An Online Journal of Education

Effects of Mathematics Learning Activities Using Heuristics Thinking with Visual Learning Strategies on Mathematical Communication Ability of Lower Secondary Students

Nanthiya Konglawan — 2024-11-14

The purposes of this research were: 1) to compare the mathematical communication ability of students before and after learning using heuristics thinking with visual learning strategies, 2) to compare the mathematical communication ability of students after learning using heuristics thinking with visual learning strategies to the criteria score 60%, and 3) to study the development of the mathematical communication ability of the students taught using heuristics thinking with visual learning strategies. The subjects were 39 seventh grade students in an extra-large school under Secondary Educational Service Area Office 27, which were selected by purposive sampling. The instruments used for research were 15 lesson plans and a mathematical communication ability test. The data were analyzed using arithmetic mean, standard deviation, percentage, t-test, and content analysis. The results of the research reveal that 1) the mathematical communication ability of the students after learning using heuristics thinking with visual learning strategies were higher than those of the students before being taught using heuristics thinking with visual learning strategies at the .05 level of significance, 2) the mathematical communication ability of the students after learning using heuristics thinking with visual learning strategies were not higher than 60% at the .05 level of significance, and 3) the mathematical communication ability of the students learning using heuristics thinking with visual learning strategies improved.

Using Mathematical Representations and Reasoning Abilities in Real Life Scenarios

Apinan Pokaew — 2024-11-14

The purposes of this research were to: 1) compare the mathematical representation abilities of students in real life scenarios to a benchmark of 50 percent, 2) study the level of mathematical representation ability of students in real life scenarios, 3) compare the mathematical reasoning ability of students in real life scenarios to a benchmark of 50 percent, and 4) study the level of mathematical reasoning ability of students in real life scenarios. The sample consisted of tenth-grade students; these students were classified into two groups, one group of 414 students and one group of 398 students, to study the mathematical representation ability and the mathematical reasoning ability in real life scenarios, respectively. The instruments used for research included a mathematical representation ability test and a mathematical reasoning ability test. The data were analyzed using arithmetic mean, standard deviation, t-test, frequency, and percentage statistics. The results of the study revealed that: 1) the mathematical representation ability of students in real-life scenarios were lower than the minimum criteria of 50 percent at the .05 level of significance; 2) the mathematical representation ability of students in real-life scenarios were at the most improved level, 3) the mathematical reasoning ability of students in real-life scenarios were lower than the minimum criteria of 50 percent at the .05 level of significance; and 4) the mathematical reasoning ability of students in real-life scenarios were at the most improved level.

Effects of Organizing Mathematics Learning Activities Using MEAs Model on Analytical Thinking Ability of Lower Secondary Students

Chidapha Juntima — 2024-11-14

The purposes of this research were: 1) to compare the analytical thinking ability of students before and after learning through the MEAs model, and 2) to compare the analytical thinking ability of students after learning through the MEAs model to the 60 percent criterion. The subjects were obtained through purposive sampling and consisted of 33 ninth grade students from a large school in Chiang Rai. The instruments used for research included 14 lesson plans and both a pre-test and post-test on analytical thinking ability. Data were analyzed using statistical mean, standard deviation, percentage, and t-test. The results of the research revealed that: 1) the analytical thinking ability of students after learning through the MEAs model were higher than the pre–learning state at the .05 level of significance, in terms of both overall performance and in each specific aspect, and 2) the analytical thinking abilities of students after learning through the MEAs model were higher than the 60% benchmark at the .05 level of significance, both in terms of overall performance and in the matching, classification, and analysis error dimensions. However, regarding the summarizing and application dimensions, their abilities were higher than the 60% criterion yet not statistically significant.

Instructional Guidelines for Promoting Geo-literacy of Upper Secondary School Students

Natchayakorn Singsatorn — 2024-11-11

The purposes of this descriptive research were: 1) to study the existing conditions and problems, and 2) to propose instructional guidelines for promoting geo-literacy among upper secondary school students. Data were collected by using surveys and qualitative interviews with a sample group, consisting of 312 high school social studies teachers. From this group, there were 10 teachers who specialized in teaching geography. The research tools included a questionnaire and interview form, and data were analyzed using descriptive statistics percentages, arithmetic average standard deviation and content analysis. This study found that, in terms of teacher preparation, teachers lack up-to-date knowledge and skills in teaching geography and lack continuous support for knowledge and skill development. In terms of learning objectives, teachers lack an understanding of the components of geo-literacy, resulting in a failure to link learning objectives with geo-literacy components. In terms of teaching activities, Teaching lacks variety and interest, and there is a lack of technology use in teaching activities. In terms of media and learning resources, Teachers still lack modern media and learning resources. There is also inconvenience in using media and a lack of facilities that support the use of geographical media and learning resources. In terms of assessment and evaluation, there is a lack of effective assessment methods and tools. The proposed instructional guidelines for promoting geo-literacy are: Teachers should develop their knowledge and skills in teaching geography through workshops and continuous learning. Teachers must clearly define learning objectives that cover the components of geo-literacy. They should organize teaching activities using geospatial technology and hands-on practice, employ the geo-inquiry process and fieldwork. Teachers should use media and learning resources that utilize geospatial technology. They should design assessments that link with the components of geo-literacy and use authentic assessment methods with scoring rubrics.

Using a Memory-Based Strategy for Vocabulary Instruction via Online Games to Enhance the Vocabulary Size of Secondary School Students

Wipasinee Honboonherm — 2024-11-14

The objectives of this research were: 1) to explore the effect of a memory-based strategy for vocabulary instruction via online games on enhancing vocabulary size, and 2) to investigate students’ opinions on this memory-based strategy for vocabulary instruction via online games. The participants of this study were 37 tenth-grade students from a public school in Chiang Rai province, selected through purposive sampling. The research instruments included lesson plans with vocabulary online games corresponding to each step of the memory-based framework. Online audio flashcards were used in the first step to introduce new words. Matching pairs and finding a match were employed in the second step to understand the meanings of the words. In the third step, anagrams and crosswords were used to link the meanings of the words with their forms. In the final step of consolidating the words, quiz games were implemented. Vocabulary size was assessed through pre and post-tests, student reflections, and semi-structured interviews. Analysis using paired sample t-tests, mean, standard deviation and content analysis revealed that students' scores after using the memory-based strategy (M = 14.76, SD = 4.28) significantly increased from their pre-test scores (M = 9.22, SD = 3.07), with statistical significance at the .05 level. Additionally, students expressed positive opinions about the memory-based strategy for vocabulary instruction via online games. This research found that the strategy can be effectively used to increase vocabulary and can be adapted for other learning topics. The study also highlights that learning English vocabulary becomes more enjoyable and memorable, particularly through matching games that pair words with images, aiding in acquiring new vocabulary more effectively.

Using the Internet System for Online Learning of Undergraduate Student Faculty of Education Sakon Nakhon Rajabhat University

chuleewan raksapakdee — 2024-11-14

The objectives of this research were to Study the use of the Internet system. Opinions on the use of the Internet and problems in online learning of undergraduate students. The sample used in the research was undergraduate students from the Faculty of Education, Sakon Nakhon Rajabhat University. Currently studying in the first semester of academic year 2022, a total of 361 students are randomly selected in multiple stages. The tools used in the research are questionnaires. The data were analyzed by breaking down the frequency, determining the percentage, mean, standard deviation and content analysis. The results showed that: 1) The use of the Internet system for online learning of students is mainly incurred. Experience in using the Internet and often speaking Thai. The use of the Internet for education is very high (M = 3.90, SD = 0.33) and the use of the Internet for research is very high (M = 3.93, SD = 0.38). 2) Students' opinions on the use of the Internet in online learning. It was found that the university's internet system was not as smooth as it should affect online learning. Some lecturers do not have online teaching preparation and the space on campus is not enough to use the Internet and 3) Problems in using the internet for online learning. The server computer is inefficient, there are frequent delays, English is also a barrier for students to use the Internet, and some instructors do not pay attention to online learning.

The Development of Learning Activities for Third-grade Students Regarding Addition, Subtraction, Multiplication and Division: Using a Bar Model and a STAR Strategy

Vilaiwan Mawan — 2024-11-14

The objectives of this study were: 1) to develop learning activities for third-grade students regarding addition, subtraction, multiplication and division using a bar model and a STAR strategy with an 80/80 efficiency index; 2) to compare the learning achievement before and after the activities; and 3) to examine the students’ satisfaction with the activities. The sample group consisted of 16 third-grade students in the first semester of 2023 at Wat Devarajkunchorn School, Dusit District, Bangkok. Research instruments included a math activity development plan, a 20-items math achievement test with a reliability of 0.86 and a satisfaction survey. Statistics used in the study are mean (M), standard deviation (SD) and a dependent t-test. Findings indicate that: 1) the development of learning activities yields a result higher than the 82.42/82.50 efficiency index; 2) the achievement score after the activities is significantly higher than the one before the activities at .05 level; and 3) the level of satisfaction is generally at the highest level, with an average value M = 4.63, SD = 0.08

Guidelines for Promoting Political Literacy among High School Students

Prasai Jhetson — 2024-11-14

This research aimed to 1) study the key components and specific behavioral indicators of political literacy among high school students and 2) propose guidelines for promoting political literacy among high school students. The study employed a qualitative research method, including document synthesis, interviews, focus group discussions, and content analysis. The target participants were three groups of experts: political science, curriculum and teaching specialists, and social studies teachers. The research tools included interviews, indicator validation forms, focus group discussion records, and performance evaluation forms. Data were analyzed using content analysis. The research findings revealed that: 1) The key components of political literacy for high school students consisted of five main elements: political knowledge, political information literacy, self-awareness of political perspectives, tolerance for political differences, and political expression and participation. 2) The guidelines for promoting political literacy among high school students focused on (1) developing all five components holistically; (2) following the SECMAR principles; (3) utilizing the 6D Model; (4) emphasizing integrated learning into strategies and learning methods, experiential learning, and decision-making skill development; (5) dividing the promotion of political literacy into three level; (6) dividing the implementation models in schools into two types: integration into existing courses and promotion through extracurricular activities; and (7) integrating the key principles, including holistic evaluation, real-life practice-based assessment, and assessment of thinking and decision-making skills via scenario-based evaluations, into the assessment of political literacy.

Effects of Geographic Inquiry Process and Virtual Learning Techniques on Spatial Thinking Ability of Upper Secondary Students

Pitchapa Harachai — 2024-11-26

This research studied the effects of teaching through the geographic inquiry process using virtual learning techniques on the spatial thinking ability of high school students. The research objectives were: 1) to compare the spatial thinking ability of students before and after learning through the geographic inquiry process combined with virtual learning techniques; and 2) to study changes in students’ spatial thinking ability regarding each component: 1) Concepts of space 2) Using tools of representation 3) Processes of reasoning before and after this treatment. The sample group was 38 students of Mathayom-5 from a school in Bangkok who studied Social Studies and Geography in the first semester of academic year 2024. The participants were selected via purposive sampling and the study used a pre-experimental research method. The instruments used were a spatial thinking ability test, a teaching plan utilizing the geographic inquiry process combined with virtual learning techniques, and a post-activity record. Data were analyzed using statistics such as arithmetic mean, standard deviation, and t-test, as well as content analysis. The results of the research found that: 1) students had significantly higher spatial thinking capabilities after learning through this method than before at the .05 level of significance, and 2) students who learned through this process improved both overall and in terms of each component.

Practices of Preschool Teachers in Promoting Physical Activities During the Covid-19 Pandemic Situation

Chonticha Sriamporn — 2024-12-11

The purpose of this research was to study preschool teachers’ practices for promoting physical activities during the Covid-19 pandemic situation in two aspects, comprised of integrating physical activities in daily life and arranging both the teaching environment and atmosphere. The population consisted of 67 preschool teachers in private schools during the academic year 2021. A questionnaire on practices for promoting physical activities during the Covid-19 pandemic situation was used to gather data, then analyzed by using frequency distribution, percentage, means, standard deviation, and content analysis. The research found that preschool teachers promoted physical activities at a high level (M = 4.06). Considerably, all aspects were at a high level: (1) integrating physical activities (M = 3.92), consisting of both classroom activities (M = 4.09) and outdoor activities (M = 3.67); and (2) arranging a teaching environment and atmosphere (M = 4.20), consisting of space and outdoor equipment preparation (M = 4.02) and being a role model (M = 4.31), respectively.