Journal for Social Sciences Research

STEM EDUCATION TO DEVELOP LEARNING ACHIEVEMENT ON THE STRUCTURE AND FUNCTION OF CELLS, MODELING SKILLS, AND WORK BEHAVIOR OF MATHAYOM 1 STUDENTS AT PRACHUAPWITTAYALAI SCHOOL

Tue, 23 Dec 2025 00:00:00 +0700

This quasi-experimental research aimed to: 1) compare learning achievement between the experimental group and the control group on the topic of cell structure and function through STEM education learning management, 2) compare modeling skills between the experimental group and the control group after conducting STEM education learning management, and 3) compare work behavior between the experimental group and the control group after conducting STEM education learning management. The research involved 79 Mathayom 1 students at Prachuapwittayalai School, divided into an experimental group of 40 students and a control group of 39 students, obtained through cluster random sampling. The research tools included: 1) a learning management plan, 2) an academic achievement test, 3) a modeling skill assessment form, and 4) a work behavior assessment form. The statistics used in the research were the mean, standard deviation, and independent t-test.

The results revealed that: 1) The learning achievement after learning about cell structure and function with STEM education was significantly higher in the experimental group than in the control group, at a statistical significance level of .05. 2) The modeling skills of the experimental group after STEM education were at an excellent level, and significantly higher than those of the control group, at a statistical significance level of .05. 3) The work behavior of the experimental group after STEM education was at the best level, and significantly higher than that of the control group, at a statistical significance level of .05.

GUIDELINES FOR DEVELOPING TRANSFORMATIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS UNDER SINGBURI PROVINCIAL OFFICE OF LEARNING ENCOURAGEMENT

Sutharat Meechan, Sumit Suwan — Tue, 23 Dec 2025 00:00:00 +0700

The aims of this study were to: 1) determine the level of transformational leadership, and 2) provide guidelines for developing transformational leadership. The research population consisted of 106 government teachers and educational personnel under the Singburi Provincial Office of Learning Encouragement, as well as 5 educational administrators or school directors with at least 5 years of experience in school administration. The research instruments included a questionnaire and an interview form. The statistics used in this study were frequency, percentage, mean, standard deviation and content analysis.

The results indicated the following:

Overall and in specific aspects, the level of transformational leadership of school administrators under the Singburi Provincial Office of Learning Encouragement was at a high level. The aspects were ranked from highest to lowest as follows: intellectual stimulation, inspirational motivation, idealized influence, and individualized consideration.
Guidelines for developing transformational leadership among school administrators under the Singburi Provincial Office of Learning Encouragement encompassed four main areas: 1) Idealized influence consisted of 5 approaches: 1.1) establish better standards and values, 1.2) dedicate and become a good role model, 1.3) promote participation, 1.4) develop leadership skills, and 1.5) implementing the philosophy of sufficiency economy. 2) Inspirational motivation consisted of 4 approaches: 2.1) promote teamwork, 2.2) implement a reward and compensation system, 2.3) continuously develop personnel, and 2.4) ensure effective communication. 3) Intellectual stimulation consisted of 4 approaches: 3.1) leaders should have vision, 3.2) Innovate new problem-solving methods, 3.3) develop an organizational and personnel development plan, and 3.4) create a learning organization culture. 4) Individualized consideration consisted of 3 approaches: 4.1) analyze the strengths and weaknesses of personnel, 4.2) assign appropriate tasks, and 4.3) build confidence in personnel.

THE EFFECTS OF GROUP COUNSELING ON FLOURISHING, COPING, AND SELF-ESTEEM OF UNDERGRADUATE STUDENTS’

Jesada Boonmahome, Wannee Lexmanee, Sema Dechadilok, Suwimon Naraongard — Tue, 23 Dec 2025 00:00:00 +0700

This research is a quasi-experimental study. Its objectives are to: 1) compare flourishing, coping, and self-esteem before and after participating in group counseling, 2) compare flourishing, coping, and self-esteem between the experimental group and the control group, and 3) study the coefficients of variation of flourishing, coping, and self-esteem of students after participating in group counseling sessions. The research sample consisted of 24 undergraduate students, derived by simple random sampling. They were divided into two groups: 12 in the experimental group and 12 in the control group. The research instruments included 1) the group counseling program, 2) a flourishing test, 3) a coping test, and 4) a self-esteem test. The statistics used in the research were percentage, mean, standard deviation, t-test, and coefficient of variation.

The results of the study were as follows:

The flourishing, coping, and self-esteem of students after participating in the group counseling were higher than before, with statistical significance at .05.
The flourishing, coping, and self-esteem of the experimental group were higher than those of the control group, with statistical significance at .05.
The coefficient of variation of students’ flourishing, coping, and self-esteem were 2.40%, 2.70%, and 6.30%, respectively.

GENERATION Z’S DECISION TO SOLO TRAVEL IN THAILAND

Tue, 23 Dec 2025 00:00:00 +0700

This research aimed to 1) investigate the traveling attitude and decision to travel solo within Thailand, 2) compare the decision to travel solo within Thailand as classified by personal factors, and 3) study the influence of traveling attitude and decision to travel solo within Thailand among Generation Z. The sample consisted of 400 Thai Generation Z, obtained from convenience sampling. A questionnaire was employed as a research instrument. The statistics used for data analysis were frequency, percentage, mean, standard deviation, independent sample t-test, one-way analysis of variance, and simple linear regression analysis. The research results revealed that 1) Generation Z exhibited a high level of traveling attitude and the highest level of decision-making regarding solo travel within Thailand. 2) Those who had differences in age, marital status, hometown, and income showed statistically significant differences in their decisions to travel solo within Thailand, with a significance level of .01. 3) Traveling attitude significantly influenced Generation Z’s decision to travel solo within Thailand, with a statistical significance level of .01.

PROFESSIONAL DEVELOPMENT MODEL TO ENHANCE TEACHER COMPETENCY IN DESIGNING EDUCATION INNOVATIONS USING LOCAL IDENTITY TO PROMOTE CREATIVITY AND INNOVATION ABILITIES OF JUNIOR HIGH SCHOOL STUDENTS

Tue, 23 Dec 2025 00:00:00 +0700

This research aimed to: 1) study and analyze the fundamental data for developing a professional development model, and 2) develop a professional development model to enhance teachers’ competencies in designing educational innovations using local identity to promote the creativity and innovation abilities of junior high school students. The research follows a research and development (R&D) methodology with the following steps: Step 1: Studying and analyzing the fundamental data for model development. Research instruments included document analysis and data collection from purposively selected participants. Five experts and 18 school administrators were interviewed using a structured interview protocol. The questionnaire respondents consisted of 76 teachers and 313 lower secondary students. Step 2: Developing the model, data from Step 1 was utilized to draft the model. The developed model was assessed for quality through a focus group discussion with nine experts. The research instrument was a set of discussion issues, and the data were analyzed by content analysis. The findings revealed that:

From the study and analysis of fundamental data, the professional development model should utilize professional learning communities to enhance teachers’ ability to design educational innovations that integrate local identity through learner-centered activities. The model consists of five steps: analyzing data and needs, setting shared goals, planning and selecting development techniques, implementing development through coaching and mentoring, and evaluating and reflecting on results.
The professional development model consists of five components: (1) Principles: The professional development model is a systematic procedure among teachers, administrators, and educational personnel to enhance teachers’ competencies in designing educational innovations that integrate local identity to promote students’ creativity and innovation; (2) Objectives: To develop teachers’ ability to design educational innovations using local identity and to enhance students’ creativity and innovation; (3) Professional Development Process: A five-step process includes Step 1: collaboratively study and analyze the issues, Step 2: work together to establish objectives, Step 3: jointly choose approaches for professional development, Step 4: engage in professional growth collectively, and step 5 cooperate in assessing outcomes; (4) Measurement and Evaluation: Assessment of teachers' competencies in designing educational innovations and students’ creativity and innovation abilities; and (5) Supporting Factors: School administrators should prioritize professional development by fostering collaboration among teachers, administrators, and educational personnel. Additionally, teachers should have knowledge and understanding of educational innovation design, coaching, and technology use for self-development. Furthermore, the experts commented that the developed model is useful and can be used to encourage teachers to integrate local identities in creating educational innovations to enhance students’ creativity and innovation skills.

THE RELATIONSHIP BETWEEN ACADEMIC LEADERSHIP OF SCHOOL ADMINISTRATORS AND THE EFFICIENCY OF LEARNING MANAGEMENT OF TEACHERS UNDER THE JURISDICTION OF PHICHIT PRIMARY EDUCATIONAL SERVICE AREA OFFICE 2

Varakron Janpradit, Samran Mejang, Sathiraporn Chaowachai — Tue, 23 Dec 2025 00:00:00 +0700

This research aimed to study 1) the academic leadership of school administrators, 2) the efficiency of learning management of teachers, and 3) the relationship between the academic leadership of school administrators and the efficiency of learning management of teachers under the jurisdiction of Phichit Primary Educational Service Area Office 2. The sample consisted of 94 school administrators and 197 teachers, totaling 291 participants, selected through stratified random sampling based on district distribution. The research instrument was a questionnaire, and data were analyzed using mean, standard deviation, and Pearson’s correlation coefficient. The findings revealed that: 1) the overall academic leadership of school administrators was at the highest level. The aspect with the highest mean score was curriculum administration, followed by fostering a supportive school environment, collegial supervision, and visionary leadership, respectively. 2) The overall effectiveness of teachers’ instructional management was also at the highest level. The aspect with the highest mean score was active learning management, followed by lesson preparation, assessment and evaluation, the application of psychological principles, and the use of teaching techniques, respectively. 3) A positive and high-level correlation was found between school administrators’ academic leadership and the effectiveness of teachers’ instructional management (r = 0.62**), which was statistically significant at the .01 level.

DEVELOPING MATHEMATICS ACHIEVEMENT ON EXPONENTS FOR GRADE 7 STUDENTS USING STAD TECHNIQUE WITH MULTIMEDIA

Patcharin Padthip, Prapaporn Nongharnpituk, Paweena Khansila — Tue, 23 Dec 2025 00:00:00 +0700

This study is a quasi-experimental research. The research objectives were to: 1) determine the effectiveness of a learning management plan on exponents for Grade 7 students using the STAD technique with multimedia and ensure it meets the 80/80 efficiency criterion; 2) compare students' mathematics achievement in exponents before and after learning through the STAD technique with multimedia, and 3) examine students' satisfaction with learning mathematics on the topic of exponents using the STAD technique with multimedia. The sample group consisted of 25 Grade 7 students from Bannakhupatthana “Ko Ro Po Klang Uppatham” School, Nakhu District, Kalasin Province, who studied in the first semester of the academic year 2024. The sample was selected using a cluster random sampling method. The research instruments included: 1) a lesson plan on exponents using the STAD technique with multimedia, 2) a mathematics achievement test on exponents, and 3) a student satisfaction questionnaire regarding learning through the STAD technique with multimedia, consisting of 10 items. The statistical methods used for data analysis included percentage, mean, standard deviation, and dependent t-test.

The research findings were as follows:

The learning management plan on exponents for Grade 7 students using the STAD technique with multimedia had an efficiency score of 88.80/83.40, which exceeded the established 80/80 criterion.
Students’ mathematics achievement in exponents after learning through the STAD technique with multimedia was significantly higher than before learning at the .05 level.
Overall, students’ satisfaction with learning mathematics on exponents using the STAD technique with multimedia was at the highest level.

THE STRATEGY FOR GOVERNMENT OPERATIONS ACCORDING TO THE EVALUATION MODEL OF ORGANIZATIONAL EFFICIENCY FOR LOCAL ADMINISTRATIVE ORGANIZATIONS, SPECIFICALLY THE SUBDISTRICT ADMINISTRATIVE ORGANIZATIONS IN CHIANG RAI PROVINCE

Pimphakarn Junseang, Prayoon Imiwat, Waraduang Samanasak, Nualnapa Chullasutthi — Tue, 23 Dec 2025 00:00:00 +0700

This research article aims to: 1) study the problems arising from the implementation of public administration based on the local performance assessment model of Subdistrict Administrative Organizations (SAO) in Chiang Rai Province, 2) develop strategies for public administration based on the local performance assessment model of SAOs in Chiang Rai Province, and 3) evaluate the strategies for public administration based on the local performance assessment model of SAOs in Chiang Rai Province. The research uses a mixed-methods approach, analyzing both quantitative and qualitative data. There are three population groups, totaling 376 people. Group 1 consists of 350 personnel from 70 SAOs in Chiang Rai Province. Five individuals were selected from those responsible for performance indicators across five areas within each local government organization. Group 2 includes 10 individuals responsible for local performance assessment from the Department of Local Administration. These individuals were selected based on their expert and experience in local performance assessment (LPA). Group 3 consists of 16 individuals from 4 organizations who are involved in strategy development. These individuals were selected based on their qualifications from SAOs that achieved a score of over 90 in the local performance assessment of the year 2023. The instruments used in the research were questionnaires and workshops. The statistics used for data analysis include frequency, mean, percentage, standard deviation, and content analysis.

The findings showed that: 1) Overall, problems from the implementation of public administration based on the local performance assessment model of SSAs in Chiang Rai Province was at a low level. When considering specific aspect, the highest-ranked problem was public service, followed by personnel management and council affairs, good governance, management, and financial management and budgeting, respectively. 2) The strategy formulation for public administration based on the local performance assessment model of SAOs in Chiang Rai Province consists of 8 strategies and 11 activities. 3) The results of strategy evaluation based on the local performance assessment model of SAOs in Chiang Rai Province showed that the strategy appropriateness was at a high level, indicating that the strategies are practical and can be implemented.

DEVELOPMENT GUIDELINES FOR STUDENT CARE AND SUPPORT SYSTEM ADMINISTRATION IN SCHOOLS UNDER THE SECONDARY EDUCATIONAL SERVICE AREA OFFICE, KANCHANABURI

Natcha Srisen, Nuttawan Pumdeeying, Pitchayapa Yuenyaw — Tue, 23 Dec 2025 00:00:00 +0700

The research aimed to 1) study the administration of the student care and support system, 2) compare the administration of the student care and support system based on school size, and 3) propose the development guidelines for the student care and support system’s administration in schools under the Secondary Educational Service Area Office, Kanchanaburi. The sample consisted of 308 teachers in schools under the Secondary Educational Service Area Office Kanchanaburi, obtained from stratified random sampling according to school size. The key informants consisted of five experts, selected by purposive random sampling, including a school director, a school vice director, heads of student care and support work units, and a teacher. The research instruments were a questionnaire and an in-depth interview form. The statistics used for data analysis included frequency, percentage, mean, standard deviation, one-way analysis of variance, and content analysis.

The findings of this research were as follows:

Overall, the student care and support system administration of schools was at a high level. When considering each aspect, the aspect of knowing individual students had the highest average, followed by screening students, transferring students, preventing and solving problems, and supporting students, respectively.
The schools of different sizes showed no differences in the student care and support system administration, except in the aspect of transferring students, which differed at statistical significance level at .05.
The development guidelines for the administration of the student care and support system were as follows: Schools should prepare various tools for collecting and compiling comprehensive individual student data. A handbook on student screening procedures should be created. Schools should conduct surveys and categorize students based on their interests and needs. Additionally, schools should implement projects or activities to prevent and address student problems. Lastly, schools should refer students to external specialists or relevant agencies with the cooperation of their parents.

EMERGING TRENDS AND FUTURE DIRECTIONS FOR ENHANCING INTERCULTURAL COMPETENCE IN BACHELOR OF EDUCATION PROGRAMS IN THAILAND

Teerayut Satjabut, Duangkamol Traiwichitkhun, Suwimon Wongwanich — Tue, 23 Dec 2025 00:00:00 +0700

This study aims to analyze and synthesize the emerging trends and directions in promoting intercultural competence within the Bachelor of Education curriculum in Thailand—an essential competence for teachers in an increasingly diverse and interconnected world. The research was conducted in two phases. First, a scoping review was employed to examine the general state of teacher education curricula in Thailand and to synthesize key characteristics of effective interventions for fostering intercultural competence. The data were analyzed using narrative synthesis. Second, in-depth interviews were conducted to explore trends, future directions, and curriculum design approaches relevant to multicultural education. The data were analyzed using thematic analysis, with values coding applied in the coding process. The key findings reveal that, while Thai teacher education curricula emphasize academic skills and moral development, they lack a systematic and explicit integration of intercultural competence. Furthermore, the synthesis of international research on effective interventions highlights that promoting intercultural competence requires experiential learning, critical self-reflection, active student participation, and the creation of culturally safe learning environments. The findings suggest that curriculum development should shift from a content-centered framework to a fully integrated multicultural curriculum. This includes alignment at all levels—objectives, content, pedagogy, and assessment—in order to prepare future teachers to navigate and facilitate learning effectively in multicultural societies with a strong sense of social consciousness.