Journal of Educational Measurement Mahasarakham University https://so02.tci-thaijo.org/index.php/jemmsu <p><em>The Journal of Educational Measurement Mahasarakham University: JEM-MSU</em> semiannual, publishing the January-June issue and the July-December issue. Three types of academic works are accepted for consideration: academic articles, research papers/theses and book reviews, in the sciences of measurement, evaluation, educational research, statistics, educational psychology or related fields, provided that the academic work has never been published in any other journal or document, and that the author is responsible for carrying out a strict examination on the matter.</p> <p>In publication of the journal from Volume 27 Issue 2 (July – December 2021) onwards, articles will be disseminated through electronic media (online) only.</p> <p><strong>ISSN 2985-0614 (Online)</strong></p> <p><strong>“Every article to be published in the Journal of Educational Measurement Mahasarakham University: JEM-MSU must have been reviewed by 3 experts in the form of double-blind review."</strong> (For articles submitted for consideration from april 7, 2023 onwards)</p> <p><strong>Processing Fee</strong></p> <p>1. For the author who is one of the teaching staff, personnel and student of the Faculty of Education, Mahasarakham University, the service rate is 3,000 baht/1 article.</p> <p>2. For the author who is an ordinary person, the service rate is 4,000 baht / 1 article.</p> ภาควิชาวิจัยและพัฒนาการศึกษา คณะศึกษาศาสตร์ มหาวิทยาลัยมหาสารคาม en-US Journal of Educational Measurement Mahasarakham University 2985-0614 <p>The content and information contained in the published article in the Journal of Educational Measurement Mahasarakham University represent the opinions and responsibilities of the authors directly. The editorial board of the journal is not necessarily in agreement with or responsible for any of the content.</p> <p>The articles, data, content, images, etc. that have been published in the Journal of Educational Measurement Mahasarakham University are copyrighted by the journal. If any individual or organization wishes to reproduce or perform any actions involving the entirety or any part of the content, they must obtain written permission from the Journal of Educational Measurement Mahasarakham University.</p> Comparing the Quality of Life of the 1st - 6th Year Medical Students at the Faculty of Medicine Siriraj Hospital https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269439 <p>The objectives of this research were to compare the quality of life of the medical students at the Faculty of Medicine Siriraj Hospital, in their first to sixth year, categorized by academic year and quality of life domains, and to measure the level of the quality of life of the first to sixth-year medical students. The sample size of 324 medical students was determined by the G*Power program. The proportion of the voluntary respondents for each academic year was specified. The research tool was a questionnaire developed by the Department of Mental Health (2002) as an abridged version of the World Health Organization Quality of Life Assessment (WHOQOL-BREF-THAI). The questionnaire assessed four domains: physical health, the mind, social relationships and environment, having Cronbach's reliability coefficient of 0.8406, and a validity coefficient of 0.6515. Data collection began after the Institutional Review Board's permission was obtained. Medical students received information about the research process and gave their consent, permission also was obtained from instructors and relevant staff to collect data from the medical students. The data analysis employed percentage, mean, and analysis of variance (ANOVA).</p> <p>In this study, the highest overall quality of life was found in the first-year medical students, with an average score of 91.50, while the lowest was in the sixth-year medical students, with an average score of 83.77. The results of the analysis of variance showed significant differences in the mean scores of the quality of life from the first to the sixth year at the .05 level across physical health, the mind, environmental domains, and overall quality of life. The multiple comparison test with the LSD method revealed differences in at least one pair.</p> Phachadapan Odompet Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 1 11 The Development of a Program to Create Subject Evaluation Reports in Prapassorn Rangsit School https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269718 <p>The objectives of this research were to 1) study conditions and problems, 2) develop, 3) try out, and 4) assess satisfaction with the development of a program to create subject evaluation reports in Prapassorn Rangsit School, using the action research method. The research was carried out in 4 cycles consisting of 3 steps of operations: 1) planning, 2) action &amp; observation, and 3) reflection. The target group consisted of 11 people who were purposively sampled. The tools used were an interview form, focus group discussion issues, a manual/program trial evaluation form, and a satisfaction assessment form. The analysis of data was divided into 2 parts: the qualitative data employed content analysis and the quantitative data employed the mean and standard deviation. The results of the research can be summarized as follows:</p> <p><span style="font-size: 0.875rem;">1. The study of the conditions and problems related to the creation of the subject evaluation reports revealed a current problem that teachers were required to record every student’s learning achievement in every subject, in a subject evaluation report in a notebook. This caused many problems for the teachers. So, the researcher inquired about guidelines for development in this matter. The researcher obtained 2 approaches of solving the problem: 1) synthesizing information and additional suggestions before developing the innovation, and 2) conducting a pilot study of innovation development to reduce the steps of the registration and evaluation work.</span></p> <p><span style="font-size: 0.875rem;">2. In the development of the subject evaluation reports, it was found that as the results of the synthesis in Cycle 1, the researcher had determined elements according to the synthesis process from Cycle 1, with principal elements being: 1) criteria for evaluating desirable characteristics; 2) indicators/learning outcomes, learning strands; 3)a class attendance record; 4) a record of midterm scores and final scores; 5) student competencies; 6) desired characteristics assessment form, and 7) the steps of printing the subject evaluation reports, using Microsoft Excel. The results of the expert’s assessment of the propriety of the elements of development revealed that they were at the highest level.</span></p> <p><span style="font-size: 0.875rem;">3. The results of the tryout of the program for the creation of the subject evaluation reports, from the manual/program trial evaluation, as a whole, yielded the average score at the highest level.</span></p> <p><span style="font-size: 0.875rem;">4. The assessment of satisfaction with the development of the program for the creation of the subject evaluation reports yielded an overall score at a high level.</span></p> Usawadi Thongkham Kittirat Kasatsuntorn Wallaya Thammaphibarn Inthanin Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 12 26 Using Competencies as a Basis for Designing Teacher Preparation Processes: A Case Study of Bachelor’s Degree of Music Education Program, Faculty of Education, Chiang Mai University https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269760 <p>This research aimed to create a philosophy, objectives, learning outcomes of the curriculum, learning outcomes at the end of the academic year, curriculum structure, and guidelines for organizing extracurricular activities to enhance the Bachelor of Education curriculum, Music Program, Faculty of Education, Chiang Mai university, using music teacher competencies as the basis in designing and assessing the appropriateness of the philosophy, objectives, learning outcomes of the curriculum, learning outcomes at the end of the academic year, curriculum structure, and extracurricular activities to enhance the Bachelor of Education curriculum in Music Program that had been constructed. There were 3 target groups: Group 1 provided data for setting philosophy, objectives, learning outcomes of the curriculum, and learning outcomes at the end of the academic year. The group members were 3 university music teachers teaching music majors, 5 university education teachers, and 2 music teachers from basic education schools, totaling 10. Group 2 provided data on designing the structure of courses in the curriculum and extracurricular activities. The group members were 8 university music teachers teaching music majors, 8 university education teachers, and 4 music teachers from basic education schools, totaling 20. Group 3 provided data for the assessment of the appropriateness of the philosophy, objectives, learning outcomes, and learning outcomes at the end of the academic year, and extracurricular activities in producing music teachers. After that, all of these matters were brought under consideration by 4 music experts, 3 education experts, and 2 teachers from basic education schools. There were 3 sets of tools: (1) a record of group discussions on the philosophy, objectives, and learning outcomes; (2) a record of group discussions on the structure of the curriculum and the extracurricular activities; and (3) an appropriateness checking form. The research was conducted from January to March 2024. The statistics employed were frequency, percentage, mean, standard deviation, and content analysis.<br />The findings were as follows: <br />1. A philosophy, 6 objectives, 6 learning outcomes, and 4 learning outcomes were obtained at the end of the academic year.<br />2. A curriculum structure was obtained. It contained 144 credits, comprising 30 credits of general education, 108 credits of specific courses divided into 39 credits of the teaching processes, 60 credits of music major courses, 9 credits of teaching how to play different musical instruments, and 9 credits of free electives. Also, guidelines for organizing 5 curricular activities were obtained.<br />3. The assessment of the philosophy, objectives, annual learning outcomes, curriculum structure, and extracurricular activities revealed suitability and consistency with the music teacher competencies which are important goals of development.</p> Kiatsuda Srisuk Tawat Assawadecharit Norasate Udakarn Hattaya Hefner Tanyaluck Phuriyaphan Ohm Chanteyoon Amara Sukboonsang Jaree Sukboonsang Chonchanok Kaewwandee Anchalika Khanti Kanokrat Punta Kanjarrat Mahathnanant Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 27 42 Competency–Based Assessment Emphasizing the Global Citizenship of the Learners, using the Project and Service-Based Learning (PSBL) https://so02.tci-thaijo.org/index.php/jemmsu/article/view/268576 <p>The aims of this research were to 1) examine the quality of a learning assessment form for competency–based assessment emphasizing the global citizenship of the learners, using the project and service-based learning (PSBL), and 2) evaluate learning outcomes of competency–based assessment emphasizing the global citizenship of the learners using the project and service-based learning (PSBL). The sample used in the research comprised 118 teachers, 2065 lower secondary school students and 1,770 upper secondary school students who had learned with their teachers in the sample, and 3,835 parents of these students. The tools used in the research were 2 learning evaluation forms that emphasized students' global competence, using project and service-based learning—one for the lower secondary level, and the other for the upper secondary level. The analysis of data employed an index of content validity, discrimination, reliability, percentage and mean.<br />The research results revealed that the learning evaluation forms for competency-based assessment emphasizing the global citizenship of the learners using project and service-based learning (PSBL) for lower secondary school students and upper secondary school students had the indices of consistency (IOC) ranged between 0.80 and 1.00 for both forms, the indices of item discrimination ranged from 0.50 – 0.78 and 0.45 – 0.78, and the indices of reliability were at a very high level—0.98 and 0.97, respectively. Also, the evaluation of the learning outcomes of competency–based assessment emphasizing the global citizenship of the learners using the project and service-based learning (PSBL) showed that both the lower secondary school level and the upper secondary school level were at an excellent level, as their achievements were at 82.40 % and 85.13 %, respectively.</p> Nuttawadee Wangsin Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 43 59 Development of the Competency-Based Curriculum Perception Scale of Social Studies Teachers in Chiangmai Education Sandbox https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269480 <p>This study aimed to investigate the current state and opinions of social studies teachers in Chiangmai Education Sandbox on the implementation of a competency-based curriculum in their classes, to develop and validate the psychometric properties of the competency-based curriculum perception scale, and to study the level of the teachers' perception of the concepts of the competency-based curriculum. The research was descriptive. A survey was used to collect data on the state of action in curriculum implementation and to measure the perception of the concepts of the competency-based curriculum from 300 social studies teachers who were chosen through multistage random sampling. The validation of the research tools was based on classical test theories and the Item Response Theory with the Rasch Model. Data analysis employed descriptive statistics.<br />The findings revealed that the social studies teachers demonstrated a commendable adherence to instructional objectives and educational management standards, reflecting a high level of implementation proficiency. (M = 3.99, SD = 0.78) However, assessing perceptions of the competency-based curriculum of social studies teachers posed certain challenges, particularly in terms of difficulty (p = .34-.79), discriminant (r = .27-.92), reliability (r<sub>tt</sub> = .76), validity and infit outfit statistic (Infit = .824-1.222, Outfit = .793-1.598, <img id="output" src="https://latex.codecogs.com/svg.image?\chi^{2}" alt="equation" /> = 37.3772, df = 21, p = 0.08701, GFI = 0.9914, AGFI = 0.9942, RMR = 0.009844, AIC = 95.2772), although these concerns remained within the acceptable criterion. Moreover, the overall perception of the competency-based curriculum of the social studies teachers met the passing criteria.</p> Thirayu Inplaeng Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 60 80 Estimating the Learning Loss of Students from School Closures due to the COVID-19 Pandemic: A Bayesian Piecewise Regression Analysis https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269656 <p>Estimating learning loss is vital information for education, as it can guide policymaking to prescribe a policy for solving or preventing the issue. This study aimed to achieve two objectives: (1) to design the estimation of learning loss among students in schools, and (2) to analyze the learning loss among students in schools using Bayesian Hierarchical Piecewise Regression (BHPR) modeling. The analysis utilized O-NET mathematics scores of sixth-grade students from the year 2017 to 2022 from schools under the supervision of the Basic Education Commission, totaling 1,707 schools. The research found that estimating learning loss among students in schools using BHPR analysis provided estimates consistent with the trend of O-NET scores of students in schools. This is because parameters showed the relationship between O-NET scores and academic years, as well as the cutoff points before and after the outbreak. Among all 1,707 schools, 346 schools (25.42%) had the highest density range of 89% outside the ROPE range, indicating significant learning loss. Large special-sized schools located in urban areas were found to have the highest learning loss scores, with an average score of -6.26 (SD = 3.41). Conversely, other schools with significant learning loss scores had average scores ranging from -1.69 to -3.49. However, when considering individual schools, the school with the highest learning loss was a small-sized school located outside the city, with a learning loss score of -12.73.</p> Thawatchai Kwanmueang Siwachoat Srisuttiyakorn Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 81 97 Massive Open Online Course Enrollment Patterns: Association Rules Analysis for the Large Dataset https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269605 <p>The research aimed to study the enrollment patterns on the Thai MOOC system among Thai users, and to compare the association rules of enrollment patterns on the Thai MOOC system, between users who were successful in at least 1 course and users who were not successful in any course. The data used for analysis was secondary data from the Thai MOOC with 4,691,359 rows, representing 1,339,191 users. The FPMAX algorithm was used to find frequent item sets, and association rules were analyzed by selecting rules with confidence and lift values higher than the 90th percentile. The research findings were as follows: 1) There were 217 rules in total for all users. When considering the specified criteria of confidence and lift values, 27 rules were found. Most of these rules were related to courses in the computer and technology domain. 2) In comparing the association rules of enrollment patterns between users who completed at least one course and those who did not, there were 383 and 327 rules, respectively. When considering the specified criteria of confidence and lift values, there were 39 and 33 rules, respectively. Most users who had succeeded in at least 1 course in enrollment had the behavior of across-associated course groups. On the other hand, the users who had not succeeded in any course tended to enroll in former course groups in a number not so much different from the number of the across-associated course groups.</p> Paniti Thongmon Surasak Kao-Iean Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 98 113 Development of Geriatric Nursing Competency Indicators of Nursing Students https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269471 <p>This research aimed to test the congruence of the geriatric nursing competency of the Royal Thai Army Nursing College with the empirical data. The sample consisted of 121 nursing students of the Royal Thai Army Nursing College, obtained through stratified random sampling according to year class. The tool for collecting data was a questionnaire containing 59 items which had passed the content validity check by 4 experts. Cronbach’s alpha coefficients ranged between 776 – .899. The statistics employed in the data analysis were descriptive, correlation analysis, and second-order-confirmatory factor analysis.<br />The research results showed that the nursing students’competencies in geriatric nursing consisted of four factors with twelve indicators: 1) ability to understand people and situations, 2) ability to provide nursing care, 3) ability to enhance empowerment, and 4) ability to promote health and prevent diseases. Each factor was composed of three indicators. Furthermore, the second-order confirmatory factor analysis results revealed that the model fit with the empirical data (<img id="output" src="https://latex.codecogs.com/svg.image?\chi^{2}" alt="equation" /> = 48.250, p = .054, df = 34, <img id="output" src="https://latex.codecogs.com/svg.image?\chi^{2}" alt="equation" />/df = 1.419, CFI = .996, NFI = .986, NNFI = .993, RMSEA = .059). The findings indicated that the ability of health promotion and disease prevention had the highest factor loading (B = .979) while the ability to understand people and situations had the lowest factor loading (B = .741).</p> Prapawee Thitimanowong Surasak Kao-iean Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 114 128 Problems, Obstacles and Supports for Student Teachers in Defining Research Problems https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269272 <p>Defining research problems is the first step of the research process. It sets the direction and guidelines for doing research right before the beginning of the research. In the context of student teachers on practicum who have just learned the authentic working conditions for the first time, they may not have enough experience to define a research problem. This research had the objectives of analyzing student teachers’ skills for defining problems; and analyzing problems, obstacles, and supports in student teachers’ defining research problems. A mixed method with an explanatory sequential design was employed. The research was divided into 2 phases. The first phase was the study of the quantitative data, using an assessment form to assess the student teachers' understanding of defining research problems. The sample consisted of 320 4th-year student teachers on practicum in 4-year Bachelor of Education curriculums. The questionnaire had a content validity (IOC) of .60 - 1.00, a CVI of .882, and a total reliability of .895.<br />The second phase was a study of qualitative data by interviewing 10 persons from the sample, who volunteered to give their opinions. The quantitative data was analyzed using descriptive statistics and confirmatory factor analysis (CFA) on student teachers' research problem defining, while qualitative data employed content analysis. The results were as follows: 1) Most had the skills of defining research problems higher than the average, and 2) The problems, obstacles, and supports were divided into 2 aspects: lack of access to research data sources, and attitudes toward doing classroom action research.</p> Suphatinee Srisawat Kanit Sriklaub Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 129 143 Development of Automated Short Essay Models for Statistics and Information in Education Courses https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269651 <p>This research aims to develop a model for scoring short-answer free-response questions in statistics and educational information courses using machine learning. It compares the performance of models developed with different algorithms. Evaluation of the developed models uses a test dataset of questions verified by experts. Comparing five models: Single Learner with four algorithms - Random Forest, Support Vector Machine, Naive Bayes, Logistic Regression, and an Ensemble Learner model combining all four algorithms, it was found that the best-performing models came from Naive Bayes and Random Forest algorithms. Naive Bayes performed best for scoring question 1 and closely equaled Random Forest's performance. For other questions, where Random Forest excelled. The top-performing model for all five-model had f1-scores ranging from .90 to .97, Precisions from .95 to 1.00, Recalls from .77 to .92, Sensitivities from .84 to .96, and Specificities from .85 to 1.00. Recall was .77 for one model, indicating moderate performance, while the rest were no less than .85, considered good to very good. In terms of processing time, all Single Learner models were similar and comparable to the Ensemble Learner, with processing times ranging from 1.1 to 2.6 seconds. Therefore, Random Forest emerged as the most effective model in both accuracy and processing speed.</p> Suthisak Salika Prapasiri Ratchaprapapornkul Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 144 157 The Research Synthesis of Learning Management Methods Affecting Thai Reading Skills for Primary School Students with Learning Disabilities: Meta-Analysis https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269661 <p>This research aimed to (1) study the characteristics of research and (2) compare the effect size of the learning management methods affecting Thai reading skills for primary school students with learning disabilities. Forty-one research reports on the research database (ThaiLiS) which were published from 2011 to 2022 were synthesized. The research instrument was a form for recording research characteristics. The data analysis employed descriptive statistics, one-way ANOVA, and analysis of effect size using the formula of Glass (1976). <br />The research results were as follows: (1) Most of the researches were published in 2012, from Songkhla Rajabhat University. The field most studied was special education. Most of them were Master’s degree theses. The longest period used in the experiment was 16 - 25 periods/hours, followed by less than 15 periods/hours. The most commonly used research design was the One Group Pretest Posttest Design, followed by the Pretest Posttest Control Group Design. The independent variables used in the research were mainly learning management media, followed by learning management methods/teaching styles. The dependent variables used in most researches were mainly word reading/basic words/vocabulary/spelling, followed by reading consonants, vowels, and tones. (2) From the synthesis of 41 studies, it was found that there were 44 of the effect size with an average of 9.05 and a standard deviation of 7.09. The research characteristics that can explain the differences in the effect size with statistical significance at the .05 level were the duration of the experiment and research design.</p> <p> </p> Usuma Singklang Tatsirin Sawangboon Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 158 171 Development and Validation of Cognitive Diagnostic Test on pH of Acid-Base Solution using G-DINA Model https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269781 <p>The purpose of this research was to develop and validate a cognitive diagnostic test using the G-DINA model as a Cognitive Diagnostic Model (CDM). The research instrument was a cognitive diagnostic test in pH of acid-base solutions. The cognitive diagnostic test in this research was a 4-choice test that contained 25 questions. Each item aimed to measure one to three attributes. The sample of this research consisted of 622 grade 11 students in the academic year 2023, in schools under the Office of the Basic Education Commission (OBEC), Ministry of Education. The results of this research showed that the attributes used in diagnosing the pH of acid-base solutions consisted of 3 characteristics: 1) calculating the hydronium ion or hydroxide ion concentration of acid and base solutions, 2) calculating the pH of acid and base solutions, and 3) determining the acidity-baseness of a solution from the pH range of the indicator. The results of the Q-matrix validated by the expert judgment method revealed that all of the test items could accurately classify attributes (IOC = 1.00). The results of the discriminant index (r = 0.19 to 0.71) showed that 21 out of 25 questions with discriminant index passed the criteria, accounting for 84 percent. The result of the diagnostic analysis obtained by using the G-DINA Model indicated that the diagnostic test was able to classify test takers with 93.8% accuracy. The results of the reliability passed the criteria (<img id="output" src="https://latex.codecogs.com/svg.image?\rho%20_{c}" alt="equation" /> = 0.88). Therefore, the diagnostic test was a quality test that can be used to diagnose the concept of pH of acid-base solutions.</p> Chayut Mutuwong Nhabhat Chaimongkol Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 172 187 Learning Management Based on STEM Education with Assessment as Learning to Promote the Competency of Grade 8 Students https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269662 <p>The purposes of this research were 1) to compare the pretest and posttest learning competency of a group of eighth-grade students who received STEM education with assessment as learning, as the experimental group, 2) to compare the pretest and posttest learning competency of a group of students who received traditional STEM education, as the control group, and 3) to compare the posttest learning competency of the experimental group and the control group. The research sample consisted of 52 eighth-grade students in the Fun STEM Activities subject in the second semester of the academic year 2023, with 26 students in the experimental group and another 26 in the control group. The research instruments were: 1) 3 lesson plans of STEM education with assessment as learning and 3 traditional STEM education lesson plans, 2) an integrated STEM knowledge test, 3) a learner autonomy test, 4) a student engagement test, and 5) a creative problem<strong>-</strong>solving ability test. The data were collected by using a nonrandomized control group pretest-posttest design. Data analysis employed Hotelling’s T<sup>2</sup> and One-way MANOVA, using Wilks’s lambda statistic. </p> <p>The research results revealed that the experimental group who received the assessment as learning in the STEM education model and the control group who received the traditional STEM education model had higher posttest scores of competency than the pretest scores. The experimental group had higher posttest scores of competency than the control group. Moreover, the assessment as learning in the STEM education model used in the research also showed a high level of effect size on all dependent variables.</p> Natthaya Lekhawatthanapong Panida Sakuntanak Ong-art Naiyapatana Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 188 207 Embracing Change in Teachers' Learning Management According to the Competency-Based Curriculum: Mix Method Research https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269635 <p>This research explored factors of embracing change in teachers' learning management according to the competency-based curriculum approach. It was divided into two steps. In Step 1: Qualitative Study, the informants were 10 experts. The research instrument was an in-depth interview form. Content analysis was employed in data analysis. In Step 2: Quantitative Study, the sample included 611 grade 1 - 6 teachers under the Suphanburi Primary Educational Service Area Office, chosen by the multi-stage sampling. The research tool was a questionnaire with a 5-level rating scale, having a total reliability of 0.971. The principal component analysis and Varimax rotation were used to analyze the collected data for exploratory factor analysis. The results of the exploratory factor analysis consisted of 5 components, namely: 1) understanding of the changing situation, 2) collaborative working, 3) helping each other flexibly, 4) solving problems and support, and 5) idea generation. These components could explain 68.39% of the cumulative variance.</p> Nantaya Chaitrong Ittipaat Suwathanpornkul Ong-art Naiyapatana Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 208 225 The Development of Tools to Measure Learner Creativity in the Lower Secondary School Level https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269768 <p>Creativity is the process of creating something new and different from the original. It is something that happens within a person. The objectives of the present study were: 1. To examine the behavioral indicators to measure the creativity of lower secondary school students; 2. To design and develop a creativity test for lower secondary school students; 3. To examine the quality of the creativity test for lower secondary school students, using design research. Data analysis employed the SPSS (version 28.0.1) and EduG (version 6.1) ready-made programs. The findings revealed that, regarding the quality of the creativity test for lower secondary school students, the Intra-Class Correlation (ICC) had a value between 0.37 and 0.99 (G-Coefficient). The examination of the components' variances to see how they impacted the reference summary coefficients (G-Coefficient) indicated that when the rater scored every test item of every test taker, or employed the scoring format (p x i x r), the maximum value of the interaction scores between the test taker and the test (<img id="output" src="https://latex.codecogs.com/svg.image?\sigma^{2}" alt="equation" /> pi) was 0.59, accounted for 47.20% of the overall variance. When the rater scored some items of every test taker, or using the scoring format [(p x ( i : r )], variation was discovered in the test taker’s interaction scores and the test items that each rater scored (<img id="output" src="https://latex.codecogs.com/svg.image?\sigma^{2}" alt="equation" /> pi : r), having the maximum value of 0.59, which accounted for 47.90 percent of the overall variance. To use the inference theory of measurement findings reliability (G-theory) to compare the inference coefficients. It was discovered that during grading the creative exam, the examiner selected a scoring scheme in which the examiner reviewed each test taker's answers to every question (p x i x r). Its decision-making generalizability coefficients for relative (<img id="output" src="https://latex.codecogs.com/svg.image?\sigma%20_{\delta}^{2}" alt="equation" />) is 0.74, while its generalizability coefficients for absolute (<img id="output" src="https://latex.codecogs.com/svg.image?\sigma%20_{\Delta}^{2}" alt="equation" />) is 0.62. And every examinee's questions are examined by the examiner using a scoring format [(p x (i : r )] Its decision-making generalizability coefficients for relative (<img id="output" src="https://latex.codecogs.com/svg.image?\sigma%20_{\delta}^{2}" alt="equation" />) is 0.70, while its generalizability coefficients for absolute (<img id="output" src="https://latex.codecogs.com/svg.image?\sigma%20_{\Delta}^{2}" alt="equation" />) is 0.66. The group-based creativity grading criteria ought to be used in the implementation.</p> Preeya Poklang Prakittiya Tuksino Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 226 238 Guidelines for developing happiness in learning among teaching profession students in the western region https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269576 <p>This research aimed 1) to study levels of happiness in the learning of students in the teaching profession in the Western Region, 2) to compare happiness in the learning of students in the teaching profession in the Western Region, classified by year class, 3) to develop and examine a causal model of happiness in the learning of students in the teaching profession in the Western Region, and 4) to present guidelines for developing happiness in the learning of students in the teaching profession in the Western Region. The research employed Mixed Methods Research. Quantitative data were collected using a questionnaire. The sample was 504 undergraduate students in the teaching profession in the Western Region, obtained by stratified random sampling. Data were analyzed using descriptive statistics, one-way ANOVA, and structural equation modeling (SEM). Qualitative data were collected using interviews with 12 educational psychologists, faculty administrators, and instructors from faculties of education in the Western Region, who were purposively sampled. Data were analyzed using content analysis. The findings revealed that: 1) The overall happiness in the learning of students in the teaching profession in the Western Region, on the whole, was at a high level (M = 4.01, SD = 0.45), as the aspect of having a relationship with others was at the highest level (M = 4.11, SD = 0.57), followed by self-happiness towards learning (M = 4.06, SD = 0.53), and happiness with the courses they are taking (M = 3.85, SD = 0.53), respectively. 2) The results of the comparison of happiness in the learning of students in the teaching profession in the Western Region were not differences. 3) The causal model of happiness in the learning of students in the teaching profession in the Western Region was consistent with the empirical data. The variable that had the highest total effect was student-centered learning (TE = .547), followed by self-esteem (TE = .529) and learning environment (TE = .330), respectively. All variables together described up to 80.10 percent of the variance of happiness in learning. 4) The guidelines for developing happiness in the learning of students in the teaching profession in the Western Region were (1) learning management consisting of a variety of teaching and learning methods, activities, and media that are modern and appropriate to the course context; (2) learning management emphasizing students’ participation; (3) learning management focusing on the development of analytical thinking skills and self-awareness; (4) love, compassion, and friendship given by instructors and advisors; (5) organizing activities promoting public mind and resilience enhancement; (6) organizing activities strengthening love, faith and understanding of the teaching profession, (7) environmental management supporting and facilitating learning and (8) providing space for learning outside the classroom.</p> Pitak Supannopaph Tippawan Sukjairungwattana Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 239 255 Development and Validation of the Psychometric Properties of Situational Online Test for Assessing Intercultural Competence of Upper Secondary School Students by Applying the Intercultural Development Continuum: Graded Response Model and Confirmatory Factor Analysis https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269379 <p>The purpose of this research was to develop and examine the psychometric properties of a test for assessing the intercultural competency of upper secondary school students based on the concept of the intercultural development continuum. The sample consisted of 604 upper secondary school students from schools under the Office of the Basic Education Commission (OBEC) in Bangkok. The research tool was an online situational test measuring intercultural competency based on the concept of the intercultural development continuum. It was conducted online using the SurveyMonkey website. Data were analyzed using the Content Validity Index, Cronbach's alpha coefficient, Confirmatory Factor Analysis methods, and the Graded Response Model (GRM). The findings indicated that: (1) All of the questions had content validity. (2) The situational online test showed excellent internal consistency based on Cronbach's alpha (0.937). (3) The results of the Confirmatory Factor Analysis indicated that the model was consistent with the empirical data. And (4) the results of the analysis of threshold (<img id="output" src="https://latex.codecogs.com/svg.image?\beta" alt="equation" />) and slope parameter (<img id="output" src="https://latex.codecogs.com/svg.image?\alpha" alt="equation" />) using the Graded Response Model (GRM) suggested that each item had a wide distribution of response results at each ability level. When considering the value of most thresholds and the slope parameter (<img id="output" src="https://latex.codecogs.com/svg.image?\alpha" alt="equation" />), the slope parameter value (<img id="output" src="https://latex.codecogs.com/svg.image?\alpha" alt="equation" />) matched the criteria. It indicated that the questions were appropriate and could classify the abilities of test takers who responded at a good level, Additionally, they could best provide information for test takers with moderate ability.</p> Pisit Banchong Kamonwan Tangdhanakanond Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 256 272 Teacher Professional Capital Scale: Psychometric Properties and Social Desirability Response Validation https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269766 <p><br />This research aimed to create the Teacher Professional Capital Scale (TPCS) in the Thai context and validate its psychometric properties and the measurement model developed. The sample of this research comprised 461 teachers, derived via multistage sampling. Two instruments were used in this research: (1) 36-item TPCS (with IOC between 0.57–1.00) and (2) Balanced Inventory of Desirable Responding-16 (BIDR-16) to measure social desirability response (SDR). After the tryout (n = 56), the internal consistency reliability and composite reliability for TPCS were computed (.862 and .889 respectively). After analyzing the data with the EFA (N = 231), the researchers found that the first-order measurement model of TPCS was reserved, with 16 items left. Then, CFA was conducted, and it was found that the model was well-congruent with the empirical data (<img id="output" src="https://latex.codecogs.com/svg.image?\chi^{2}" alt="equation" />(45) = 59.520, p = .072, GFI = 0.958; CFI = 0.997, RMSEA = 0.030 (p = .785)). It was also discovered that Human Capital (HC) and Decisional Capital (DC) were mildly correlated with SDR, reflecting the relationship between SDR and the traits that the scale aimed to measure.</p> Vorachet Saejea Kamonwan Tangdhanakanond Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 273 293 Development of Indicators of Computer, Information, Communication & Technology Skills of 21st-Century Graduates https://so02.tci-thaijo.org/index.php/jemmsu/article/view/269779 <p>The research aimed to develop indicators of computer, information technology, and communication skills of 21st-century graduates. The sample consisted of 10 experts in education, 10 students for the development of indicators of computer, information technology, and communication skills of 21st- century graduates, and 1,165 students for the development of indicators of computer, information technology, and communication skills in the second-order confirmatory factor, selected by multistage sampling. The instrument was a questionnaire on graduates’ computer, information technology and communication skills, obtained from the development of indicators and an interview form. The results of the development of indicators of computer, information technology and communication skills of 21st century graduates revealed that there were 3 components and 51 indicators as follows: Component 1: computer skills (13 indicators); Component 2: information technology skills (18 indicators); and Component 3: communication skills (20 indicators); and that the model had the construct validity, and it had the statistical significance as<img id="output" src="https://latex.codecogs.com/svg.image?\chi^{2}" alt="equation" /> = 661.918 , df = 669, p-value = 0.5699, CIF = 1.000, TLI = 1.000, RMSEA = 0.000, SRMR = 0.016 and <img id="output" src="https://latex.codecogs.com/svg.image?\chi^{2}" alt="equation" />/df = 0.989. Factor loadings of standard components of the indicators were all statistically significant at the .01 level.</p> Sunan Siphai Jirattikorn Siphai Copyright (c) 2024 Journal of Educational Measurement Mahasarakham University https://creativecommons.org/licenses/by-nc-nd/4.0 2024-12-30 2024-12-30 30 2 294 310