An Online Journal of Education

A Study of the Needs and Use of Information Technology to Enhance Cyber security Awareness of Elementary Students

Pornpana Thongsak — 2024-06-30

The aims of this study were to: 1) explore current information technology usage among elementary students 2) study the user experience of mobile applications, and 3) identify the requirements of mobile applications to enhance cybersecurity awareness among elementary students. The sample group consisted of 400 upper elementary students. The research tool consisted of a questionnaire comprising checklist, ranking, and rating scale questions. Data were analyzed using frequency, percentage, mean, and standard deviation. The Modified Priority Need Index (Modified PNI) technique was utilized to prioritize needs. The research revealed the following insights 1) most elementary students used Android mobile phones to access the Google Chrome browser, 2) the overall user experience of mobile applications was rated at a high level, with setting a password to secure mobile applications having the highest average score, and 3) the need for mobile applications to enhance cybersecurity awareness among elementary students as a whole was determined to be at a high level. Thus, using technology in everyday life has the highest index of needs, followed by the use of technology for learning, and the use of social media, respectively.

The Study of Upper Secondary Level Learners’ Behavior Returning to Classroom (On-site) During the Ease of the Covid-19 Pandemic

Hatthaya Manchat — 2024-06-30

This research delves into the behavior of upper secondary school students in learning and living during the COVID-19 easing phase, focusing on a large school in Nonthaburi province. Employing a mixed methods research approach, it combines quantitative research, involving 311 participants, and qualitative research, involving 15 individuals, The research instruments were implemented by questionnaires and interviews. The data analysis was used the descriptive statistic, Pearson Correlation and thematic analysis. The findings can be summarized as follows: 1) the study of behaviors of upper secondary school students found that the students exhibited the highest levels of cooperation (M = 4.21, SD = 1.0) with average levels classified as high. The next most common behavior was listening to authority (M = 3.70, SD = 0.9), also rated as high. 2) the study of factors influencing the behavior of students showed that educational management had the greatest impact on student behavior. During the online learning period, the average impact was high (M = 3.80, SD = 1.1), and it remained high during the on-site learning period (M = 4.00, SD = 1.1). 3) Pearson's correlation coefficients revealed strong positive links between educational management, cooperative behavior, and teacher attitudes during both online (.376) and on-site learning (.495).

Strategies Proposal for the Educational Administration of Thai Language at Singapore International School, Chiang Mai, Functioning Under the Auspices of the Office of the Private Education Commission

Sunantha Moomak — 2024-06-30

The research aims to: 1) Study the necessary requirements of the proposed strategic teaching management approach for the Thai language curriculum group at an international school in Chiang Mai, Singapore. 2) Develop a strategic teaching management approach for the Thai language curriculum group. 3) Evaluate the suitability and feasibility of the proposed teaching management strategy for the Thai language curriculum group at the international school in Chiang Mai, Singapore. The research population consists of the school director, expert instructor, teacher and parents. The research tools used are in-depth interviews and an assessment form for the (draft) guidelines. The statistical analysis includes percentages, mean values, standard deviations, Modified Priority Needs Index (PNI_Modified), and content analysis. The research findings are as follows: 1) The necessary requirements of the proposed strategic teaching management approach for the Thai language curriculum group at the International School in Chiang Mai, Singapore, consist of six aspects, including (1) Mission, objectives, and strategies of the organization, (2) Situation analysis, (3) Identifying opportunities and obstacles, (4) Analyzing organizational resources and capabilities, (5) Identifying strengths and weaknesses, and (6) Strategic planning, all at a high level. 2) The strategic teaching management approach for the Thai language curriculum group at the International School in Chiang Mai, Singapore, comprises five components, 25 guidelines. 3) The proposed strategic teaching management approach for the Thai language curriculum group at the International School in Chiang Mai, Singapore, is highly feasible and suitable.

Instructional Guidelines for Promoting Innovative Thinking of Secondary School Student

Panrekha Namprakai — 2024-06-30

This research aims to 1) investigate instructional strategies for promoting innovative thinking among secondary school students 2) present instructional guidelines for promote innovative thinking among secondary school students. The sample consisted of 219 Thai teachers from secondary schools under the supervision of Bangkok Secondary Educational Service Areas Office 1. Research instruments included questionnaires and interviews. Collected data were analyzed using percentages, arithmetic average. and standard deviation. The results showed that: 1) Conditions for promoting innovative thinking among secondary school students are 1.1) teachers being able to set objectives for students so that they can learn about and understand innovation, leading to the students being able to generate ideas and results from their own ideas; 1.2) teachers allowing students to obtain new ideas; 1.3) teachers incorporating technological media to help organize teaching and learning; and 1.4) teachers measuring and evaluating students based on their ability to engage in and carry out the process of innovation. 2) Guidelines for promoting innovative thinking among secondary school students: 2.1) teachers should be able to set objectives with a focus on providing students with knowledge, understanding, and the capability to perform the work according to the process in an ethical manner; 2.2) teachers selecting teaching methods that are continually revised according to the innovation process while providing opportunities for students to practice on their own; 2.3) choosing media that can connect ideas to create a feasible process for developing innovations; and 2.4) periodically evaluating students’ ability to generate ideas and efficiently transform them into innovative results under real-life conditions.

Effects of Organizing Mathematics Learning Activities Using Lesh’s Translation Model and Contextual Teaching and Learning on Mathematical Concept of Lower Secondary Students

Suthita Chaimongkhon — 2024-06-30

The purposes of this research were: 1) to compare the mathematical concept of lower secondary school students after learning using Lesh’s translation model and contextual teaching and learning to the 60 percent criteria, and 2) to study the development of the mathematical concept of students through learning using Lesh’s translation model and contextual teaching and learning. The sample for this study consisted of 44 ninth-grade students under the Samut Sakhon Samut Songkhram Secondary Educational Service Area Office. The research instruments consisted of lesson plans, a mathematical concept test, and mathematical concept worksheets. The data were analyzed using arithmetic mean, standard deviation, percentage, t-test, and content analysis. The results of the research revealed that: 1) the students’ mathematical concepts after learning using Lesh’s translation model and contextual teaching and learning had a score of 53.27 percent, which was not higher than the 60 percent criteria, and 2) students’ mathematical concepts after learning using Lesh’s translation model and contextual teaching and learning improved, specifically in terms of explaining characteristics, understanding meaning, and relating mathematical representations of mathematical concepts, and explaining and using formulas, rules, and mathematical procedures.

Effects of Organizing Learning Activities Using Case-based Learning and Higher Order Questions on Media and Information Literacy of High School Students

Prangtip Wadeesirisak — 2024-06-30

This research aims to 1) compare students’ media and information literacy before and after employing a case-based learning approach combined with higher order questions, and 2) study students’ improvement in media and information literacy before, during, and after learning using this approach. The sample group used for the experiment consisted of grade 12 students at a school under the Nakhon Phanom Secondary Educational Service Area Office, selected using purposive selection, and the research method was a quasi- experimental design. The research instruments included an achievement test for evaluating students’ media and information literacy, observation forms, interview forms for evaluating students’ progress in media and information literacy, and lesson plans utilizing a case-based learning approach along with higher order questions. Quantitative data were analyzed by using mean, percentage, standard deviation, and t-test, while qualitative data were analyzed through content analysis. The findings showed that: 1) Mean post-test scores of students taught through learning activities using a case-based learning approach combined with higher order questions were significantly higher than pre-test scores at the 0.05 level of significance; and 2) students’ media and information literacy scores improved after the learning activities both in overall terms and when classified by each component.

Effects of Mathematics Learning Activities Using CORE Learning Model on Mathematical Conceptual Knowledge and Reasoning Abilities of Lower Secondary Students

Phattharawadee Phoemprayoon — 2024-06-30

The purposes of this research were: 1) to compare the mathematical conceptual knowledge of the students following instruction using the CORE learning model at the 70% level; 2) to compare the mathematical reasoning abilities of the students before and after instruction using the CORE learning model; and 3) to compare the mathematical reasoning abilities of the students after instruction using the CORE learning model at the 60% level. The subjects consisted of 35 ninth grade students, and the instruments used for data collection included a mathematical conceptual knowledge test, and mathematical reasoning abilities tests. Data were analyzed using arithmetic mean, standard deviation, and t-test. The results of the research revealed that: 1) the mathematical conceptual knowledge of the students following instruction using the CORE learning model were higher than the minimum criteria of 70% at the .05 level of significance; 2) the mathematical reasoning abilities of students following instruction using CORE learning model were higher than those of the students before instruction at the .05 level of significance; and 3) the mathematical reasoning abilities of the students after instruction using the CORE learning model were higher than the minimum criteria of 60% at the .05 level of significance.