Journal of Graduate MCU KhonKaen Campus

Essence of Patisambhida Vibhañga in Lanna Version

2026-04-30T15:08:59+07:00

The Patisambhida Vibhanga is one section of the Vibhanga in Abhidhamma Piaka that known as the “7 Abhidhamma Lanna Version”. Manuscript was iInscripted in CS 1228 / BE 2409 (159 years) by Kanthiya Rassa Bhikkhu. This ancient document serves as a testament to the local instructional legacy and traditional wisdom. The aims of study are to examines the literary characteristics of the manuscript, to elucidates the principal doctrinal themes contained therein, and finally to evaluates the intellectual and

cultural values derived from the text. Employing a documentary research methodology, the findings are as follows.

With regard to its compositional characteristics, this Lanna Abhidhamma manuscript represents a compilation of passages derived from the Abhidhamma Pitaka, the Abhidhamma tika, and the Anutika commentarial traditions. The text is composed in the Nissaya style, namely an interlinear exegetical translation method in which Pali lexical units are successively rendered and interpreted according to the literary and intellectual conventions of Lanna scholasticism.

Concerning the analysis of doctrinal content, the author commences with a formal prologue expressing reverential homage to the Triple Gem before proceeding to explicate the concept of Patisambhida analytical knowledge or discriminative insight which is classified into 4 categories: (1) Atthapatisambhida, analytical insight into meaning, denoting profound comprehension of content and significance, genuine understanding, and the cultivation of critical self-examination through reflective inquiry; (2) Dhammapatisambhida, analytical insight into doctrinal principles, referring to the capacity to discern essential themes and fundamental issues with precision and clarity; (3) Niruttipaisambhida, analytical insight into linguistic expression, namely mastery in the use and communication of language so as to convey meaning intelligibly and effectively to an audience; and

(4) Patibhanapatisambhida, analytical insight into eloquent ingenuity, referring to the ability to synthesize diverse bodies of knowledge, generate new understanding. Such wisdom applies itself aptly to the resolution of problems according to the exigencies of each occasion, and is furthermore capable of devising novel and creative inventions. Thereafter, let there be an exposition of commentator and citationof sub commentaros.

The principal value of this manuscript lies in its comprehensive preservation and exposition of doctrinal meaning in accordance with the traditional principle of “satthamsabyañjanam” that is, the complete preservation of both semantic content and linguistic formulation. The text thus maintains fidelity simultaneously to meaning (attha) and verbal expression (byañjana), achieving completeness in both doctrinal substance and philological precision.

Contemporary Patriotic Songs: An Analysis of Language in Constructing Cational Ideology

2026-06-05T10:08:01+07:00

This academic article aims to examine language use in contemporary patriotic songs and analyze the role of language in constructing national ideology through social media. The study is based on documentary analysis and concepts of discourse, ideology, nationalism, and language studies. Five patriotic songs were selected for analysis: the Thai National Anthem, Sud Phandin, Ban Koet Mueang Non, Tuen Thoet Thai, and March Samakkhi Si Lao. The findings reveal that contemporary patriotic songs employ various linguistic strategies, including lexical selection, repetition, figurative language, and
persuasive speech acts, to reinforce nationalism, unity, and collective identity. These strategies encourage emotional engagement, patriotic consciousness, and commitment to national sovereignty. Furthermore, the dissemination of patriotic songs through social media has expanded the influence of nationalist discourse from state-controlled
communication to participatory digital platforms. Citizens actively reproduce and reinterpret national ideology through online interactions. Therefore, patriotic songs function not only as artistic expressions but also as cultural mechanisms that sustain national identity and ideological continuity in contemporary Thai society.

Causal Factors Affecting the Perception of Teaching Management Ability of Lower Secondary School Teachers in Opportunity Expansion Schools under Surin Primary Educational Service Area Office 3

2025-09-27T14:36:33+07:00

This research aimed to test the goodness-of-fit of a causal relationship model with empirical data and to study the total, direct, and indirect influences of causal factors affecting the perceived teaching competence of lower secondary school teachers in

opportunity expansion schools under the Surin Primary Educational Service Area Office 3. The sample consisted of 575 teachers and educational personnel from opportunity expansion schools under the Surin Primary Educational Service Area Office 3 during the academic year 2024, obtained through multi-stage random sampling. The research

instrument was a two-part questionnaire: Part 1 focusing on perceived Teaching Competence, and Part 2 on the causal factors influencing perceived Teaching Competence. The item discrimination power ranged from .550 to .861, and the overall reliability coefficients ranged from .555 to .986. Statistical analysis included mean, standard deviation, coefficient of variation, skewness, kurtosis, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM).

The findings revealed:

1) The structural equation model of causal factors affecting the perception of teaching competence of lower secondary school teachers in opportunity expansion schools under the Surin Primary Educational Service Area Office 3 was consistent with the empirical data ( = 40.18, df = 28, /df = 1.435, P-value = 0.064, RMSEA = 0.028, GFI = 0.990, AGFI = 0.963, SRMR = 0.018).

2) The factors with direct and indirect influence on teachers' perceived teaching competence are classroom atmosphere, teachers' academic competence, and work motivation. The total influence values for these factors are 0.692, 0.360, and 0.089, respectively. All factors within the model collectively accounted for 94.90% of the variance in teachers' perceived teaching competence.

The Factors Influencing English Achievement of Primary 6 Students under Surin Primary Education Service Area Office 3

2025-10-17T20:55:21+07:00

The purposes of this study were to 1) develop and examine the validity of the model affecting the English achievement of Primary 6 Student 2) study the factors influencing English achievement of Primary 6 Student. 3) study the direct and indirect influences of factors influencing English achievement of Primary 6 Student. The sample consisted of 530 students of Primary 6 under the Office of Surin Primary Education Service Area 3, the first semester of the academic year 2024, by the multi random sampling technique. Two instruments in this study were the rating scale of factors affecting

learning achievement questionnaire, comprising 2 parts: Part 1, a questionnaire on the factors influencing achievement of students, including socioeconomic status factors and student characteristic factors (BACK), and Part 2, a questionnaire on the factors influencing achievement of students, including student characteristic factors, teacher characteristic factors, and family factors, with discriminating powers ranging from .244 to .790 and reliability of .833 to .857, and an English achievement test with the reliability was .910. The data were analyzed by mean, standard deviation, and Structural Equation Model (SEM).

The research results revealed that:

1. The factor model of variables affecting the English achievement of learning primary 6 students under the Office of Surin Primary Education Service Area 3 was in congruence with the empirical data. ( X² = 89.42, df = 70, X²/df = 1.277 , p = .059, CFI = .998, GFI = .979, RMSEA = .023, AGFI = .960 and SRMR = .023)

2. The factors influencing the English achievement of learning primary 6 students consist of 4 components: the teacher characteristics, the family, the socioeconomic status, and the student characteristics.

3. The factor directly affecting achievement learning was the student. The factors indirectly affecting achievement learning were the teacher and the family. The factor ambition both directly and indirectly was the socioeconomic status. All the factors could indicate the variance of achievement learning with 64.80 percent (R² = .648)

Factors Affecting Mathematics Achievement for Grade 9 Students Under the Surin Primary Educational Service Area Office, Area 3 : Mediation Analysis

2025-10-05T21:52:12+07:00

This research aimed to study the influence of mediating variables on mathematics achievement, to develop and validate the structural equation model of factors influencing mathematics achievement, and to examine the direct and indirect influences of factors influencing mathematics achievement of Grade 9 students under the Surin Primary

Educational Service Area Office 3. The sample consisted of 450 Grade 9 students in the 2024 academic year by multi-stage random sampling.

The research instruments used were 1) Questionnaires with item discrimination power of .305 - .886 and reliability of .688-.927. 2) Test with difficulty level of .20 - .47, discrimination power of .20-.43, and a reliability of .790. The statistics used for data analysis included mean and standard

deviation. Structural Equation Modeling (SEM) Analysis.

The findings revealed:

1) The influence of mediating variables on mathematics achievement, with attitude toward learning as the mediating variable, Was able to predict the learning achievement by 98.20%.

2) The structural equation model of factors influencing mathematics achievement with mediating variables, was consistent with the empirical data (X²=84.86, df=67, X²/df=1.267, p=0.06945, CFI=0.999, GFI=0.978, RMSEA=0.024, AGFI=0.950, RMR=0.0102). 3) The influence of dependent variables on academic achievement revealed that the direct influence variables were teaching quality, learning motivation, and attitude toward learning, while the direct and indirect influence variables were classroom climate and parental academic support. All variables Was able to predict the learning achievement by 84.50%.

A Study of Learning Agility of School Administrator Components

2025-09-12T13:49:25+07:00

This research article aimed to identify the components of learning agility among school administrators, which is considered a crucial competency for educational leadership in an era of rapid change. The study employed document analysis and synthesis methods. The research process consisted of two phases: (1) synthesizing the components of learning agility from ten related national and international documents and research studies, and (2) evaluating the appropriateness of the identified components by five experts. The research instruments included a document synthesis form and a five-point rating scale questionnaire. The content validity index of the instrument was 0.98. Data were analyzed using frequency, percentage, mean, and standard deviation.

The findings revealed that the learning agility of school administrators comprised five components: (1) Mental Agility, (2) People Agility, (3) Change Agility, (4) Results Agility, and (5) Self-Awareness. Furthermore, the evaluation conducted by the experts indicated that all components were considered appropriate at the highest level.

The findings provide a comprehensive framework of learning agility that can be applied as a guideline for developing school administrators’ capacity to adapt, learn continuously, and effectively manage educational institutions in response to the

challenges of the twenty-first century.

A Study of the Administrative Competency Components of Education Administrator

2025-09-12T16:08:05+07:00

This research aimed to study the administrative competency components of educational administrators. The research was divided into two steps. The first step involved synthesizing the administrative competency components of educational administrators by studying 10 relevant documents and research papers. The tool used was a document synthesis form, and the statistics used for data analysis were frequency and percentage. The second step was to evaluate the suitability of the administrative competency components of educational administrators. This was carried out by five experts using a 5-point rating scale questionnaire. The statistics used for data analysis were the mean and standard deviation.

The research findings revealed that the administrative competency components for educational administrators consist of five elements: 1) Administration, 2) Communication, 3) Personnel Development, 4) Planning, and 5) Leadership. The evaluation of all components showed that they were at the highest level of appropriateness.

The Development of Learning Series on Civic Duty, Cuture And Social Life Using Problems as the Base of Secondary School Students, Prapatsorn Witthaya School Watsrinuan Khon Kaen Province

2025-12-09T16:33:28+07:00

The objectives of this research were: 1) to develop a learning package on Civic Duty, Culture, and Social Life using Problem-Based Learning (PBL) for Grade 8 students at Prapatsorn Wittaya School, Wat Srinuan, Khon Kaen Province, to meet the efficiency criterion of 80/80; 2) to compare students’ learning achievement before and after instruction; and 3) to investigate students’ satisfaction with the developed learning package. This study employed a pre-experimental research design. The target group consisted of 28 Grade 8 students enrolled in the second semester of the 2024 academic year, selected through purposive sampling. The research instruments included: 1) a learning package on Civic Duty, Culture, and Social Life using Problem-Based

Learning, 2) lesson plans, 3) a learning achievement test, and 4) a satisfaction questionnaire. Data were analyzed using percentage, mean, and standard deviation.

The findings revealed that:

1) the efficiency of the learning package was 91.16/90.08, exceeding the established criterion of 80/80

2) students’ post-test achievement scores were significantly higher than their pre-test scores at the .01 level, with an average score exceeding 80 percent

3) students’ overall satisfaction with the learning package was at a high level. All aspects, including instructional media, instructional management, assessment and evaluation, and learning enhancement activities, were rated at a high level. The findings indicate that Problem-Based Learning effectively enhances students’ knowledge,

understanding, problem-solving skills, and active participation in learning. Furthermore, this instructional approach promotes competencies and learning skills essential for learners in the 21st century.

The Development of a Learning Activity Package on the Analysis of Key Issues in Thai History Using Problem-Based Learning (PBL) for Matthayom Suksa 4 Students at Wat Sriwichai Wanaram School, Loei Province

2025-05-03T21:09:56+07:00

This research aimed to: 1) investigate the current conditions of learning

management in analyzing key issues in Thai History through Problem-Based Learning (PBL); 2) examine the efficiency of the developed learning activity package; 3) compare students’ learning achievement before and after learning; and 4) study students’ satisfaction toward the learning activity package on analyzing key issues in Thai History through

Problem-Based Learning (PBL) for Matthayomsuksa 4 students at Wat Sriwichaiwanaram School, Loei Province. This study employed a mixed-methods research design. The target group consisted of 21 Matthayomsuksa 4 students enrolled in the second semester of the 2024 academic year, selected through purposive sampling, and 8 key informants.

The research instruments included: 1) a questionnaire on learning management

conditions, 2) an interview form, 3) a learning activity package, 4) lesson plans based on

Problem-Based Learning, 5) a learning achievement test, and 6) a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test.

The findings revealed that:

1) the overall condition of learning management in analyzing key issues in Thai History through Problem-Based Learning was at a high level ( = 3.68, S.D. = 1.14)

2) the developed learning activity package achieved an efficiency of 87.54/88.10, which exceeded the established criterion of 80/80

3) students’ post-test learning achievement scores were significantly higher than their pre-test scores at the .01 level of statistical significance, with mean scores increasing from 16.19 to 26.43

4) students’ overall satisfaction with the learning activity package was at a high level ( = 4.17, S.D. = 0.85).

The Development of A Learning Activity Package on Buddhist Doctrines and The Teachings of Various Religions Using the Systematic Higher-Order Thinking Process (Gpas 5 Steps) for Prathom Suksa 5 Students at Kalasinpittayasai School

2025-04-26T17:16:30+07:00

This research aimed to: 1) develop a learning activity package on Buddhist doctrines and the teachings of various religions using the Systematic Higher-Order

Thinking Process (GPAS 5 Steps) for Prathom Suksa 5 students to meet the efficiency criterion of 80/80, 2) compare students’ learning achievement before and after learning, and 3) investigate students’ satisfaction with the developed learning activity package. The study employed a quasi-experimental design using a one-group pretest-posttest design. The sample consisted of 40 Prathom Suksa 5 students from Kalasinpittayasai School selected through simple random sampling. The research instruments included lesson plans, a learning activity package, an achievement test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, E1/E2 efficiency index, and dependent t-test.

The findings revealed that:

1) the developed learning activity package achieved an efficiency of 83.63/85.50, exceeding the criterion of 80/80

2) students’ post-learning achievement was significantly higher than their pre-learning achievement at the .01 level

3) students’ overall satisfaction with the learning activity package was at the highest level ( = 4.57, S.D. = 0.18)

The Development of a Programmed Instructional Package in Social Studies Using Virtual Reality Technology Combined With Simulation Games for Matthayomsuksa 3 Students at Srisatad Community School (Municipality 1), Loei Province

2025-05-05T16:13:55+07:00

This research aimed to: 1) develop a programmed instructional package in Social Studies using virtual reality technology combined with simulation games for Matthayomsuksa 3 students at Srisatad Community School (Municipality 1), Loei Province, to achieve the efficiency criterion of 80/80; 2) compare students’ learning achievement before and after learning through the developed instructional package; and 3) investigate students’ satisfaction with the instructional package. This study employed a one-group pretest-posttest experimental design. The sample consisted of 30 Matthayomsuksa 3 students enrolled in the second semester of the 2024 academic year. The research instruments included: 1) eight units of the programmed instructional package in Social Studies using virtual reality technology combined with simulation games, 2) a learning achievement test, and 3) a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and t-test statistics.

The findings revealed that:

1) the developed instructional package achieved an efficiency (E1/E2) of 83.94/88.83, which exceeded the established criterion of 80/80

2) students’ post-test learning achievement scores were significantly higher than their pre-test scores at the .05 level of statistical significance

3) students’ overall satisfaction with the instructional package was at a high level ( = 4.17, S.D. = 0.85). The results indicate that integrating virtual reality technology with simulation games into Social Studies instruction effectively enhances students’ learning achievement and motivation. This instructional innovation can serve as an effective approach for promoting active learning and developing essential competencies required for learners in the 21^st century.

Development of a Curriculum to Enhance Wisdom and Morality Based on Thai and International Buddhist Principles

2026-03-06T14:41:24+07:00

The objectives of this research were to: 1) investigate the current conditions, problems, and needs for developing a curriculum that enhances wisdom and morality based on Thai and international Buddhist principles; 2) examine the components of such a curriculum; and 3) propose policy guidelines for its development. This study employed a mixed-methods research design. Quantitative data were collected from 350 participants, including administrators, lecturers, students, alumni, and graduate employers, using a questionnaire. Data were analyzed using frequency, percentage, mean, and standard deviation. Qualitative data were obtained through document analysis, in-depth interviews with 25 key informants, and focus group discussions with 20 experts. The qualitative data were analyzed using content analysis.

The findings revealed that:

1) the current state of curriculum development for enhancing wisdom and morality based on Thai and international Buddhist principles was at a high level overall ( = 4.38). Major problems included insufficient budget support for learning media and educational innovation development, as well as inadequate information technology infrastructure and equipment. The overall need for curriculum development was at the highest level ( = 4.54), particularly regarding the integration of morality, ethics, and Buddhist principles into all courses.

2) The curriculum development framework consisted of six key components: curriculum design, instructors, learning management, resources and learning environment, assessment and evaluation, and graduate characteristics.

3) Policy recommendations emphasized the enhancement of competency-based curricula, the development of instructors as wisdom coaches, the promotion of active and digital learning, the creation of supportive learning ecosystems, authentic assessment practices, and the cultivation of graduates with global competencies and moral integrity.

The study generated a new body of knowledge in the form of the WISDOM Model, comprising six components: Wellness & Wisdom, Innovative Ecosystem, Skill & Competency-Based Learning, Digital Platform, Outcome-Driven Assessment, and Mindful Facilitators. This model provides a framework for developing Buddhist curricula that integrate wisdom, morality, and digital innovation to produce high-quality graduates capable of living and working sustainably in a global society.

Study on Culture Connotations of Chinese Idiomatic Phrase

2025-11-10T09:37:56+07:00

This research aims to investigate the cultural meanings, concepts, and values reflected in Chinese idiomatic expressions (惯用语) used in daily life. The study adopts the theoretical framework of Cultural Linguistics proposed by Farzad Sharifian (2011, 2017), which explains that language serves as a repository of cultural conceptualizations. The data consist of 300 Chinese idiomatic expressions, purposively selected from 1001 Chinese Idioms, Proverbs, and Slang, and analyzed through two dimensions of Cultural Linguistics: Cultural Conceptualization and Cultural Schema.The findings reveal that Chinese idiomatic expressions reflect eight domains of cultural conceptualization: imagery, interpersonal relationships, food culture, perseverance, wisdom, fate, morality and character, and physical and emotional experience. These domains are associated with five groups of cultural schemas: the schema of relationships and imagery, the schema of prudence and life wisdom, the schema of personal traits and abilities, the schema of situations and conditions, and the schema of methods and actions.

The study demonstrates that Chinese idiomatic expressions used in everyday life are not merely linguistic units but profound reflections of Chinese cognitive structures, values, and worldviews. The findings can be applied to Chinese language teaching and intercultural communication, enhancing learners’ cultural understanding and communicative competence.