Journal of Faculty of Education Pibulsongkram Rajabhat University

GUIDELINES TO IMPLEMENT ACTIVE LEARNING AS THAI LANGUAGE TEACHERS

Watcharee Inthachit — Tue, 12 Dec 2023 00:00:00 +0700

Active learning guidelines as Thai language teachers are implementation of a hands-on learning in teaching Thai language. The learning styles allow students to learn through thinking, speaking, writing, playing, inventing, problem solving, and discussion instead of learning passively through listening to lectures and memorizing by rote. This approach encourages learners to have essential competencies and desirable qualities, focusing on the key skills needed in the 21st century. Therefore, this article aims to study about the meaning and characteristics of an active learning management of Thai language, the roles of teacher, the formats and guidelines of learning activities in Thai language active learning management.

ENHANCING STUDENT TEACHER’S ABILITY TO DESIGN ACTIVE LEARNING INSTRUCTIONS THROUGH ACTIVE LEARNING ACTIVITIES

Wasinee Rungruang , Arthitaya Khaopraay, Nattapon Yotha, Nateethorn Narkprom — Tue, 12 Dec 2023 00:00:00 +0700

This study aimed to achieve three objectives: 1) investigate the understanding of the student teachers in designing active learning instructions before and after their engagement in active learning activities; 2) assess the ability of the student teachers to design active learning instructions before and after their participation in active learning activities; and 3) explore the attitudes of the student teachers toward active learning activities. The study included 28 purposefully selected second-year student teachers from the general science education program. Research tools consisted of a lesson plan, a test on understanding in designing active learning instructions of the student teachers, an assessment form evaluating the student teacher’s ability to design active learning instructions, and a questionnaire probing the student teacher’s attitudes toward active learning instructions. Data analysis involved statistical methods along with percentage, average, and standard deviation.
The results revealed that:
1. the student teachers' overall understanding in designing active learning instructions increased by 65.19% after the intervention.
2. the student teachers' ability to design active learning instructions was consistently at a high level.
3. the student teachers displayed an exceptionally positive attitude toward active learning activities.

COMPONENTS OF A LEARNING MANAGEMENT PROCESS BASED ON INNOVATIVE RESEARCH COMPETENCY FOR THE DEVELOPMENT OF STUDENT TEACHERS' POTENTIAL: THE STAKEHOLDER PERSPECTIVES

Supinda Pectchara, Ajcharapun Kunsuya — Tue, 12 Dec 2023 00:00:00 +0700

This research aims to study the components of the development of a learning management model based on innovative research competency for the development of student teachers' potential. This research is qualitative research. In-depth interviews were used to collect data with 6 key informants involved in student teachers’ development in dimensions of student teacher production and development and dimensions of superiors and student teacher developer. Research tools were a semi-structured interview with pre-arranged main points, sub-issues, and interview lines implemented relevant literature as a guideline to formulate questions and to check quality tools through expert consideration of giving recommendations and improvements related to content validity.

The results found that learning management process based on innovative research competency for student teachers’ potential development has 5 components: 1) Curriculum which are course design, curriculum implementation and monitoring in usage of competency-based curriculum 2) Learning activities design which are adjusting mindset of student teachers, designing learning activities according to active learning principles filled with real-life examples and practical hands-on activities, summarizing of knowledge at the end of class and providing presentation and dissemination of research findings 3) Instructor roles in having knowledge and understanding of competency-based learning, coaching and giving feedback, reflection, reinforcement, motivation, and follow-up and organizing learning process in the form of a learning community 4) The role of mentoring and coaching in schools: school-based research centres and local consultants for student teachers 5) Classroom Assessment: formative assessment focused on assessments of student progress and learning empowerment.

THE STUDY OF REQUIREMENTS FOR DEVELOPING FUTURE CURRICULUM TO SUPPORT INDUSTRIES

Malirat Saeong, Bunthida Chunngam, Tritthaporn Kaewsook — Tue, 12 Dec 2023 00:00:00 +0700

The objective of this research was to study the requirement for curriculum development to enhance Upskill, Reskill, Newskill, and to study desired training. The sample group included both men and women aged 25 and above in the Thai population. The research utilized multistage sampling method, including purposive sample, snowball selection, accidental selection, and convenience selection, to collect a sample group of 400 sets. The data analysis employed statistical techniques such as frequency, percentage, mean and standard deviation. The research findings indicated that the sample group had a demand for upskill in the smart electronics industry curriculum at 38.5%. In terms of reskill, the demand was for agriculture and biotechnology curriculum at 35.75%, while the demand for newskill focused on the digital industry curriculum at 46.75%. The average satisfaction level for upskill curriculum design was 4.95, followed by 4.94 for reskill curriculum design, and 4.90 for newskill curriculum design. The desired training includes 40% theoretical and 60% practical, totaling 83.50%. The preference was to participate in training during working days, accounting for 80.25%. Non-degree certificate programs were favored as the training goal at 48.25%. Regarding training methods, 44.00% preferred practical training, and 33.50% preferred performance assessment through practical tests.

ADVISORY SYSTEM AT RAJABHAT UNIVERSITY DEMONSTRATION SCHOOLS IN THE LOWER NORTHERN REGION

Benyapat Wuntong, Nitipat Mekkhachorn, Niranart Sansa, Nikom Nak-Ai — Tue, 12 Dec 2023 00:00:00 +0700

The purposes of this research were 1) to study current conditions, problems, and obstacles of the advisory system of Demonstration Schools of Rajabhat Universities in the Lower Northern Region and 2) to develop and assess qualities of the advisory system of Demonstration Schools of Rajabhat Universities in the Lower Northern Region. The research was divided into 2 phases. Phase 1, a study of the current situation, problems, and obstacles of the advisory system of Demonstration Schools of Rajabhat Universities in the Lower Northern Region. The research was conducted using 1) a semi-structured interview and
2) a questionnaire-based survey on current status, problems, and obstacles. Phase 2,
a development and evaluation of the advisory system quality. The research implemented
1) a draft of advisory system and 2) a quality evaluation form of the advisory system. Data were analyzed by means, standard deviations and content analysis.

The results were as follows: 1. the current state of the overall advisory was at moderate level described by the advisor and the mechanism system using the advisory system. The study also indicated low-level operation of the advisory system. The item with the lowest level was administrative status. The highest problem and obstacle were found in the school's inability to provide a workplace for individual counseling in proportional and appropriate setting. 2. The result of a development and evaluation of the advisory system quality was divided into four components: 1) Inputs were included determining the process of developing operational guidelines, supporting facilities and building operational support functions 2) Processes were composed of performance of duties and scope of work, advisor selection criteria, advisors training and development (3) Outputs were consisted of the advisory system quality and student attributes, and (4) Feedback were contained satisfaction of students, parents, and advisors. The results of the quality assessment of the advisory system were at high and highest level.

IMPROVEMENT OF ENGLISH LANGUAGE SKILLS FOR COMMUNICATION BASED ON THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES (CEFR) OF SCHOOL ADMINISTRATORS UNDER CHIANG MAI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 3

Athinant Budpao — Tue, 12 Dec 2023 00:00:00 +0700

The study conducted to find out the use of English, the problems in using English, and the ways to improve the English language skills for communication of school administrators in Chiang Mai Primary Educational Service Area Office 3 based on the Common European Framework of Reference for Languages (CEFR). The researcher collected data through questionnaires and interviews. The population was 154 school administrators. The sample size representative of the administrators in this example according to the table of Krejcie and Morgan was 110 people. The data were analyzed by the statistical methods of average, frequency, and standard deviation. The results showed that the overall state of the use of English for communication by school administrators under Chiang Mai Primary Educational Service Area Office 3 was at a moderate level when considered individually; in descending order of average: creation, followed by encouragement, knowledge enhancement and development, development goal setting, and engagement, respectively. The main problems with the use of English for communication by school administrators under Chiang Mai Primary Educational Service Area Office 3 were that school administrators do not have the opportunity to interact and speak English with their peers and native speakers, and limited opportunity to recruit foreigners in conversation exchange and improvement of English for communication. Secondly, school administrators have no criteria for verifying the use of English and do not find weak points in their use of English or a lack of knowledge, understanding, or development of speaking skills. The development guidelines stated that the administrator should have planning, implementation, monitoring, and evaluation in a continual improvement process. There should be various ways to develop their own English language skills. There should be projects or activities that encourage members of the organization to participate in the development of knowledge and skills in English. They should define strategies on sustainability in English language at schools and real-world examples that may be used in work settings. They should motivate internal personnel through participation and role models in communication. There should be projects to develop English communication skills for administrators through Thai and foreigner speakers with skills and knowledge.

MODEL OF INTEGRATED LEARNING MANAGEMENT TO DEVELOP LEARNING MANAGEMENT SKILLS FOR PHYSICAL EDUCATION STUDENTS, FACULTY OF EDUCATION, THAILAND NATIONAL SPORTS UNIVERSITY LAMPANG CAMPUS

Khwanchai Khuana, Tanthip Khuana — Tue, 12 Dec 2023 00:00:00 +0700

The purposes of this research were 1) to develop a model of integrated learning management to develop learning management skills for physical education students in Faculty of Education Thailand National Sports University, Lampang Campus and 2) to study the results of using the model of integrated learning management to develop learning management skills for physical education students in Faculty of Education Thailand National Sports University, Lampang Campus. The samples were 57 students of 3^rd year students in Physical Education Program, Faculty of Education, Thailand National Sports University, Lampang Campus in academic year 2021. The samples were selected by cluster random sampling. Research tools were 1) a model of integrated learning management to develop learning management skills for physical education students in Faculty of Education, Thailand National Sports University, Lampang Campus 2) an achievement test 3) an assessment form of learning management skills 4) a questionnaire for student satisfaction. The data were analyzed by using means and standard deviation.

The results showed that: 1. The results of appropriateness of the model development of integrated learning management to develop learning management skills for Physical Education students in Faculty of Education, Thailand National Sports University, Lampang Campus was at a high level. 2. The results of the model implementation of integrated learning management to develop learning management skills for Physical Education students in Faculty of Education, Thailand National Sports University, Lampang Campus found that an average score of learning management skills of students was 25.52 at 81.54 and their satisfactions toward the implementation of instructional model were at a high level.

DEVELOPMENT OF OUTDOOR LEARNING ACTIVITIES FOR SUBJECT ED 1101104 CURRICULUM DEVELOPMENT TO SUPPORT SCHOOL-BASED CURRICULUM DESIGN SKILLS FOR SOCIAL STUDIES STUDENTS, THEPSATRI RAJABHAT UNIVERSITY

Veeravit Boonsong, Suntorn Onrit — Tue, 12 Dec 2023 00:00:00 +0700

This research aimed 1) to develop outdoor learning activities; 2) to compare school curriculum design skills before and after using the outdoor learning activities; and 3) to compare school-based curriculum design skills between students using the outdoor learning activities and the control group of students. The samples were 60 of first-year social studies students who enrolled in the course ED 1101104 Curriculum Development in the academic year 1/2022. The samples were divided into 2 groups: 30 students in the experimental group and 30 students in the control group. The research instruments used in this research were outdoor learning activities, outdoor learning lesson plans, normal learning lesson plans, and an assessment form of school-based curriculum design skills. The data were analyzed by using average, standard deviation and t-test.

The results showed that:

1. Outdoor learning activities comprise six steps: 1) Plan 2) Prepare 3) Collect 4) Classify 5) Conclude and 6) Share. The content validity of the learning activities was at the highest level.

2. The students who studied using the outdoor learning activities had higher school curriculum design skills after using the outdoor learning activities at the statistically significant level of .05.

3. The students who studied using the outdoor learning activities had higher school curriculum design skills than the students who studied in the normal learning lesson plan at the statistically significant level of.05.

THE LEARNING MANAGEMENT USING DAVIE'S PRACTICAL SKILLS TEACHING MODEL IN COMBINATION WITH MULTIMEDIA ON LEARNING ACHIEVEMENT AND STANDARD OF THAI DANCE PRACTICAL SKILLS FOR MATTAYOM 2 STUDENTS

Apisit Phairot — Tue, 12 Dec 2023 00:00:00 +0700

The objectives of this research were 1) to design and examine the quality of lesson plans using Davie's practical skills teaching model in combination with multimedia for Mattayom 2 students 2) to compare learning achievement pre, during and post learning management using Davie's practical skills teaching model in combination with multimedia on learning achievement and standard of Thai dance practical skills for Mattayom 2 students 3) to compare the practical skills after the learning management using Davie's practical skills teaching model in combination with multimedia with the 80% threshold 4) to study the satisfaction of Mattayom 2 students on the learning management using Davie's practical skills teaching model in combination with multimedia. The populations were randomly selected from Mattayom 2 students in the 2nd semester of the academic year 2022 at Ranodwittaya School, Ranod District, Songkhla. The samples of 34 Mattayom 2 students were selected. The instruments of this research were lesson plans using Davie's practical skills teaching model in combination with multimedia, a learning achievement test on standard of Thai dance, standard of Thai dance practical skills test, a questionnaire of the learning management using Davie's practical skills teaching model in combination with multimedia. The data were analyzed by using mean, standard deviation and t-test.

The results of the research showed that: 1) The quality of the lesson plans using Davie's practical skills teaching model in combination with multimedia on learning achievement and standard of Thai dance practical skills for Mattayom 2 students were the most appropriate, with an average of 4.92. 2) Students’ learning achievement after the learning management were higher after using Davie's practical skills teaching model in combination with multimedia at the statistically significant level of .05 3) Students had higher score of practical skills compared with the 80% threshold after using Davie's practical skills teaching model in combination with multimedia at the statistically significant level of .05 4) The satisfaction of Mattayom 2 students on the learning management using Davie's practical skills teaching model in combination with multimedia in the overall satisfaction were at the highest level

MODELS OF ART TEACHER PROFESSIONAL STUDENTS TO ENHANCE ABILITIES IN LEARNING MANAGEMENT IN ARTS FOR STUDENT DIVERSITY IN INCLUSIVE CLASSROOM

Nattakarn Anantrawan — Tue, 12 Dec 2023 00:00:00 +0700

This research and development aimed 1) to develop models of art teacher professional students to enhance abilities in learning management in arts for student diversity in inclusive classroom 2) to evaluate the use of models of art teacher professional students to enhance abilities in learning management in arts for student diversity in inclusive classroom. The sample group in art learning management approaches in inclusive classrooms were 12 art educators in higher education and art teacher professional students. The sample group in the experiment using the model were 30 art teacher students in Faculty of Education, Leoi Rajabhat University. The research tools consisted of 1) an interview form to study the guidelines for learning management in arts in inclusive classroom 2) cognitive and understanding test 3) self-assessment form 4) learning management evaluation form 5) satisfaction assessment form 6) structured questions for group discussion

The result demonstrated that

1. The models of art teacher professional students to enhance abilities in learning management in arts for student diversity in inclusive classroom have five stages; known as KAPPA Model which are 1) Knowledge integration 2) Analyze Problems. 3) Planning art activity in inclusive classroom 4) Practice teaching 5) Assessment and development skills

2. The results of the experiment by using KAPPA Mode with the sample group found that: 1) The knowledge and understanding in art learning management in inclusive classroom was higher after learning at the statistically significant level of .05. 2) The self-assessment in the art learning management in inclusive classroom of the sample group was higher after learning at the statistically significant level of .05. 3) The art learning management in inclusive classroom of the sample group was very good at an average score of 80.70 4) The satisfaction assessment in the use of the KAPPA Model to enhance abilities in learning management in arts for student diversity in inclusive classroom was at highest level with an average of 4.47 (89.47%) 5) The results of group discussions after the experiment revealed that the sample group had knowledge and understanding about learning management in the integrated classroom and they were able to apply knowledge and skills in designing art activities for teaching student diversity in an inclusive classroom.

GUIDELINES OF CHOICE-BASED ART ACTIVITIES TO PROMOTE CREATIVE ART FOR UPPER ELEMENTARY STUDENTS: CASE STUDIES OF BEST PRACTICES ART CLASSROOM

Supapun Wongsaksirikul, Soamshine Boonyananta — Tue, 12 Dec 2023 00:00:00 +0700

The objectives of this research were 1) to study the model of choice-based art activities to promote creative art for upper elementary students and 2) to study of guidelines for choice-based art activities from case studies of best practice art classroom. Qualitative research methods were used to focus on multi-site multi-case research. The sample groups were 3 art classes that are best practices in organizing alternative art activities in Bangkok. Research tools were 1) a structured interview form for teachers with best practices and 2) an observation form of teaching and learning management. Data were analyzed by content analysis.

The results showed 1) the alternative-based art activities designed to promote creative art have 4 aspects of concepts and principles of choice-based art activities, content of choice-based art activities, learning of choice-based art activities, and creative art measurement based on choice-based art activities 2) the guidelines for organizing art activities based on classroom choice with excellent practices have 7 components of principles of choice-based art activities, contents of choice-based art activities, planning of choice-based art activities, teacher roles, appropriate environment, precautions for organizing activities and guidelines for organizing activities in an online platform.

THE DEVELOPMENT OF LEARNING MANAGEMENT IN SCIENCE COURSE FOR MATTAYOMSUKSA 2 STUDENTS

Satjaphon Rattana — Tue, 12 Dec 2023 00:00:00 +0700

The purposes of this research were (1) to develop learning management in science course for Mattayomsuksa 2 students (2) to compare pre and post learning achievement in science course for Mattayomsuksa 2 students and (3) to study students’ satisfaction toward science course for Mattayomsuksa 2 students. The sample group in this research was 60 students in Mattayomsuksa 2 at Ramkhamhaeng University Demonstration School in the first semester of academic year 2021 which selected by cluster random sampling. The research tools were (1) science lesson plans about human body systems (2) science learning achievement test about human body systems and (3) students satisfaction survey toward science learning. The experiment was conducted for 12 hours. The data were analyzed by using means, standard deviation and t-test.

The result found that (1) science learning achievement for Mattayomsuksa 2 students had appropriate quality at high level (2) students who have learnt about human body via Google Classroom had post learning achievement higher than pre learning achievement at statistically significant of .01 and (3) students’ overall satisfaction toward development of science learning was at high level.