Journal of Education, Prince of Songkla University, Pattani Campus

Development of a Scientific Inquiry-Based Experimental Kit (5E) on Basic Direct Current Circuit Analysis for Solar Cell Power Systems to Enhance Academic Achievement in Energy Technology for Undergraduate Physics Students

2025-01-24T10:49:25+07:00

This research aims to: 1) develop and evaluate the effectiveness of a scientific experiment kit on the
topic "Basic Direct Current Circuit Analysis for Solar Cell Power Systems" with an effectiveness criterion of 80/80;
2) compare the learning achievements of students enrolled in an energy technology course before and after using the developed scientific experiment kit; and 3) examine the satisfaction of undergraduate physics students with the experiment kit based on the 5Es inquiry-based learning process. The sample was 15 third-year physics students from Lampang Rajabhat University, Lampang Province, selected through simple random sampling. Research instruments included: 1) the developed scientific experiment kit for analyzing basic direct current circuits in solar energy systems; 2) a learning achievement test for physics students; and 3) a questionnaire assessing students’ satisfaction with the learning process using the experiment kit and the 5Es model. Data were analyzed using percentage progress scores, mean, standard deviation, and paired t-tests. The results revealed that: 1) the evaluation by experts showed that the developed scientific experiment kit was of the highest quality and had an effectiveness score of 86.67/82.67, exceeding the specified criterion; 2) a statistically significant improvement in learning achievement was observed at the .01 level, with post-test scores significantly higher than pre-test scores; and 3) students expressed the highest level of satisfaction with the developed experiment kit. These findings indicate that the scientific experiment kit facilitates the transformation of abstract concepts into concrete understanding, enhancing students’ comprehension of basic direct current circuit analysis for solar cell power systems. Furthermore, the kit promotes long-term retention of knowledge and its practical application in daily life.

An Analysis of Thai Rural Students’ Perception and Participation Intention of Working Holidays

2025-07-22T13:29:33+07:00

This study aims to investigate Thai rural students’ perception and intention regarding the working holiday scheme. The study also attempts to discover ways to expand the number of Thai rural students to undertake working holidays programs. Data were collected from 82 students and 3 staff members from a government university located in a rural area of Thailand. Data were collected through an online questionnaire, focus group discussions, and structured interviews. Descriptive statistics was employed for the analysis the quantitative questionnaire data while the framework matrix approach was performed with the qualitative data. Results indicate that the majority of Thai rural students are not well familiar with overseas working holiday; however, they still perceive the potential benefits of this scheme. The findings indicate an incongruence between students’ perceived benefits and participation intention. Finally, this study shows that students from universities located in small cities, rural settings, have different live conditions, life expectations, and life perception. All of these affect their decision and intention to undertake or not undertake the working holidays. Universities play a key role in shaping their students’ perception, expectation, and decision-making. If a rural university aims to optimize the number of students undertaking the working holiday scheme, universities need to provide students with aids and supports in terms of finance and fundings; English communicative skills; and documentation and application.

The Effects of Technology-based English Grammar Instruction on English Major Students' Learning Strategies, Grammar Achievement, and Perceptions

2025-02-10T10:02:34+07:00

growing body of knowledge regarding educational technology in various fields, there is limited information on the use of technology to support learning strategies, particularly within the context of Thailand. This study aims to address this gap by examining the effects of technology-based grammar instruction on: 1) students' use of English grammar learning strategies (GLS); 2) students' grammar achievement; and 3) students’ perceptions of technology-based grammar instruction. This quasi-experimental research design collected data from two groups: an experimental group and a control group. The experimental group consisted of thirty-five First-Year English major students who received technology-based grammar instruction. Meanwhile, the control group, which comprised thirty-four students from the same course, followed the traditional instruction without technology integration and the researcher was not their instructor. The research instruments included

Grammar Learning Strategy Inventory (GLSI), pre-tests and post-tests, and focus group interviews with six volunteers from the experimental group. The quantitative data was statistically analyzed by frequency, percentage, means, and standard deviation. This included conducting a t-test to compare the scores of the experimental and control groups. Thematic analysis was employed to analyze qualitative data from the focus group interviews. The findings revealed that while technology-based grammar learning activities did not significantly affect students’ use of GLS, they did improve grammar achievement. Additionally, the results showed both positive and negative perceptions among students regarding the use of technology for grammar learning. This study underscores the importance of integrating technological tools into teaching to improve students' English grammar learning outcomes.

A Collaborative Writing-based Approach using Cloud Applications Approach to Enhance Academic Report Writing Abilities of Secondary Students

2025-02-11T11:55:32+07:00

The purposes of this study were to 1) compare the academic report writing abilities of students who were instructed by a collaborative writing-based approach using cloud applications before and after the experiment including the result both overall and in separate components, and 2) analyze the improvement in students’ academic writing abilities. The population consisted of 520 students seventh-grade students in an extra-large all-girls school in Bangkok. The sample group comprised 40 seventh-grade students, selected using a purposive sampling method. The research instruments included an achievement test for evaluating academic writing abilities, an individual academic writing abilities reflection form, and lesson plans designed according to a collaborative writing-based instruction using cloud applications. The data were analyzed quantitatively using the arithmetic mean, standard deviation, and t-test, and qualitatively by analyzing the improvement in academic report writing abilities.

The research findings were as follows: 1) Students who were instructed by collaborative writing-based approach using cloud application approach got post-test scores higher than pre-test scores both overall and separated components at the .05 level of significant. 2) There was improvement in academic report writing abilities in the last step of writing, which is better than the first step.

Guidelines for Mobilizing Educational Resources to Assist Students at Paknampranwittaya School Prachuapkhirikhan

2025-03-24T10:27:34+07:00

This research purpose is to study 1) the needs of the parents of students at Paknam pranwittaya School, PrachuapKhiriKhan, and 2) the guidelines for mobilizing educational resources to help students at Paknampranwittaya School. The sample group used in the research was 280 parents of students at Paknampranwitthaya School using a simple random sampling method, 156 questionnaires were returned for 96.29 percent. The interviewees included parents, administrators, teachers, school committee members, and 12 alumni. The research instruments were questionnaires and interview forms. Data were analyzed by frequency, percentage, average, standard deviation, and content analysis.

The research results found that 1) the needs of the parents of students at Paknampran witthaya School, PrachuapKhiriKhan, overall and in each aspect, were high. Regarding non-monetary needs, they wanted safety in the school, clean and sufficient restrooms, and access to higher education. In terms of monetary needs, they wanted financial with student loan funds, learning equipment, and tuition fees. 2) Guidelines for mobilizing Educational resources include: 1) organizing a meeting of stakeholders to plan and prepare; 2) appointing orders, working groups, and assigning operations according to responsibilities; 3) coordinating with external agencies to participate in mobilizing educational resources; 4) raising funds from alumni; 5) announcing recognition of supporters; 6) reporting the results of mobilizing educational resources.

The Development of a Modified Essay Question Test of Biology Problem-Solving Ability for Grade 10 Students by Applying Polytomous Item Response theory

2025-08-17T12:27:25+07:00

The purposes of this study were to construct and validate the Modified Essay Question Test of biology problem-solving ability for Grade 10 students by applying polytomous item response theory and to establish norms. The sample comprised 540 Grade 10 students selected through multi-stage sampling. The students selected were studying under the jurisdiction of the Secondary Educational Service Area Office Pattani, Yala, and Narathiwat. The research instrument was the Modified Essay Question Test of biology problem-solving ability for Grade 10 students, consisting of 20 items covering four situations. The index of item objective congruence (IOC) ranged from 0.80 to 1.00, the difficulty ranged from 0.37 to 0.70, the discriminatory power ranged from 0.20 to 0.47, and the reliability was 0.83. The value of the Discrimination Parameter (αi) from stages 1 to 5 according to the scientific method ranged from 0.42 to 1.79. The value of the Difficulty Parameter (δij) ranged from -1.12 to 30.14. The test information had the highest value when the students had a medium level of biology problem-solving ability. The norm of Biology problem-solving ability percentile rank was from 3.80 to 96.10, and t-score ranged from 15 to 69.

The Effects of Model-based Learning Instruction in the Topic of Solution on Scientific Modeling Ability and Scientific Explanation Ability of Grade 8 Students in Triamudomsuksapattanakarn Phatthalung

2024-10-29T14:52:13+07:00

The purpose of this research was to compare the scientific modeling ability and scientific explanation ability of students before and after learning through model-based learning instruction, and to compare these results with those of students who learned through traditional instruction. The research sample consisted of 70 grade 8 students from 2 classrooms of Triamudomsuksapattanakarn Phatthalung School, obtained by cluster random sampling. One class was randomly assigned as an experiment group and another group was assigned as a control group. The research instruments were 1) lesson plans based on model-based learning instruction, 2) lesson plans based on traditional instruction, 3) a scientific modeling ability test, and 4) a scientific explanation ability test. The statistics used for data analysis were the mean, standard deviation, and t-test.

The research findings showed that the scientific modeling ability and scientific explanation ability of students who learned through model-based learning instruction were higher than their pre-learning counterpart abilities at the .05 level of statistical significance, and were higher than the students who learned through traditional instruction at the .05 level of statistical significance.

Sentiment Analysis and Issue Classification in Teacher Professional Training for Pre-Service Teachers at Rattanakosin Rajabhat University

2025-01-15T14:47:36+07:00

This study aims to analyze sentiment towards teacher training and classify associated issues using supervised machine learning. The research methodology comprised four main stages: data collection and preparation, data processing, modeling, and model evaluation. Data were gathered via Google Form from 466
pre-service teachers at Rattanakosin Rajabhat University who participated in teacher training during the 2023 academic year. After filtering and randomizing, 784 messages (80%) were allocated for training data, while 196 messages (20%) were reserved for testing. Supervised learning techniques were employed to develop models for sentiment analysis and issue classification. The results indicated high accuracy for both the sentiment analysis model (0.94) and the issue classification model (0.88), demonstrating effective prediction capability. Of the 196 analyzed messages, sentiment analysis revealed 110 positive sentiment messages (56.35%) and 86 negative sentiment messages (43.65%). Following classification, nine distinct issues were identified, with notable categories including teaching (97 messages, 49.49%), student-related concerns (35 messages, 17.86%), and miscellaneous issues related to school (1 message, 0.51%). The results can be used to better prepare pre-service teachers in various aspects, particularly in addressing issues related to students, which were identified as the most negatively perceived aspect, ensuring more effective teacher training experiences.

Developing a Pre-service Teacher Performance and Professional Ethics

2025-08-26T17:07:14+07:00

The purposes of this research were 1) to development of Teacher Performance and Teacher Professional Ethics Scale for Pre-service. 2) the quality of Teacher Performance and Teacher Professional Ethics Scale for
Pre-service. Teacher. The sample was 250 4th and 3th - year teacher students in the academic year the 2024 selected students by using a simple random method. The research instrument was the Teacher Performance and Professional Ethics Scale for pre-service teachers. The data was analyzed by using the confirmatory factor analysis and exam parameters, such as discriminant power (α), difficulty (β), and the information of the test with Grade Response Model. The findings were 1) Developing a Pre-service Teacher Performance and Professional Ethics Scale has 20 item. The content validity of the scale ranges from 0.80 to 1.00. The reliability was 0.662. Confirmatory factor found Scientific Mind were consistent of the empirical data. 2) The findings were quality of Teacher Performance and Professional Ethics Scale. Using Multidimensional Item Response Theory Model for Polytomous Scored Item The slope parameter (α) is between 0.25 – 2.28 and the difficulty value the threshold value of each item (β) is the lowest order value, and reliability is 0.8544 for measurement information function values can analyze questions well in the range θ between -3.0 and +1.0

Developing problem-solving skills through STEM Education and Community-based Learning experiences, using the Waow Buhlan unit, for kindergarten 3 students at Prince of Songkla University Primary Demonstration School

2025-04-21T16:34:05+07:00

The objectives of this research were to 1) develop and evaluate the quality of an integrated learning experience plan based on STEM Education and Community-based Learning for the Bulan Kite unit 2) study the problem-solving skill development of Kindergarten 3 students who received learning experiences based on STEM Education and Community-based Learning concepts in the Bulan Kite unit, and 3) examine the satisfaction of Kindergarten 3 students towards the integrated learning experiences of STEM Education and Community-based Learning in the Bulan Kite unit. The sample group consisted of 35 Kindergarten 3/2 students, obtained through cluster random sampling using classrooms as the sampling unit. The research instruments were 1) an integrated learning experience plan based on STEM Education and Community-based Learning for the Bulan Kite unit; 2) a problem-solving skills assessment form and 3) a satisfaction assessment form for kindergarten 3 students regarding the integrated learning experiences of STEM Education and Community-based Learning in the Bulan Kite unit. The statistics used for data analysis included mean, standard deviation, and t-test dependent for hypothesis testing.

The research findings were as follows 1) The integrated learning experience plan based on STEM Education and Community-based Learning for the Bulan Kite unit was consistent and appropriate 2) Students' problem-solving skills after learning were significantly higher than before learning at the .05 level 3) Kindergarten 3 students expressed a high level of satisfaction

Study of search screening selection and preparation formats To become a student teacher in the Kru Rak Thin Project : A case study of Yala Rajabhat University

2025-02-10T17:54:35+07:00

This research originated from the pilot project aimed at developing student teachers for service in rural areas under the "Kru Rak(sa) Thin" project, supported by the Equitable Education Fund (EEF). The objectives of this research were 1) to study the format for searching, screening, and selecting scholarship students for the Kru Rak Thin Project. Yala Rajabhat University 2) to study the format of preparation activities before entering scholarship students at Yala Rajabhat University and 3) to analyze the process of searching, screening, selecting and preparing before studying with guidance services. Qualitative research was conducted by collecting information from documents field operations in-depth interview group chat The main informants included 28 students who had been selected to enter the Kru Rak Thin project. Secondary informants included 30 people involved. Data were analyzed by providing meaning and descriptive interpretation.

The results of the research found that 1) the format of the search process Screening and selection consisted of 1.1) roles People involved in the screening search process 1.2) Steps of the screening search process 1.3) Important points in the screening search 2) Preparatory activity formats before entering study included: The process of entering the pre-teaching camp for teachers under “Sema Mining Camp” as follows 2.1) General knowledge and ability test in 5 subjects: Thai language, English, mathematics, science, and teacher competence. These were combined with evaluating camp behavior through observation. Take the career readiness test and personality tests were taken as component in considering individual students. 2.2) Parent meeting and making a scholarship contract. 2.3) Teacher competency activities 3) Form of the search, screening, selection process and organizing pre-class preparation activities. was found to have a relationship with the guidance process for all 5 services, including 1) individual information collection services, 2) information services, 3) counseling services, 4) personal placement services, and 5) follow-up services.

Needs Assessment of Development Assessment of Learning Outcomes in the 21st Century of the Teachers of Yala Islamic Private Schools

2024-09-24T16:15:59+07:00

This research aims to: 1) quantitatively assess the need to develop teachers' potential for 21st-century learner assessment in private Islamic schools in Yala province; and 2) explore approaches to developing teachers' potential for 21st-century learner assessment in these schools using a mixed-methods approach. The sample group consisted of 350 private Islamic religious school teachers and 6 main informants. The tools used were questionnaires (Reliability coefficient = 0.92) and interviews. The data were analyzed using mean, standard deviation, PNI_modified, and content analysis.

A study found that: 1) Teachers in private Islamic schools in Yala province require enhanced 21st-century assessment skills, specifically in accurately analyzing the quality of various assessment tools, utilizing computer technology for assessment, and effectively reporting evidence-based assessments and summarizing student learning. 2) The most preferred development approaches include blended online and face-to-face learning, peer mentoring, and self-directed learning using various resources. Relevant agencies can utilize these findings to develop curricula or design activities aimed at improving the 21st-century assessment skills of teachers in private Islamic schools

Effects of STEM Learning Activities on Matthayom Suksa 4 Students’ Problem-Solving Skills and Attitudes Towards Chemistry Learning on Stoichiometry

2025-06-04T17:16:09+07:00

The purposes of this research were to study the effects of STEM-based learning approach on students’ problem-solving skills and attitudes toward learning the chemistry topic of stoichiometry. This pre-experimental research employed a one-group pretest-posttest design among students. This research sample group consisted of 28 Grade 10^th students from Srinagarindra the Princess Mother School, Rayong. The research instruments included three STEM-based lesson plans on the topic of stoichiometry, which were deemed highly appropriate (X̄ = 4.43 out of 5); a chemistry problem-solving skills test on stoichiometry, with an Index of Item-Objective Congruence (IOC) ranging from 0.60 to 1.00; and an attitude assessment toward learning chemistry, with an IOC ranging from 0.60 to 1.00. All research instruments were verified for quality and considered appropriate for implementation in this study. The study was carried out over 14 instructional periods. After conducting the STEM-based learning activities, the results indicated that 1) students achieved an average score of 70.13% in problem-solving skills, which was higher than the pre-instruction average score of 40.14%. A total of 24 students scored above the 60% proficiency threshold. The learning progress index for problem-solving skills on the topic of stoichiometry was ata moderate level; and 2) students' attitudes towards chemistry learning on stoichiometry were assessed at good level after participating in STEM-based learning activities.

A Method of School Curriculum Administration that Meet the Individual Differences of Naresuan University Secondary Demonstration School

2024-11-26T14:12:03+07:00

The objective of this research article was to study a model of school curriculum administration that met the individual differences of Naresuan University Secondary Demonstration School. It was a qualitative study using a single case study approach. The researcher selected the case study through purposive sampling, focusing on Naresuan University Secondary Demonstration School. The informants included the director, deputy director, head of the curriculum unit, and heads of the eight learning area groups. The research instrument used was a semi-structured interview. The researcher collected qualitative data through informal group interviews and analyzed the data using content analysis.

The findings revealed that Naresuan University Secondary Demonstration School had an educational institution curriculum management process that responded to individual differences, consisting of: 1) Curriculum Analysis 2) Curriculum Development, which resulted in an institutional curriculum designed to accommodate individual differences, often referred to as “a classroom with no specific curriculum.”3) Curriculum Implementation, which involved publicizing the curriculum, providing guidance for students in selecting elective subjects aligned with their aptitudes and needs, and offering continuous support from advisors and guidance teachers throughout the curriculum's application. 4) Monitoring and Control, overseen by Naresuan University, the Faculty of Education, the Faculty of Science, and the Science Classroom Project in Schools (WMS). And 5) Supervision, which included various methods such as professional learning communities (PLC), Open Classroom, classroom visits, mentoring supervision, and self-evaluation supervision.

Small-Scale Entrepreneur into the Cups of STEAM-BCG, Enlarge the Learners’ Science-Engineering Practices

2025-07-21T09:37:17+07:00

STEAM–BCG lessons as a mechanism for cultivating learner’s entrepreneurial competencies with gathering of the contextual of cultural festivals into lesson development would enhance their STEM practices wherein meet of customer-oriented perspectives and goals of community development through inquiry-based small-scale entrepreneurial STEAM-BCG lessons. This article advances instructional strategies design for STEAM–BCG lessons with context of festivals include Valentine’s Day, Halloween, Loy Krathong, and Christmas into setting STEAM–BCG challenges. A blueprint for STEAM-BCG lesson design was employed and visualized example STEAM-BCG lessons in three sequential phases. Phase 1, the centered construction of STEM–BCG problems with entrepreneurial thinking, STEM solutions, focused BCG aspects, and science and engineering practices. Phase 2, the setting of competency-based learning objectives with specific indicators of learning outcomes through multi-actions of each discipline or economic aspect. Phase 3, the tracking of learner’s progression during STEAM-BCG lessons which focuses on the learner’s enactment of practices, mobilization of knowledge, and their epistemic ideas while overcomes the STEAM-BCG challenges.

Active Learning for Sustainable Development Goals through Movie-Based Learning

2025-07-21T11:47:52+07:00

Movie-based learning is one of the active learning methods that can engage students more effectively than traditional lecture-based instruction. It also helps them practice various skills, such as thinking, reading, writing, and analysis, through classroom discussions. Movie-based learning helps students gain knowledge, fosters participation, and allows them to have emotional experiences and a deeper understanding of life through watching films. This method can be applied to students in all fields of study, whether in the sciences or social sciences. In this article provides three examples of movies used for teaching Sustainable Development Goals (SDGs): The Platform (2019), Parasite (2019), and Seaspiracy (2021). These examples show how lecturers can facilitate discussions with students to encourage them to think, solve problems, build knowledge, and review what they have learned to apply the concepts of the SDGs on their own.