Journal of Education, Prince of Songkla University, Pattani Campus

Effect of Polya’s Problem Solving Process Incorporating with Think-Pair-Share Learning Technique on the Stoichiometry Problem Solving Ability and Self-Confidence of Matthayom Suksa 4 Students

Saranya Taweechai — 2025-12-30

The ability to solve problems is an essential skill to promote learning in chemistry calculations for students. This research aimed to investigate the effects of using the Polya problem-solving process combined with the Think-Pair Shared technique on the students' ability to solve chemical problems related to stoichiometry and self-confidence. The sample group consisted of 36 tenth grade students at Satriwitthaya 2 School, which were selected through random group-sampling. The research instruments included: 1) Five lesson plans incorporated Polya’s problem-solving process and the Think-Pair-Share technique. 2) Two stoichiometry problem-solving tests, each comprising five items, were constructed. and 3) Two self-confidence questionnaires were developed, each comprising twelve items.

The results indicated that after implementing the Polya problem-solving process together with the Think-Pair Share technique led to significant improvements. Students achieved significantly higher scores in chemical problem-solving tests related to stoichiometry compared to pretest scores at 0.05 level of statistical significance and surpassed the criterion (60%) in all steps of Polya’s problem-solving process, except for the reviewing step. Students exhibited significantly increased self-confidence compared to pretest levels. The Polya problem-solving process promoted step-by-step problem-solving behaviors among students. Students realized the importance of understanding learned principles rather than merely memorizing formulas, thereby improving their problem-solving abilities. The Think-Pair-Share techniques allowed students to exchange ideas for solving problems with their classmates and encourages them to express their opinion confidently.

Enhancing the knowledge and self-directed learning of nursing students at a university in southern Thailand using flipped classroom teaching approach

Sasithorn Mukpradab — 2025-12-30

The flipped classroom model is increasingly being adopted in education to enhance students' knowledge and self-directed learning characteristics. However, its implementation in Thai nursing education remains challenging due to several factors, particularly students’ passive learning characteristics, limitations of online platforms, and the available learning media tools. Therefore, this study was conducted to examine the effects of the flipped classroom teaching approach on knowledge and self-directed learning characteristics among second-year nursing students in an orthopedic nursing class within the Adults and Elderly Nursing Course 1. A one-group pretest and posttest design was conducted over seven hours of teaching orthopedic nursing content using the flipped classroom approach across multiple days among 166 second year nursing students at a university in the southern part of Thailand. Scores were obtained from pretest, posttest and final examinations and analysed through descriptive statistics and dependent t-test statistics. The results show that over half of participants (n = 99, 59.6%) obtained final examination scores at or above the pass mark of 50%, with no significant differences between pretest and posttest scores (p > .05). However, the scores for self-directed learning characteristics related to self-concept in learning efficiency (p < .05) and optimistic prospect were increased with significant differences (p < .001). In conclusion, the flipped classroom approach did not significantly improve knowledge outcomes but enhanced nursing students’ self-directed learning characteristics. These findings suggest that the flipped classroom may be helpful in promoting learner autonomy and active learning in Thai nursing education.

Development and Validation of a Research Self-Efficacy Model for Student Teachers at Rajabhat Universities: A Second-Order Confirmatory Factor Analysis

Mesa Nuansri — 2025-12-30

Research self-efficacy is a key factor influencing the confidence and success of student teachers in conducting research. The objectives of this research were to develop and validate the fitness of the research self-efficacy factor model for student teachers at Rajabhat Universities with empirical data. The sample consisted of 500 student teachers selected using multi-stage sampling. The research instrument was a 5-point Likert scale. The content validity of the scale ranged from .80 to 1.00 based on an index of item objective congruence by five experts. The reliability of the scale was .965 based on Cronbach’s alpha reliability coefficient method. Data were analyzed using descriptive statistics and second-order confirmatory factor analysis (CFA). The results indicated that the research self-efficacy of student teachers at Rajabhat Universities comprises four factors: research planning, research design, research implementation, and research management. Each factor included 2-3 indicators and was consistent with empirical data, as evidenced by the following goodness of fit indices: c²=17.44, df=17, p=.425, c²/df=1.026, CFI=1.00, GFI=.993, AGFI=.978, RMSEA=.007, and SRMR=.012. The standardized factor loadings for the main factor ranged from .814 to .967, while the standardized factor loadings for the indicators of each factor ranged from .756 to .887. It is recommended that teacher education institutions utilize the developed model as a framework for curriculum development and the design of activities that strengthen student teachers’ research competencies. This approach can foster their research self-efficacy and enhance their ability to conduct research effectively.

Development of Scientific Explanation Abilities on Simple Harmonic Motion Through Argument Driven-Inquiry Instruction Model of Grade 11 Students

Krissada Tongprapai — 2025-12-30

The purpose of this research was to study the ability to generate scientific explanations on the topic of simple harmonic motion of Grade 11 students by using the Argument-Driven Inquiry instruction model (ADI). A mixed-method research design was employed with the sample group consisting of 30 Grade 11 students. The research tools were (1) lesson plans for 16 hours and (2) a subjective measure of the ability to generate scientific explanations. The data measurement scales were Cronbach’s alpha coefficient (α – Coefficient) of 0.83, with difficulty levels ranging from 0.45 to 0.58 and discrimination indices ranging from 0.61 to 0.76, (3) Post-Lesson Report, (4) Students’ reflective journals, and (5) Semi-structured interview. The statistics for data analysis were average, percentage, and normalized gain. A content analysis was employed to assess the ability to generate scientific explanations. The results of this study revealed that the students learning by the ADI instruction model had their ability to generate scientific explanations overall increased by 0.71. When examining individual components, students excelled the most in providing claims, followed by reasoning while the least emphasized component was evidence.

Development of Creative Thinking and Leaning Achievement of Matthayomsuksa 1 Students on the Unit of Thermal Energy Using by STEM Education Integrated with Canva

Thitiyaporn Khanla — 2025-12-30

The purposes of this study were to 1) construct lesson plans based on Stem Education Integreted Whith Canva on the topic of the heat energy for Mathayomsuksa 1 students to meet the efficiency of 80/80, 2) compare students’ creative thinking before and after the intervention, 3) compare students’ learning achievement before and after the intervention, and 4) examine students’ desirable characteristics after the intervention on of students toward the instructional management Using by STEM Education Integrated With Canva. The sample, obtained through cluster random sampling, consisted of 38 Mathayomsuksa 1 students at Pangkhonwittayakhom School in the second semester of the academic year 2023 The research instruments included 1) lesson plans Using by Stem Education Integrated With Canva, 2) a creative thinking test, 3) a learning achievement test, and 4) a desirable characteristics. The desirable characteristics for data analysis were percentage, mean, standard deviation, and t-test for Dependent Samples.

The research findings were as follows

The efficiency of the lesson plans based on STEM education integrated with Canva on the topic of Thermal Energy for Mathayomsuksa 1 students met the efficiency of 81.44/81.19, which was higher than the defined criteria of 80/80.
The students’ creative thinking after the intervention was higher than that before the intervention at the .01 level of significance
The students’ learning achievement after the intervention was higher than that before the intervention at the .01 level of significance.
The students’ desirable characteristics after the intervention using Canva combined with STEM education was at a high level ( =2.89)

The Effect of Research and Community Based Learning on Creative Communication Module Students' Empirical Academic Work

Abdullah Chelong — 2025-12-30

This research article aims to examine the effects of research and community-based learning activities on the production of empirical academic outputs by undergraduate students in the Bachelor of Arts Program in Community Studies for Sustainable Development at Prince of Songkla University. The participants were 49 undergraduate students enrolled in the Creative Communication course. The research was conducted through the integration of theoretical and practical instruction in parallel with a research project, in which students studied real community issues, designed research processes, and produced academic articles. The research instruments included learning reflection journals and unstructured interviews, and the data were analyzed using multiple qualitative data analysis techniques. The findings revealed that research- and community-based learning activities aligned with the philosophy of the curriculum emphasizing experiential learning with instructors acting as facilitators, enhanced students’ skills in problem identification, question formulation, critical inquiry, and the application of knowledge to future professional practice, enabled students to disseminate knowledge through presentations at national academic conferences resulting in nine academic articles, and fostered students’ inquiry skills, academic exchange, and the ability to assess situations and plan effective management of community issues.

The Development of Music Therapy Activities Using Improvisation Techniques Affecting Social Skills Development of Autistic Children

Phongtip Thanomwattana — 2025-12-30

This study is aimed to 1.) The Development of Music Therapy Activities Using Improvisation Techniques Affecting Social Skills Development of Autistic Children, 2.) Evaluate the social skills of Autistic children of Music Therapy Activities Using Improvisation Techniques. In this research, Classroom action research was employed as thus: PAOR cycle was run for two continuous research cycles.

The result had found that 1.) In developing a music therapy activity plan using improvisation techniques in the first round, It is what makes the music therapist aware of the child's problem. Solving problems that arise in the treatment process and use the results to develop music therapy activities in the second circle to provide maximum benefit to the children. In organizing music therapy activities, autistic children are enthusiastic, happy, and joyful when it comes to using improvisation techniques. Because during this period the use of music is very flexible. It is a period that gives children the opportunity to express themselves as they are. That the child needs and help support good behavior that the children expressed themselves and children with autism can develop social skills. Or, such behavior can be confidently applied to activities that need to be done with other people in daily life and efficient. 2.) Before organizing music therapy activities using improvisation techniques Children with autism had an average score of 4.80 in social skills in interacting with others. After organizing music therapy activities using improvisation techniques, the average score was 32.00. Which was higher than before organizing music therapy activities using improvisation techniques. Therefore can be concluded that social skills in interacting with others among children with autism were higher after music therapy using improvisation techniques than before the experiment.

The Development of Coaching Competencies for Tennis Coaches in Tennis Clubs in Thailand

Wisanu Arunmek — 2025-12-30

The purposes of this research were 1) to examine the components of coaching competencies among tennis coaches in tennis clubs in Thailand, and 2) to develop a coaching competency framework for tennis coaches in tennis clubs in Thailand. A mixed-methods research design was employed. In the qualitative phase, in-depth interviews were conducted with five experts who were selected through purposive sampling, and the data were analyzed using inductive analysis. In the quantitative phase, data were collected through a questionnaire administered to 420 tennis coaches, who were selected using simple random sampling. The data were analyzed using confirmatory factor analysis with the Maximum Likelihood (ML) method.

The results revealed that the coaching competencies of tennis coaches in tennis clubs in Thailand comprised eight components with 42 indicators: 1) Knowledge (KL) with 7 indicators, 2) Skills (SK) with 7 indicators, 3) Interpersonal Relationships (RL) with 4 indicators, 4) Behavior (BH) with 6 indicators, 5) Attitude (AT) with 4 indicators, 6) Psychology (PS) with 5 indicators, 7) Communication (CM) with 5 indicators, and 8) Innovation and Digital Literacy (IN) with 4 indicators. The model demonstrated good construct validity and fit with the empirical data, as indicated by the following goodness of fit statistics: relative Chi-square was 1.13, Chi-square (χ²) was 902.94, degrees of freedom (df) was 801, the goodness of fit index (GFI) and the adjusted good ness of fit index (AGFI) were 0.91 and 0.90 respectively, the normal fit index (NFI) was 0.98, the root mean square error of approximation (RMSEA) was 0.017, and standardized RMR was 0.039. Therefore, the proposed model was found to be consistent with the empirical data, supporting the main research hypothesis.

The Synthesising of The Youth’s Cognitive Flexibility Components in New Normal Era: Reviews Literature

Teerasak Khrueasang — 2025-12-30

This integrative research review aimed to synthesize the youth’s cognitive flexibility components in new normal era. From here, a research question was developed: What is the youth’s cognitive flexibility components in new normal era? It is an integrative literature review research. The research process consist of problem identification, searching and selecting literature, data collection, data analysis and synthesize, and data presentation respectively. The research instrument were Statement for Reporting Systematic Reviews: PRISMA and Critical Appraisal Checklist Table. The validation based on 5 experts’ judgment and data saturation to include a component as youth’s cognitive flexibility components in new normal era.

The synthesis study has shown that the youth’s cognitive flexibility components in new normal era consist of five components: Situation Awareness, Willingness to be flexible and adapt to the situation, Self-efficacy in being flexible, Need for cognition, and Flexibility in Problem Solving. The results of this research highlight the importance and need for experimental studies that test the effects of programs specifically aimed at developing youth cognitive flexibility. These studies should encompass the context of transitioning to a new lifestyle base to enhance the ability to effectively cope with VUCA World (Volatile, Uncertain, Complex, and Ambiguous) situations.

The Digital Learning Ecosystem Model to Enhance Digital Literacy Skills of Learners in the Education Sandbox, Chiang Mai Province

Janejira Arsarkij — 2025-12-30

This Research and Development (R&D) study aimed to: 1) analyze the existing learning ecosystem in Education Sandbox, Chiang Mai Province; 2) develop a digital learning ecosystem model to enhance digital literacy of students in the area; and 3) evaluate the effectiveness of the learning ecosystem model and improve students’ digital literacy. The study was conducted in three phases: exploration, development, and implementation. The participants consisted of 129 stakeholders involved in a needs assessment, 10 experts to validate model development, and 258 school students participating in digital literacy enhancement.

The research findings revealed: Phase 1) An analysis of the existing learning ecosystem across five dimensions including people, content, process, technology and learning culture. There was a significant differene between the current state which the mean ranged from 3.62 – 3.93, whereas the mean of stakeholders’ expectations ranged from 4.37 – 4.49. The priority needs were identified in the "Content" component (PNI_modified = 0.207), followed by "Technology" (PNI_modified = 0.188), particularly regarding artificial intelligence content, and increasing access to digital technology resources and devices. Phase 2) The developed Digital Learning Ecosystem Model comprised five key steps: (1) Policy and Vision Setting, (2) Preparation, (3) Technology Implementation, (4) Cultivating Learning Culture, and (5) Evaluation and Improvement. The model was evaluated by experts as having a very high level of appropriateness (Mean = 4.65, S.D. = 0.49). Phase 3) The learning ecosystem model was implemented according to the proposed plan, aiming to build a learning culture, to enhance digital technology integration for teachers, and to provide the knowledge of digital technology for learners. Students' digital literacy skills significantly improved after using the model, with the mean score increasing from 2.94 (pre-test) to 3.73 (post-test) at the .05 significance level. The most notable improvements were observed in practical skills and collaborative skills. Furthermore, stakeholders expressed high satisfaction with the model, noting its effectiveness in building confidence and fostering a sustainable digital learning culture. It is recommended that schools, especially in Education Sandbox areas or underserved regions, adopt this model to systematically strengthen digital literacy. Emphasis should also be placed on ongoing teacher development, technology investment, and stakeholder collaboration to ensure sustainability.

Development of a local cultural folktales to promote computational thinking of preschool children

Noppawan Karo — 2025-12-30

This study aimed to 1) develop a local cultural storytelling package to promote computational thinking in preschool children, and 2) investigate the effects of using a local cultural storytelling package integrated with unplugged coding activities on preschool children’s computational thinking. The participants consisted of 30 preschool children aged 5–6 years enrolled in Kindergarten Year 3 at Koh Sireh School, under the Phuket Primary Educational Service Area Office. The research instruments included six local cultural storytelling units and a computational thinking assessment. Data were analyzed using mean, standard deviation, and a t-test. In addition, qualitative data were collected through behavioral observation during the implementation of the learning activities.

The findings revealed that the developed storybooks were rated at the highest level of appropriateness (Mean = 4.51) and significantly enhanced children's computational thinking abilities (p < .05), particularly in the areas of algorithm design and abstraction. Children naturally demonstrated computational thinking behaviors through storytelling experiences. This study proposes a new pedagogical approach for developing learning materials that are culturally responsive and developmentally meaningful, aiming to support sustainable learning in early childhood education.

Innovation of Integrating with Ethnic Game - Based Learning Management to Develop the Democratic Life Skills of Thai Northern Border Area School Students in Social Classroom

Chanapond Yodtonglerd — 2025-12-30

This research aimed to 1) design an integrated learning innovation using ethnic games and traditional play to develop democratic life skills of students in social studies classrooms, and 2) investigate the learning outcomes of the integrated ethnic games and traditional play innovation that develops democratic life skills of students in social studies classrooms for schools in the northern border area of Thailand. The sample consisted of 81 students from grades 4-6 at Ban Thanthong School, Chiang Saen District, Chiang Rai Province, selected by purposive sampling. The research instruments included an innovative learning management plan integrating ethnic games and traditional play to enhance students' democratic life skills, a learning management reflection form, a democratic life skills behavior observation form, and a democratic life skills assessment form. The statistics employed were mean, percentage, and standard deviation.

The research results were 1) the study revealed that the ethnic game - based improve democratic life learning plans had context-based learning combined with participatory Learning strategies, 2) the democratic life skills after applying the ethnic games of students while using in 1^st cycle of plans revealed in medium level and increased to good level in 2^nd and 3^nd cycles and in the 4^th cycle every student can use and apply democratic life skills while playing the ethnic game in excellent level.

The Development of an E-Learning Model Integrating Chatbot Technology and Parental Engagement to Enhance Thai Speaking and Reading Skills among Students at Border Patrol Police Schools in the Three Southern Border Provinces of Thailand

Sakonrawat dansai — 2025-12-30

This research had four objectives: 1) To develop an instructional model, evaluated by experts, and to design a module with efficiency according to the E1/E2 criterion; 2) to examine the learning outcomes against the 80% criterion; 3) to assess satisfaction levels of students, parents, and teachers with the developed learning model; and 4) to evaluate and certify the learning model through expert review. The sample group consisted of 30 Grade 2 students, 30 parents, and 12 teachers. In addition, seven experts were selected to evaluate the quality of the model, and five specialists were selected to validate the instructional model. The research instruments included interview forms for students, parents, and teachers, a draft model evaluation form of the conceptual framework of the e-learning model integrating chatbot and parental engagement, an e-learning lesson quality evaluation form, and an achievement test. The statistics used in data analysis were mean, percentage, standard deviation, content analysis, instructional efficiency (E1/E2), and t-test. The research results were as follows: 1) the developed
e-learning model integrating chatbot and parental engagement consisted of five components: students, teachers, parents, Line chatbot-based lessons, and signal network. Line chatbot-based lessons were created based on the active learning concept, divided into five modules focusing on enhancing five key aspects of Thai speaking and reading skills The results of the model efficiency test showed E1/E2 values of 82.22/89.37, which met the predetermined criteria. 2) Students’ post-test scores were significantly higher than their pre-test scores at the 0.01 level of statistical significance. 3) The satisfaction levels of students, parents, and teachers toward the instructional model were at the highest level (mean= 4.73). 4) The experts’validation of the model indicated a high level of appropriateness.

The Project Management of Volunteer Graduates of Prince of Songkla University in Promoting Cultural Diversity in the Southern Border Provinces

Soleehah Kohing — 2025-12-30

This study examines the project management process of volunteer initiatives led by graduate volunteers from Prince of Songkla University to promote cultural diversity in Thailand’s southern border provinces. The research employs the Project Management Theory (PMBOK), developed by the Project Management Institute (PMI), as the primary conceptual framework, supported by James A. Banks’ Dimensions of Multicultural Education.
A qualitative research methodology was applied, utilizing document analysis and fieldwork through in-depth interviews with six graduate volunteers who served between 2017 and 2024. Data were verified through triangulation and analyzed using descriptive analysis. The findings reveal five key stages in project management: 1) Initiation: Volunteers began by entering the community, adapting to new environments, and studying the local context. 2) Planning: Volunteers designed action plans based on insights from the initial community assessment. 3) Execution: Projects were implemented using a participatory approach through volunteer activities that promoted cultural diversity. 4) Monitoring and Evaluation: A variety of methods were used, such as community reflection forums and surveys, demonstrating that graduate volunteers served not only as technical project managers but also as intercultural facilitators who played a critical role in promoting peace, mutual understanding, and constructive coexistence in multicultural areas. 5) Closure: Projects were concluded with reporting and recommendations, offering a foundation for future initiatives by the university’s volunteer center and successive cohorts of graduate volunteers. Overall, the study reflects a model of human capital development in higher education that responds to contemporary social challenges through the lens of multicultural education.