDENTS ASSISTANT PROJECT AT SAINT NICHOLAS SCHOOL, UNDER THE OFFICE OF THE PRIVATE EDUCATION COMMISSION, PHITSANULOK BY USING FORM “CPO”

Chanisara Vittayarom, Sukkaew Comesorn, Punnawit Baikularb, Savanee Sermsuk — Tue, 30 Dec 2025 00:00:00 +0700

This study evaluated the Student Support System at Saint Nicholas School under the Office of the Private Education Commission in Phitsanulok using the CPO (Context-Process-Output) evaluation model. The objectives of this study were to (1) assess the contextual factors and environmental conditions of the project, (2) evaluate the project processes, and (3) examine the project outputs. The sample consisted of 409 participants, including one school director, one deputy director, two assistant directors, 48 teachers, 171 students, and 186 parents. The sample was selected through cluster random sampling. The research instrument was a questionnaire, and the data were analyzed using frequency, percentage, mean, and standard deviation. The results revealed as follows. 1. The overall level of contextual factors and environmental conditions was rated high. All individual items were also rated at a high level. The highest-rated aspects were the readiness, capability, and competence of homeroom teachers in fulfilling their advisory roles, followed by the opportunities for homeroom teachers to exchange knowledge and understanding and to provide systematic and continuous student support. The lowest-rated aspects were the leadership role of school administrators in directing the student support system and the adequacy of the budget allocated for implementing the project. 2. The overall project process was rated high, with all individual indicators also rated high. The highest-rated item was the teachers’ conduct of strengths and difficulties qustionnaire (SDQ) for the students. The second highest was the reporting of individual student study results. The lowest-rated item was the practice of homeroom teachers conducting home visits. 3. The overall project outputs were rated high, with all individual aspects also rated high. The highest-rated outcome was students’ avoidance of substance abuse, followed by students' good physical health. The lowest-rated outcomes were students’ habits of saving, students’ work-related skills and attitudes, and students’ discipline.

DEVELOPMENT OF DESIRED CHARACTERISTICS OF TEACHERS IN BASIC SCHOOLS ON HIGH AREAS AND WILDERNESS

Nachanan Prasertsuk, Tussana Siputta — Tue, 30 Dec 2025 00:00:00 +0700

This research aimed to (1) study the desirable characteristics and the guidelines for developing the desirable characteristics of teachers in basic education schools located in remote highland areas; (2) develop and validate a model for enhancing these desirable characteristics; and (3) evaluate the model’s feasibility and usefulness. For the first objective, data were obtained through document synthesis, semi-structure interviews with five best practitioners, and five experts selected via purposive sampling. These data were analyzed through content analysis. For the second objective, nine experts were purposively selected to validate the proposed model. Content analysis was used to analyze the data. For the third objective, a total of 297 school administrators from highland basic education schools were sampled based on Krejcie and Morgan’s sample size determination table. Quantitative data were analyzed using descriptive statistics, including percentage, mean, and standard deviation. The findings revealed that the developed model for enhancing desirable teacher characteristics in remote highland basic education institutions comprised five key components: (1) model principles, (2) model objectives, (3) development processes, (4) development methods, and (5) desirable teacher characteristics. The overall evaluation indicated that the model’s feasibility and usefulness were rated at the highest level.

FACTORS AFFECTING CURRICULUM ADMINISTRATION IN SCHOOL – BASE CURRICULUM UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE PHICHIT

Panupong Prommin, Sathiraporn Chaowachai — Tue, 30 Dec 2025 00:00:00 +0700

The research aimed to 1) study the level of the school curriculum administration, 2) study the level of the factors affecting the school curriculum administration, 3) study the relationships among these factors, and 4) develop an predictive equation for the factors affecting the school curriculum administration under the Secondary Educational Service Area Office Phichit. The sample comprised 285 participants, including school administrators and teachers under the Secondary Educational Service Area Office Phichit. The sample size was determined using Krejcie & Morgan table. Sixty school administrators were selected through purposive sampling while 225 teachers were selected through stratified random sampling according to the proportion of teachers in each school. Data were collected using a questionnaire on factors affecting the school curriculum administration and analyzed using Pearson's correlation coefficient and multiple regression analysis (Enter method). The findings revealed that 1) the overall level of the school curriculum administration was high, and 2) so was the level of factors affecting it. 3) The correlation coefficient among the predictive variables affecting the school curriculum administration ranged from 0.74 - 0.89. 4) The multiple regression analysis identified three statistically significant predictors at the 0.05 level: administrative factors (X1), teacher factors (X2) and factors related to building collaborative networks in learning management (X4). The multiple correlation coefficient (R) was 0.92, with a coefficient of determination (R2) of 85.10, and a standard error of 0.22. The predictive equations were as follows: Predictive equation of raw scores: = 0.37 + 0.24 (X1) + 0.20 (X2) + 0.43 (X4) Predictive equation of standard scores: = 0.26 (X1) + 0.15 (X2) + 0.54 (X4)

GUIDELINE FOR CURRICULUM DEVELOPMENT OF THE FOREST TEACHER PROJECT

Tue, 30 Dec 2025 00:00:00 +0700

This research aimed to 1) study the conditions and challenges of the curriculum and instructional management of the Forest Teacher Project, and 2) propose guidelines for developing instructional management for the project. The key informants consisted of teachers and administrators from eight schools across four regions. Data were collected through interviews and non-participatory observations and analyzed using content analysis. For the development of instructional management guidelines, a focus group discussion was conducted with 41 forest teachers and experts. Data were analyzed using content analysis and triangulation for validation. The findings revealed that (1) the Forest Teacher Project, implemented between 2021 to 2023 in 105 schools under the Office of the Basic Education Commission and Border Patrol Police Schools, was designed by the Department of National Parks, Wildlife and Plant Conservation to enhance environmental awareness and foster natural resource conservation among primary school students in the forest-adjacent schools. The curriculum consists of six lessons and eighteen learning activities integrating classroom instruction with outdoor experiential learning. Key challenges included the transition to online teaching during the COVID-19 pandemic and language barriers among students in remote areas. (2) The proposed guidelines for instructional development include organizing annual knowledge-sharing activities among forest teachers and integrating the Forest Teacher Project curriculum with the school curriculum to enhance student’s competencies in alignment with the Basic Education Core Curriculum B.E.2551 (A.D.2008). Moreover, sustainable teaching continuity requires collaboration among forest teachers, schools, and local communities from the planning stage onward to ensure shared understanding of objectives and contextual adaptation of teaching approaches to suit diverse learners, particularly those from various ethnic backgrounds.

A CLASSIFICATION ANALYSIS OF FACTORS INFLUENCING BURNOUT STATUS OF GOVERNMENT TEACHERS AND EDUCATIONAL PERSONNEL UNDER THE OFFICE OF THE FACULTY OF BASIC EDUCATION

Karun Ouppok, Savanee Sermsuk — Tue, 30 Dec 2025 00:00:00 +0700

The objectives of this research were 1) to study the levels of burnout and the factors influencing burnout among government teachers and educational personnel under the Office of the Basic Education Commission (OBEC), and 2) to analyze and classify the factors affecting burnout among government teachers and educational personnel under OBEC. The sample consisted of 240 government teachers and educational personnel under OBEC. The sample size was determined following the guideline of Hari, et al. (1998) and selected through multi-stage sampling. The research instruments included 1) a burnout assessment form using a 7-point rating scale and 2) an 5-point rating scale questionnaire for assessing factors influencing burnout among government teachers and educational personnel. Data were analyzed using discriminant analysis, mean, and standard deviation, and the mean was compared using an independent sample t-test.

The results of the study found that 1) the burnout levels of most teachers and educational personnel were at moderate and high levels. The level of emotional exhaustion and depersonalization was low, while that of personal success was high. Among the participants, 70.40% were identified as experiencing burnout, while 29.60% showed no signs of burnout. 2) Six variables were identified as significant discriminant factors influencing burnout among the government teachers and educational personnel: workload and job responsibilities(x₁), lack of decision-making authority (x₂), rewards and recognition (x₃), organizational justice (x₄), value conflict (x₅), and negative social relationships (x₆). These factors correctly predicted burnout classification with an accuracy of 75.80%. The discriminant function equations derived from the analysis are as follows:

The discriminant equation in raw scores

Y = -2.315 + .418_x6 + .635_x2 + .267_x5 + -.718_x4 + -.101_x1 + .264_x3

The discriminant equation in standard scores

Zy = .383_z6 + .428_z2 + .221_z5 + -.334_z4 + .221_z1 + .383_z3

THE EFFECTS OF ANIMATED CARTOON AND OPEN-ENDED QUESTIONS LEARNING PROVISION ON AESTHETIC THINKING OF YOUNG CHILDREN

Sasithorn Praputsorn, Oraphan Butkatunyoo, Pensri Sawangchareon — Tue, 30 Dec 2025 00:00:00 +0700

The objective of this research was to study the effects of aesthetic thinking among young children through learning experiences integrating animated cartoons and open-ended questions. The samples, selected by cluster random sampling, consisted of 20 young children aged 5-6 years, enrolled in Kindergarten Year 3, Class 2, in the 2023 academic year at Chumchon Wat Ratniyom School in Nonthaburi Province. The research instruments included 1) the lesson plans integrating animated cartoons and open-ended questions to foster aesthetic thinking of young children, and 2) the aesthetic thinking assessment form for young learners. Quantitative data were analyzed using means, standard deviation, and t-test, while qualitative data were analyzed using content analysis. The results of this research showed that the post-experimental mean scores of aesthetic thinking among the young learners were significantly higher than the pre-experimental scores at the .01 level of statistical significance, both overall and in specific aspects. These aspects included 1) perception through sensory experiences, 2) the emergence of diverse emotions, 3) the ability to articulate internal thoughts, and 4) the application of information and experiences to create new ideas. However, no significant difference was found between the pre- and post- experimental mean scores in the aspect of appreciating aesthetic values.

A COMPARATIVE STUDY OF READINESS IN EARLY CHILDHOOD EDUCATION MANAGEMENT OF SCHOOLS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION, PHETCHABUN PROVINCE, BETWEEN 2015 AND 2025

Thoen Seenuan — Tue, 30 Dec 2025 00:00:00 +0700

The objective of this research was to compare the readiness for early childhood education management of schools under the Office of the Basic Education Commission in Phetchabun Province by applying the CIPP Model, which consisted of four aspects: context, input, process, and product, between the years 2015 and 2025. The samples in 2015 included 220 school administrators, 220 early childhood teachers, and 440 members of school boards of basic education institutions, totaling 880 participants. In 2025, the samples consisted of 206 school administrators, 206 early childhood teachers, and 412 school board members, totaling 824 participants. The research instrument was a five-point rating scale questionnaire with a reliability coefficient of 0.88. The data were analyzed using mean, standard deviation, and an independent samples t-test.
The results revealed that (1) overall, schools under the Office of the Basic Education Commission in Phetchabun Province had a significantly higher level of readiness for early childhood education management in 2025 than in 2015 at the .05 level of statistical significance; and (2) the readiness in the aspects of input, process, and product differed significantly, with 2025 showing higher readiness, whereas the context aspect showed no significant difference between the two periods