Journal of Graduate MCU KhonKaen Campus

English Curriculum Design for Thai Primary Education: From Theory to Practice

Nawaphorn Wannathong — 2026-09-30

English curriculum design in Thai primary schools represents a critical issuereflecting the gap between educational policy, language teaching theory, and classroom practice, particularly in the Mini English Program (MEP). This article analyzes essential components affecting English language instruction effectiveness. Findings reveal that MEP success depends on integrating three fundamental factors: (1) continuous teacher
professional development in applied linguistics, competency-based teaching, and
stakeholder engagement; (2) curriculum design aligned with international standards and local contexts through diverse, flexible teaching methodologies responsive to learners' needs; and (3) monitoring and evaluation systems reflecting authentic learning outcomes through feedback mechanisms and continuous curriculum improvement. Therefore, MEP implementation requires comprehensive readiness assessment rather than operating within existing resource constraints. This article advocates for careful deliberation and genuine investment to ensure sustainable improvement in educational quality and
student language competence.

The Development of English Speaking Skills for Daily Communication through Show and Tell Activities among Grade 9 Students at Senanikom School

Kunyaphat Saengpaen — 2026-09-28

This study aimed to 1) compare Grade 9 students’ English speaking skills for daily communication before and after learning through Show and Tell activities and 2) investigate their satisfaction with the learning activities. A one-group pretest-posttest quasi-experimental design was employed. The sample consisted of 31 Grade 9/2 students at Senanikom School selected through purposive sampling. The research instruments were four lesson plans, an English speaking skills assessment, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and a dependent-samples t-test.

The findings showed that 1) the posttest speaking score (= 10.92, S.D. = 5.57) was higher than the pretest score ( = 5.58, S.D. = 2.95), with a mean difference of 5.34 points (t = 5.40, df = 30, p < .001); and 2) overall student satisfaction with Show and Tell learning activities was at the highest level ( = 4.58, S.D. = 0.14).

The Development of Basic Thai Word Reading through Electronic Books Integrated with the STAD Cooperative Learning Technique for Grade 5 Students

Warisara Chidchorb — 2026-09-30

This study aimed to: (1) examine the efficiency of learning activities for basic Thai word reading using electronic books integrated with the Student Teams - Achievement Divisions (STAD) cooperative learning technique for Grade 5 students based on the 80/80 criterion; (2) compare students’ basic Thai word reading ability before and after the instruction; and (3) investigate students’ satisfaction with the learning activities. The sample consisted of 36 Grade 5/1 students from Mueang Wapi Pathum School

during the first semester of the 2025 academic year, selected through simple random sampling. The research instruments included lesson plans, a basic Thai word reading ability test, and a satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and a dependent t-test.

The results revealed that:

1) the learning activities achieved an efficiency of 82.39/85.83, exceeding the 80/80 criterion 2) students’ basic Thai word reading ability after the instruction was significantly higher than before the instruction at the .01 level and 3) students’ satisfaction with the learning activities was at the highest level.

Development of a Program to Enhance Teachers’ Digital Leadership under the Mahasarakham Primary Educational Service Area Office 3

Oranut Jaroenson — 2026-09-30

This research aimed to: 1) investigate the current conditions, desirable conditions, and priority needs for enhancing the digital leadership of teachers under the Mahasarakham Primary Educational Service Area Office 3; and 2) develop a program for enhancing teachers’ digital leadership. The study employed a research and development (R&D) design consisting of two phases. The sample comprised 278 teachers selected through proportionate stratified random sampling. Five administrators and teachers were purposively selected to provide best-practice information, and five experts were purposively selected to evaluate the program. The instruments were a questionnaire, a semi-structured interview form, and a program appropriateness and feasibility evaluation form. The questionnaire had IOC values of 0.80–1.00 and reliability coefficients of 0.867 and 0.921 for the current and desirable conditions, respectively. Data were collected through questionnaires, interviews, and expert evaluation. Percentage, mean, standard deviation, the Modified Priority Needs Index (PNImodified), and content analysis were used.

The findings were: 1) the overall current condition was moderate ( = 2.93), whereas the desirable condition was at the highest level ( = 4.68). Priority needs were digital literacy (0.916), technology for measurement and assessment (0.651), digital

technology for teaching and learning (0.473), and digital resource management (0.439); and 2) the program consisted of objectives, principles and structure, four content modules, development methods using training, study visits, and workplace practice based on the 70:20:10 model, and evaluation. Overall program appropriateness and feasibility were rated at a high level.

Developing of a Program to Enhance Innovative Leadership of School Administrators under to the Nakhon Ratchasima Primary Educational Service Area 7

Chaisiri Laemthaisong — 2026-09-30

This research aimed to: 1) investigate the current conditions, desirable conditions, and priority needs for enhancing innovative leadership among school administrators; and 2) develop and evaluate an innovative leadership enhancement program for school administrators under Nakhon Ratchasima Primary Educational Service Area Office 7. A mixed-methods research design was employed in two phases. In Phase 1, the sample consisted of 327 school administrators and teachers selected through stratified random sampling. The research instruments were a questionnaire and an interview form. In Phase 2, the program was developed and evaluated by five experts using a program

appropriateness and feasibility assessment form. Data were analyzed using mean, standard deviation, and the Priority Needs Index.

The findings revealed that: 1) the overall current condition of innovative leadership among school administrators was at a moderate level, while the desirable condition was at a high level. The priority needs, ranked from highest to lowest, were vision, creativity, participation and teamwork, and creating an innovative organizational climate. 2) The developed program consisted of five components: principles, objectives, content, development methods, and measurement and evaluation. The content comprised four modules: Vision, Creativity, Creating an Innovative Organizational Climate, and Participation and Teamwork. The development methods were based on the 70:20:10 learning model, incorporating experiential learning, collaborative learning and study visits, and formal training. The overall appropriateness and feasibility of the program were rated at the highest level. Therefore, the developed program can serve as a practical framework for enhancing innovative leadership among school administrators.

Development of English Pronunciation and Spelling Skills through Phonics-Based Instruction Combined with Skill Exercises for Grade 5 Students

Jetsadapong Senain — 2026-09-30

This research aimed to: 1) compare Grade 5 students’ English pronunciation and spelling abilities before and after learning through phonics-based instruction combined with skill exercises, and 2) examine the effectiveness index of the learning intervention. A quasi-experimental one-group pretest-posttest design was employed. The sample consisted of 15 Grade 5 students at Ban Changom Nadon School, Mueang Nakhon

Phanom District, Nakhon Phanom Province, in the second semester of the 2025

academic year, selected through cluster sampling. The research instruments were: 1) seven phonics-based lesson plans totaling 14 hours, 2) pronunciation and spelling skill exercises, and 3) an English pronunciation and spelling ability test. Data were collected using pretests and posttests and analyzed using mean, standard deviation, a

dependent-samples t-test, and the effectiveness index.

The findings revealed that: 1) the students’ posttest scores in English pronunciation and spelling ( = 14.27, S.D. = 2.55) were significantly higher than their pretest scores ( = 5.67, S.D. = 4.24) at the .05 level; and 2) the effectiveness index was 0.60, indicating that the students achieved 60.00% of the maximum possible improvement.

Information Management of School Administrators Under the Nakhon Phanom Primary Educational Service Area Office 2

Sathinee Thinnaboon — 2026-09-30

This study aimed to: (1) examine the current and desirable conditions of information management among school administrators and (2) assess the priority needs for information management among school administrators under the Nakhon Phanom Primary Educational Service Area Office 2. The sample consisted of 265 participants: 72 school administrators and 193 teachers. The sample size was determined using a percentage criterion, and participants were selected through stratified random sampling. The research instrument was a five-point rating-scale questionnaire. Data were analyzed using frequency, percentage, mean, standard deviation, and the Modified Priority Needs Index (PNI_modified).

The findings showed that: (1) the current condition of information management was overall at a high level ( = 4.10), with information system management operations recording the highest mean ( = 4.17). The desirable condition was overall at the highest level ( = 4.68), with strategic planning recording the highest mean ( = 4.72); and (2) the overall priority needs index was 0.141. The needs, ranked from highest to lowest, were strategic planning (0.171), personnel development and administrative support (0.146), improvement of information system operations (0.142), monitoring and evaluation of information systems (0.138), application of information for decision-making (0.137), and information system management operations (0.127).

Community Innovation for the Development of Nan Woven Fabric Products Based on Cultural Identity and Local Wisdom toward Commercial Competitiveness

Thatchaphon Yanyong — 2026-09-30

This research aimed to: 1) enhance the design of Nan woven fabric patterns based on cultural identity and local wisdom; 2) develop Nan handwoven fabric products by extending local wisdom toward commercial competitiveness; and 3) develop marketing mechanisms for Nan handwoven fabric products to strengthen their commercial

competitiveness. The study employed a research and development (R & D) approach. Data were collected through documentary research and field interviews with Nan traditional textile producers and local wisdom experts. The findings were synthesized to inform the design of contemporary patterns and the development of product prototypes. Consumer satisfaction with the prototypes was subsequently assessed using a sample of 100 consumers. Qualitative data were analyzed using content analysis, while quantitative data were analyzed using descriptive statistics.

The findings revealed that:

1) Nan traditional woven fabrics constitute a significant cultural heritage reflecting the identity, ways of life, beliefs, and local wisdom of ethnic communities in Nan Province. Traditional patterns were classified into geometric, nature-inspired, and symbolic motifs, which provided a foundation for developing three groups of contemporary patterns:

the Contemporary Nan River Pattern, the Whisper of Love Heart Pattern, and the Floral Pattern.

2) The integration of traditional cultural identity with contemporary design concepts resulted in three groups of prototype products: fashion products, utility items and accessories, and home furnishings. Their development emphasized appropriate

design, functionality, and value-based pricing. Consumer satisfaction with all groups of prototype products was at a high level.

3) Appropriate marketing mechanisms consisted of identity-based product development, value-based pricing, expansion of both offline and online distribution channels, and communication of cultural values through storytelling and digital media. These mechanisms were integrated with the Four Bahvanas: Kaya-bhavana, emphasizing appropriate product development and resource utilization; Sila-bhavana, emphasizing morality and ethical practices in production and commerce; Citta-bhavana, emphasizing the creation of cultural value and community pride; and Paññ-bhavana, emphasizing learning, creativity, and market adaptability.

The findings indicate that integrating cultural identity, local wisdom, contemporary design, and the Four Bhavanas can add value to Nan woven fabric products while preserving their cultural significance and strengthening community capacity for

sustainable commercial competitiveness.

The Development of Speaking and Listening Skills Through the Thai Folktale Storytelling in Kindergarten Level 3

Sirawich Saengsen — 2026-09-30

This research aimed to: 1) develop the listening and speaking skills of Kindergarten 3 children through learning experience activities using Thai folktales; and 2) investigate the effectiveness index of the learning experience activities using Thai folktales. This study employed a quasi-experimental research design. The sample consisted of 15 Kindergarten 3 students from one classroom at Ban Changom Nadon School, Mueang Nakhon Phanom District, Nakhon Phanom Province, during the 2025 academic year. The participants were selected using cluster sampling. The research instruments consisted of: 1) six learning experience activity plans using Thai folktales, with two hours allocated to each story, totaling 12 hours; and 2) a listening and speaking skills assessment for Thai language comprehension among early childhood learners. Data were collected by assessing the children's listening and speaking skills before and after the intervention. The data were analyzed using mean, standard deviation, effectiveness index, and dependent samples t-test. The reliability of the research instrument was examined using Cronbach's alpha coefficient.

The research findings revealed that:

1) after participating in the learning experience activities using Thai folktales, the children demonstrated significantly higher listening and speaking skills than before the intervention at the .05 level. Improvements were observed in attentive listening, identifying key points, answering questions, sequencing events, and retelling stories.

The children also showed greater fluency, confidence in speaking, pronunciation, and willingness to express themselves; and 2) the effectiveness index of the learning experience activities using Thai folktales was 0.67, indicating that the children's listening and speaking skills improved by 67.00% of the maximum possible improvement.

These findings demonstrate that learning experience activities using Thai folktales can effectively promote listening and speaking skills among early childhood learners.

The Development Model Teachers’ Competency in Active Learning by using through Artificial Intelligence and Professional Learning Communities to Enhance Student Quality at Khoksiwittayasan School

Sarawoot Wichianlom — 2026-09-30

This research aimed to: (1) investigate the background information, current conditions, desired conditions, and priority needs for developing teachers’ active learning management competencies through the integration of artificial intelligence (AI) and professional learning communities (PLCs) to enhance student quality at Khok Si Wittayasan School; and (2) develop, implement, and evaluate a model for enhancing teachers’ active learning management competencies through the integration of artificial intelligence and professional learning communities to improve student quality at Khok Si Wittayasan School. This study employed a research and development (R&D) approach and was conducted from the second semester of the 2024 academic year to the first semester of the 2025 academic year. The target group consisted of school administrators, teachers, and 491 students in Grades 7–12 at Khok Si Wittayasan School. The research instruments included questionnaires, interview forms, the developed model and its implementation manual, a model evaluation form, a knowledge and understanding test, an active learning management competency assessment form, satisfaction questionnaires, and student quality development records. Data were collected through surveys, expert interviews, and a one-group pretest–posttest implementation of the model. The data were analyzed using percentage, mean, standard deviation, the Modified Priority Needs Index (PNImodified), the Wilcoxon Signed-Ranks Test, and content analysis.

The findings revealed that:

1) the overall current condition of teachers’ active learning management was at a moderate level (μ = 2.54, = 0.58), whereas the overall desired condition was at the highest level (μ = 4.57, = 0.58), with an overall PNI_modified of 0.80

2) the developed model, designated the AIPHR2S Model, comprised six components: principles, objectives, a six-step development process, support systems, conditions for success, and measurement and evaluation. Following the implementation of the model, teachers’ knowledge and understanding were significantly higher than their pre-development scores at the .01 level. Their overall active learning management competency was at the highest level, with an average score of 84.33%. All teachers

successfully developed best practices, accounting for 100%. The model was evaluated as having the highest levels of appropriateness and usefulness. Both teachers and students reported the highest level of satisfaction with the model. Furthermore, student quality improved in terms of academic achievement, desirable characteristics, and key competencies.

The Developing English Communication of School Administrators under Samutsongkhram Primary Educational Service Area Office by Electronic Learning

Dujdao Siriwan — 2026-09-30

The objective of this research, entitled The Development of English Communication Skills of School Administrators under Samut Songkhram Primary Educational Service Area Office through Electronic Lessons, was to examine the effectiveness of electronic lessons in enhancing English communication skills. The sample consisted of 56 school administrators selected through simple random sampling. The research instruments were six electronic lessons designed to develop listening, speaking, reading, and writing skills through online learning. Data were collected from pre-learning, during-learning, and post-learning assessments. The data were analyzed using mean, percentage, standard deviation, and t-test statistics.

The results revealed that:

1. The six electronic lessons demonstrated high appropriateness for use, with IOC values ranging from 0.80 to 1.00, and met the predetermined efficiency criterion of 80.00/81.33.

2. The English communication skills of the school administrators significantly improved after using the electronic lessons, at the .05 level of statistical significance. These findings suggest that electronic lessons can serve as an effective tool for enhancing English communication skills among school administrators in primary education settings.

The Development of Communication Competency and Learning Achievement in English Using the Simulation - Based Learning with Digital Media of Grade 9 Students

Thitaporn Pittayawattanachai — 2026-09-30

The purposes of this classroom research were: (1) to develop the English communication competency of Grade 9 students using simulation-based learning

integrated with digital media so that their posttest mean score would reach at least 70 percent of the total score, and (2) to improve the English learning achievement of Grade 9 students using the same instructional approach so that their posttest mean score would reach at least 70 percent of the total score. The sample consisted of 36 Grade 9 students selected through cluster random sampling. The research instruments included lesson plans based on simulation-based learning integrated with digital media, an English communication competency test, and an English learning achievement test. The data were analyzed using the mean, standard deviation, and a one-sample t-test.

The results revealed that the students’ English communication competency after the instruction had a mean score of 44.33 out of 55 (S.D. = 3.06), equivalent to 80.60 percent. All students (100%) achieved scores above the 70 percent criterion, and the posttest mean score was significantly higher than the criterion at the .05 level (t = 11.43, df = 35, p < .001). Furthermore, the students’ English learning achievement after the instruction had a mean score of 23.92 out of 30 (S.D. = 2.27), equivalent to 79.72 percent. A total of 35 students (97.22%) met the 70 percent criterion, and the posttest mean score was significantly higher than the criterion at the .05level (t = 7.72, df = 35, p < .001).

The Development of Analytical Thinking Ability and Learning Achievement in Science Using the 5-step Learning Management with Multimedia for Grade 5 Students

Sutita Nasoontorn — 2026-09-30

This study aimed to develop (1) analytical thinking ability in science and (2) science learning achievement among Grade 5 students through five-step learning management with multimedia. The criteria required a mean score of at least 70% of the total score and at least 70% of students meeting the individual passing criterion.

A pre-experimental one-group posttest-only design was employed. The sample comprised 10 Grade 5 students at Non Khwao Lao Yai Rat Songserm School in the second semester of academic year 2025, selected purposively. The instruments were six lesson plans on stars, totaling 12 hours, a 24-item analytical thinking test, and a 24-item science

achievement test. Both tests used four-option multiple-choice items. Data were collected through instruction followed by posttests and analyzed using means, standard deviations, and percentages.

The findings showed that (1) the mean analytical thinking score was 18.20 out of 24 (S.D. = 1.61), equivalent to 75.83%, with eight students (80.00%) meeting the criterion; and (2) the mean science achievement score was 19.20 out of 24 (S.D. = 1.93), equivalent to 80.00%, with eight students (80.00%) meeting the criterion. Both outcomes met the predetermined criteria. Teachers should emphasize activities involving analysis of relationships and support students who do not meet the criterion. These findings describe posttest performance in the studied group; they do not establish improvement from baseline or causal effects of the instructional approach.

The Development of Science Processing Skills and Learning Achievement Using the Problem-Based Learning with Games of Grade 4 Students

Nopparat Yotyok — 2026-09-30

This study aimed to 1) develop Grade 4 students’ science process skills through problem-based learning integrated with games, with a target mean score of at least 70% of the total score and at least 70% of students meeting the criterion, and 2) improve their science learning achievement using the same criteria. A pre-experimental research design employing a one-group posttest-only approach was adopted. The target group consisted of 40 Grade 4 students at Sanambin School under Khon Kaen Primary Educational Service Area Office 1 during the second semester of the 2025 academic year, selected through purposive sampling. The research instruments included 1) six lesson plans integrating problem-based learning with games on the solar system, 2) a 32-item multiple-choice science process skills test, and 3) a 32-item multiple-choice science achievement test. Data were analyzed using means, standard deviations, and percentages.

The findings revealed that: 1) students achieved a mean science process skills score of 25.63 out of 32 (80.08%), with 37 students (92.50%) meeting the 70% criterion, and 2) students obtained a mean science achievement score of 25.65 out of 32 (80.16%), with 36 students (90.00%) meeting the criterion. Both outcomes exceeded the established benchmarks. These findings suggest that problem-based learning integrated with games can support students in achieving the specified standards for science process skills and science learning achievement.