An Online Journal of Education

Transforming Learning Competencies in Thailand’s Primary Education Curriculum from Past to Present

Nattarika Abdussalam — 2026-06-19

Elementary education plays a vital role in developing students’ knowledge, skills, and attitude for livelihood and lifelong learning in the 21st century. This article aimed to analyze the evolution of the Thai primary curriculum, examine the shift from content-based to competency-based learning, explore the gaps and challenges in curriculum implementation, and propose practical strategies for teachers. The Thai primary education curriculum has four developmental stages: 1) Teaching for knowledge, focusing primarily on academic content transmission; 2) Learning to think, shifting towards student-centeredness and thinking processes; 3) Learning to apply, introducing five key competencies but still limited by content-heavy indicators; and 4) Learning for real life, moving towards a full competency-based curriculum that integrates learning for living. Reflecting a systematic shift from content-based learning to competency-based learning. To bridge the implementation gap, teachers are encouraged to transform their roles into active learning designers focusing on competency and practice, while employing authentic assessments to monitor progress rather than merely grading. These strategies support students in integrating knowledge, skills, and attributes effectively for sustainable living.

Biology Laboratory-Based Learning for Promoting Scientific Explanation

O-Phart Phrathep — 2026-06-19

Scientific literacy has become a key competency in the 21^st century as citizens are increasingly required to evaluate evidences and apply scientific knowledge to make decisions. In response to this demand, both the Next Generation Science Standards (NGSS) and the Programme for International Student Assessment (PISA 2025) have identified the ability to construct scientific explanations as an essential learning outcome. Despite global emphasis on this topic, studies conducted in Thailand consistently reveal unsatisfactory student performance in this area. This difficulty can be attributed, in part, to instructional practices that prioritize content memorization over the active construction of knowledge through empirical inquiry. Biology offers a particularly promising context for addressing this challenge. Biology engages students with life processes that are inherently familiar and observable. Many biological phenomena can be investigated directly or with minimal instrumentation, allowing students to collect meaningful empirical evidence and interpret it through biological principles. This accessibility positions biology laboratory activities as an effective vehicle for developing scientific explanation skills in an authentic and meaningful way. This article examines instructional approaches that leverage biology laboratory activities to foster students' ability to construct scientific explanations. Specifically, it discusses the integration of inquiry-based learning with the Claims-Evidence-Reasoning framework as both an instructional and an assessment tool. Principles for laboratory design, instructional implementation, and student assessment are outlined to provide biology and science teachers with effective classroom practices.

Science Process Skills Teaching in Digital Technology Era

Atsawanonthapakorn Thanetweeraphat — 2026-06-19

In the modern era, where Generation Z and Generation Alpha learners are born and raised with digital technology, integrating these technologies into the teaching of science process skills is essential for creating a positive learning environment and developing both intellectual and manual skills. This article aims to present concrete approaches to applying digital technology to develop students’ scientific process skills. They are divided into eight basic skills. Science teachers should select skill teaching tools that focus on 1) expanding sensory perception, 2) grouping data according to criteria and providing immediate feedback, 3) increasing the accuracy of quantitative data measurement, 4) increasing the speed of complex calculations, 5) clearly showing spatial relationships, 6) creating diagrams, charts, and graphs from raw data, 7) providing immediate feedback on observations, and 8) showing data trends with feedback from predicting. For the six integrated skills, the science teachers should select skill teaching tools that emphasize on 1) creating thought-provoking questions about variables, hypotheses, and operational definitions, and presenting immediate feedback, 2) conducting virtual experiments on a website or smartphone; and 3) commenting on and discussing experimental results. The appropriate use of digital technology helps teachers design activities that develop science process skills, shifting from traditional skill-based learning to skill-integrated learning experience that better aligns with the individuality of new generation learners.

Effects of Inquiry Instruction with Gamification on Concepts and Motivation towards Learning Biology of Upper Secondary School Students

Nattawut Pathomjaroenponkul — 2026-06-19

This research employed a quasi-experimental design and aimed to: 1) compare the upper secondary students’ biology concept of photosynthesis before and after learning with the inquiry-based learning with gamification, 2) investigate the students’ biology concept of photosynthesis before and after instruction, 3) compare students’ motivation to learn biology before and after instruction, and 4) analyze student’s motivation to learn biology during instruction. The target population consisted of 36 eleventh-grade students from a demonstration school under the Ministry of Higher Education, Science, Research and Innovation in Nakhon Pathom. The selection method was cluster sampling, with one classroom randomly selected. The experiment instruments included four biology lesson plans on photosynthesis. Data collection instruments comprised a biology concept test, a biology learning motivation test, and a behavioral observation form indicating learning motivation. The research findings indicated that 1) students’ concept scores after instruction were significantly higher than before instruction, at the .05 level of statistical significance 2) students’ conceptual understanding after instruction were higher than before instruction 3) students’ motivation level after instruction were significantly higher than before instruction, at the .05 level of statistical significance, and 4) students had a high level of motivation during the inquiry-based learning with gamification.

The Effects of Utilizing a Questioning Development Activity Package to Enhance Logical Thinking Skills for Science and Technology Subject Teachers

Suwat Kraimak — 2026-06-19

This research aimed to 1) develop a teacher questioning development activity package to enhance logical thinking skills for teachers of science and technology learning subjects, and 2) study the effects of using the activity package. The sample consisted of 10 primary teachers teaching in the Science and Technology in grade 6 at a school under the office of Phayao primary educational service area office 2. They were selected by purposive sampling. The research instruments were a questioning activity assessment form, test, a questioning ability assessment form, and a satisfaction assessment form. Statistics used in data analysis included mean (M), standard deviation (SD), and relative growth values. The research results found that 1) the teacher questioning development activity package to enhance logical thinking skills was highly appropriate. The package consisted of six activities: (1) questioning to create a safe learning space (2) understanding levels of questions (3) questioning to stimulate independent thinking (4) practicing question design based on situations (5) practicing question design in lesson plans, and (6) blended supervision processes, and 2) The development outcomes showed that the teachers’ knowledge and understanding of questioning to enhance logical thinking skills were at the highest level. The evaluation of teachers’ ability to design and utilize questions to enhance logical thinking skills in the three areas: (1) designing questions in lesson plan (2) process of using questions to enhance logical thinking, and (3) result of using questions to enhance logical thinking with learners were all at the highest level. And teachers’ satisfaction with the development of questioning to enhance teacher’s logical thinking skills was also at the highest level.

Innovative Leadership Affecting the Development of Learning Organizations in Schools under the Secondary Educational Service Area Office Bangkok 2

Pornsawan Buathong — 2026-06-19

The objectives of this research were to study: 1) the level of innovative leadership among educational administrators; 2) the level of learning organization of educational institutions; 3) the relationship between the innovative leadership of educational administrators and the learning organization of educational institutions; and 4) the factors of innovative leadership of educational administrators affecting the development of educational institutions. The sample consisted of 365 teachers at government schools under the secondary educational service area office Bangkok 2 from the ready-made tables of Cohen et al. (2018) and used a multi stage random sampling method. The research instrument used was a questionnaire with an index of consistency (IOC) of 0.94 and a reliability of 0.93. Data were analyzed using the mean (M), standard deviation (SD), Pearson’s correlation coefficient, and multiple regression analysis. The results of the study revealed that: 1) the overall level of innovative leadership among educational administrators was at a high level; 2) the overall level of learning organization at educational institutions was at a high level; 3) the innovative leadership of educational administrators was positively correlated with the organizational level of the educational institutions, with values ranging from .364 to .735, with statistical significance at the .01 level; and 4) the four factors of innovative leadership are creating an innovative organizational climate, teamwork, transformational vision, and creative innovation skills significantly affected the learning organization of educational institutions at the .01 level, with a predictive power of 57.2 percents.

Instruction Guidelines to Enhance Scientific Argumentation of Lower Secondary Students

Chanthiman Chantharat — 2026-06-19

Research on instruction guidelines that promotes scientific argumentation has revealed several limitations, resulting in students’ scientific argumentation skills not reaching the expected level. This study aims to identify effective instructional approaches to enhance scientific argumentation skills among secondary school students. Forty research articles published between 2020 and 2024 were selected from the Thai Citation Index (TCI) and the ERIC database following the PRISMA guidelines, focusing on instructional methods that foster scientific argumentation in secondary school students. The research instruments consisted of a research screening form with an index of item-objective congruence (IOC) value of 0.87 and an instructional analysis form with an IOC value of 0.73. Data were analyzed using content analysis. The results indicate three key dimensions of effective instruction guidelines for fostering scientific argumentation: 1) instructional techniques - teachers should create a supportive classroom environment and employing reinforcement strategies; 2) classroom management - teachers should introduce the foundational knowledge of scientific argumentation prior to engaging in learning activities; and 3) instructional strategies - teachers should provide feedback on students’ arguments to guide the development of their skills. The findings provide practical implications for teachers in designing instruction guidelines that promote scientific argumentation skills in the science curriculum within the Thai context, starting from the secondary school level. To support and develop students’ ability to effectively engage in scientific argumentation skills.

Development of Science Board Game Based on Scaffolding Approach to Promote Collaborative Problem Solving Competency of Upper Secondary Students

Pantita Bubphaprom — 2026-06-19

The purpose of this research were to 1) develop a scaffolded science board game based on the to promote collaborative problem-solving competency among upper secondary school students, and 2) compare the collaborative problem-solving competency of upper secondary school students before and after using the board game. This study employed a research and development design consisting of three phases: 1) investigating the needs of and problems facing science teachers and students regarding the use of sufficiently scaffolded board games. Data were collected using a needs assessment questionnaire for biology teachers and upper secondary students and analyzed using frequency distribution, percentage, and content analysis for open-ended responses; 2) designing and developing a scaffolded science board game; and 3) implementing the developed board game with a purposively selected group of 30 students in grade 10. Data from this stage were collected through group-based observation using a collaborative problem-solving competency observation form. Descriptive statistics, including mean and standard deviation, and qualitative content analysis were used to analyze the data. The findings revealed that 1) the developed science board game with an Index of Item-Objective Congruence (IOC) ranging from 0.33 to 1.00 for board game design and 1.00 for content validity. Teachers and students expressed a strong need for instructional media that enhances collaboration and problem solving in an engaging and easy-to-understand format. Students reported a high to very high level of satisfaction with learning through the board game, and 2) the overall mean score of students’ collaborative problem-solving competency after using the board game was at a high level (M = 2.47).

The Effects of Problem-Based Learning on Science Learning Achievement and Scientific Mind in the Topic of the Movement of the Sun for Grade 3 Students

Suvapan Suvapong — 2026-06-19

This research aimed to: 1) compare learning achievement in science subject on the topic of the movement of the sun before and after using problem-based learning (PBL) among grade 3 students; 2) compare the post-learning achievement against the 75 percent criterion; and 3) investigate the students’ scientific mind after after learning. The sample group consisted of 105 grade 3 students from a school in Yasothon province, enrolled in the first semester of the 2022 academic year, obtained via cluster random sampling. The research instruments included: 1) a problem-based learning lesson plan with IOC values between 0.80-1.00 2) a learning achievement test with a reliability of 0.84 and 3) a psychological student self-assessment measuring scientific mind with a reliability of 0.87. Statistics used in the study included percentage, mean (M), standard deviation (SD) and a dependent t-test. The results of the study revealed that: 1) the students’ post-learning achievement scores were significantly higher than their pre-learning scores at the .05 level; 2) the post-learning mean score was significantly higher than the 75 percent criterion at the .05 level; and 3) the students’ overall scientific mind was at the highest level (M = 4.58, SD = 0.67). When considering specific aspects, carefulness received the highest mean score (M = 4.77, SD = 0.91), followed by rationality (M = 4.69, SD = 0.42) and honesty (M = 4.68, SD = 0.41) respectively. All three aspects were at the highest level.

Writing Instruction Using Growth Mindset Training and Process-Genre Approach to Enhance Academic Writing Abilities of Upper Secondary Students

Pannawat Nutan — 2026-06-19

The objectives of this study were: 1) to compare the academic writing ability of an experimental group before and after using the combination of growth mindset training and process-genre approach, and 2) to compare the post-instruction academic writing ability between the experimental and control groups. The participants were 60 12^th-grade students, selected through multistage random sampling and equally divided into an experimental group and a control group of 30 students each. The research instruments included: 1) three lesson plan units with an index of Item-Objective Congruence (IOC) of 0.92, 2) an academic writing ability test using an analytic scoring rubric, having an IOC of 0.94 and a Cronbach's alpha reliability coefficient of 0.95, and 3) a post-writing reflection form with an IOC of 0.70. Quantitative data were analyzed using paired-samples t-test to compare the pre-test and post-test scores of the experimental group, and independent t-test to compare the post-test scores between the experimental and control groups. Qualitative data were analyzed through content analysis. The quantitative findings revealed that: 1) the mean post-test score of the experimental group was significantly higher than its pre-test score at the .01 level (M = 89.73, SD = 7.89), and 2) the experimental group significantly outperformed the control group on the post-test at the .01 level of significance (M = 89.73, SD = 7.89).

Evaluation of the School-Based Curriculum of Science Mathematics and Technology (SMT) Program Using Robert E. Stake’s Curriculum Evaluation Model

Sasithorn Assawaphum — 2026-06-19

This study aimed to evaluate the school-based curriculum of Science, Mathematics, and Technology (SMT) program using Robert E. Stake’s curriculum evaluation model consisting of three aspects: 1) Antecedents, 2) Transactions, and 3) Outcomes. A mixed-methods approach was employed. The target groups were 37 participants consisting of 8 administrators and teachers, and 29 grade 12 students from a school in Mukdahan. The instruments used for data collection included questionnaires, assessment forms, school self-assessment reports (SAR) records, attitude measurement, and in-depth interviews. Quantitative data were analyzed by mean, standard deviation, and percentage, while qualitative data were analyzed by content analysis. The findings revealed that 1) antecedents were at a very good level (M = 4.45, SD = 0.66). The school environment was appropriate for curriculum implementation, 2) Transactions were at an excellent level (M = 4.57, SD = 0.70), learning processes were systematically structured and implemented effectively, and 3) outcomes, 3.1) The students’ academic achievement was 89.50 percent (GPA = 3.58), which met the required standard 3.2) students’ learning attitudes were at a very good level. (M = 3.52, SD = 1.43), 3.3) students achieved the required standards in reading, analytical thinking, and writing at 100 percent, 3.4) 82.61 percent of teachers received awards at the educational service area level and higher levels, and 3.5) the school earned a total of eight awards at the educational service area level and higher levels. These results met the evaluation criteria and were consistent with the objectives of the SMT program as established by the school.

The Development of Science Learning Achievement and Teamwork Skills of Fifth Grade Students through Using the 5E Learning Model and Online Games

Niracha Amprawet — 2026-06-19

The research aimed to compare the science learning achievement and teamwork skills of fifth-grade students before and after learning through the 5E learning model and online games. The sample consisted of one classroom of 30 fifth-grade students in the first semester of the 2025 academic year from a school in Nakhon Nayok province, using cluster random sampling with the classroom as the unit of sampling. The research instruments included: 1) lesson plans for the 5E learning model and online games with the average IOC value of 1.00, 2) a science learning achievement test with a reliability value of 0.74, and 3) a teamwork skills observation form with the average IOC value of 1.00. The statistics used for data analysis included mean, standard deviation, and t-test for dependent samples. The research findings indicate that: 1) the sample had a post-test science learning achievement score higher than the pre-test score, with statistical significance at the .05 level (M = 15.00, SD = 1.97) and 2) the sample had a post-test teamwork skills score higher than the pre-test score, with statistical significance at the .05 (M = 6.40, SD = 0.75). The findings suggest that instructors should consider integrating online games featuring point systems or leaderboards into the Elaboration phase of the 5E instructional model. Furthermore, for content requiring analytical thinking, games should be utilized as a medium for simulations. This approach can stimulate collaborative problem-solving among learners and ultimately enhance academic achievement.

The Mechanism for Driving Ethical Behavior through the 7-Step towards Sufficiency: A Grounded Theory Study

Sumet Phanwong — 2026-06-19

This research aimed to study the mechanisms for driving ethical behavior through the 7-step towards sufficiency in educational institutions. The study employed a qualitative research methodology based on grounded theory. informants included administrators, teachers, students, school board members, community leaders, and parents with a total of 17 individuals from a school in Udon Thani province which serves as a model school for education management based on the sufficiency economy philosophy. Research instruments consisted of semi-structured interviews, focus group discussion record form, observation and field note recording form, and document review form. Data were analyzed using content analysis based on Strauss and Corbin's (1998) approach in conjunction with analytic induction. The research findings revealed that the mechanisms for driving ethical behavior through the 7-step towards sufficiency included: (1) start with yourself, (2) set clear goals, (3) follow sequential steps, (4) think positively and create happiness, (5) understand others and yourself, (6) collaborate to create new things, and (7) practice to form habits. The mechanisms were categorized into three types: (1) driving mechanisms, which emphasize participatory processes involving individuals, the school, and the wider community; (2) supporting mechanisms, which involve the integration of home, temple, and school, and community-based faith and trust; and (3) embedded mechanisms, which include the support from the responsible supervisory authorities, flexible activity management, application of digital technologies, and rapid communication. Collectively, these mechanisms contributed to enhanced ethical behavior among students, strengthened the school’s organizational culture, reduced drug-related problems within the community, and fostered exemplary youth role models.

The Development of Electronic Storybooks Using Artificial Intelligence Technology to Promote Gratitude in Early Childhood

Pannarak Nakharangsee — 2026-06-19

The objectives of this research were 1) create electronic storybooks utilizing artificial intelligence technology to foster gratitude in early childhood, and 2) assess the levels of gratitude in preschool children before and after engaging in experiential learning activities with the AI-developed electronic storybooks. The study utilized a research and development (R&D) methodology including four phases. Phase 1 entailed executing in-depth interviews with 12 parents and an early childhood educator to investigate current issues and requirements associated with fostering appreciation in early life. Data were gathered utilizing an in-depth interview guide and examined by content analysis. Phase 2 concentrated on the design and development of electronic storybooks. The electronic storybooks' quality was assessed with a quality evaluation form, and the results were analyzed using mean and standard deviation. Phase 3 entailed the deployment of electronic storybooks for a cohort of 12 preschool students. A thankfulness questionnaire served as the research instrument, and the results were analyzed utilizing the mean and standard deviation. Phase 4 involved the assessment of electronic storybooks about their advantages, suitability, and areas needing enhancement by six experts, utilizing an open-ended questionnaire examined by content analysis. The research findings indicated that 1) the four developed electronic storybooks were suitable and could be effectively utilized as instructional media to foster gratitude in early childhood; and 2) preschool children exhibited elevated levels of gratitude following participation in experiential learning activities utilizing the electronic storybooks in comparison to prior to the intervention at the .01 level of significance. According to this research, utilizing AI-developed electronic storybooks in educational activities is an effective way for fostering gratitude in the context of early childhood.

Parental Practices for Protecting Preschool Children from Air Pollution in Schools under the Chonburi Primary Educational Service Area Office 3

Aksorn Navacharoen — 2026-06-19

This survey research aimed to examine parental practices in protecting preschool children from air pollution in two dimensions: 1) health care and 2) actions to improve air quality, within the context of Chonburi Province, an industrial area with a high risk of air pollution. The sample consisted of 153 parents of preschool children enrolled in the second semester of the 2025 academic year at a school under the Chonburi Primary Educational Service Area Office 3. The sample were selected using stratified random sampling by classroom, followed by simple random sampling within each classroom. Data were collected using a five-point Likert scale questionnaire, with a content validity index of 0.94 and a reliability coefficient of 0.93. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. The findings revealed that overall parental practices were at a high level (M = 3.66, SD = 1.20). Health care practices were at a high level (M = 3.88, SD = 1.07), with the highest mean scores observed in protecting children from indoor air pollution (M = 4.10, SD = 1.01), followed by outdoor air pollution protection (M = 3.66, SD = 1.12). In contrast, practices related to actions to improve air quality were at a moderate level (M = 3.45, SD = 1.20), with environmental participation (M = 3.64, SD = 1.10) higher than support for school or relevant agency activities (M = 3.25, SD = 1.29). The findings suggest that collaboration among schools, parents, and relevant agencies should be strengthened through the development of accessible communication channels and activities, to enhance the effectiveness of air pollution prevention among preschool children.

Integration of Visual Arts, Music, and Performing Arts through Folk Costume Design Based on the Thinking School Approach: A Case Study of Huai Yang Long Drum Culture for Grade 6 Students

Pranitan Pansanga — 2026-06-19

This research aimed to: 1) investigate the students' practical skills in visual arts, music, and performing arts following the implementation of integrated learning management based on the Thinking School approach; 2) compare their post-learning academic achievement against the 70% criterion; and 3) evaluate student satisfaction with the learning management. The sample, selected via purposive sampling, consisted of 13 grade-6 students at a school in Khon Kaen province. They were purposefully chosen due to their situated presence within the local cultural context and their readiness to participate in practical activities. The research instruments included 1) four integrated learning plans totaling 8 hours, 2) a practical skill assessment form, 3) an academic achievement test, and 4) a satisfaction evaluation form. Data were analyzed using percentage, mean (M), and standard deviation (SD). The findings revealed that: 1) the students' overall integrated practical skills were at the highest level (M = 3.82, SD = 0.30) 2) the average academic achievement score was 15.62 out of 20, accounting for 78.10%, which exceeded the established 70% criterion; and 3) the students' overall satisfaction with the learning activities was at the highest level (M = 4.79, SD = 0.45). A pivotal discovery of this study is the “Functional aesthetic integration model.” By linking the three artistic disciplines through costume design—balancing aesthetic appeal, musical functionality, and the principles of performing arts movement—this model facilitates meaningful learning and instills a sustainable awareness of local identity among the learners.

Guidelines for Developing Teacher Competency Based on the Coaching Skills Conceptual Framework for School Administrators under the Secondary Educational Service Area Office Bangkok 2

Nita Singsoong — 2026-06-19

This research employed a mixed methods research design, comprising two phases. Phase 1, a quantitative study, the essential needs for developing teacher competency based on the coaching skills conceptual framework of school administrators under the secondary educational service area office, Bangkok 2. The sample consisted of 357 teachers from eight schools whitin the educational network, selected through multistage sampling. The research instrument was a 50-item, five-point Likert-scale questionnaire with content validity indices ranging from 0.60 to 1.00, item discrimination values between 0.50 and 0.94, and a reliability coefficient of 0.98. Data were analyzed using descriptive statistics and the modified Priority Needs Index (PNI_modified); and Phase 2, a qualitative study, aimed to propose guidelines for teacher competency development. Data were collected through semi-structured interviews with seven purposively selected experts in educational administration. Content analysis was employed for data analysis. The research findings indicated: 1) the highest priority for developing teacher competency was the development of constructive feedback skills (PNI_modified= 0.3017), questioning skills (PNI_modified= 0.2976), relationship-building skills (PNI_modified = 0.2947), active and Intentional listening skills (PNI_modified = 0.2922), and motivation and encouragement skills (PNI_modified= 0.2849), respectively; and 2) the proposed guidelines for developing teacher competency included communication, empathy, trust, organizational climate, and intrinsic motivation. These results suggest that guidelines for developing teacher competency based on the coaching skills conceptual framework of school administrators should prioritize sincere communication, empathy, and trust. These elements serve as fundamental factors in fostering a safe and support teachers professional practice, while potentially functioning as a strategic approach to enhancing teachers intrinsic motivation.

A Comparative Move Analysis of Customer Complaint Responses between Thai Hotel Staff and EFL Students

Tawasin Soratcha — 2026-06-19

The hotel industry plays a crucial role in driving Thailand's economy, with the tourism image closely linked to guests' comments and reviews on online platforms. This study aimed to 1) explore the move analysis in customer complaint responses produced by Thai hotel staff and Thai English as a Foreign Language (EFL) students, and 2) compare the similarities and differences in the moves and steps used in complaint responses between Thai hotel staff and EFL students. The sample consisted of 35 authentic negative review responses from five-star Thai hotels on TripAdvisor and 35 constructed responses from EFL students. The research instruments consisted of online data collection guidelines and complaint simulation tasks. Data were analyzed using the move analysis framework by Panseeta and Watson Todd (2014) as an analytical checklist, along with the Chi-square test. The results revealed that 1) hotel staff and students used common move structures in Opening, Dealing with complaints, and Closing, but students showed inconsistencies in specific steps such as greetings and proposing solutions; and 2) Thai hotel staff demonstrated significantly greater accuracy in using professional standard steps, particularly expressing gratitude and apologizing, compared to the students. The data indicates a gap in pragmatic competence. Therefore, the findings can be applied as guidelines for developing English language teaching curricula for the hotel and hospitality industry to align with authentic working contexts.

Resilience of Educational Administrators under the Phayao Primary Education Service Area Office 1

Areeya Thongdee — 2026-06-19

This study aimed to examine the needs and propose development guidelines for resilience among school administrators in schools under the Phayao Primary Educational Service Area Office 1, using a Simple Random Sampling method, totaling 205 participants. The research instrument used was a questionnaire, which had content validity of 0.5 or higher and an overall reliability coefficient of 0.98. Statistical analyses included the mean (M), standard deviation (SD), and the analysis of the (PNI_modified ) needs index and frequency. The results showed that the current state of the mental flexibility needs of school administrators was generally at a moderate level (M = 3.41, SD = 0.52), while the desired state was at the highest level (M = 4.69, SD = 0.45). The most needed aspect was physical ability (PNI_modified = 0.42). Furthermore, an analysis of recommendations across four specific dimensions of psychological resilience indicated that the most frequent suggestions were concentrated on the enhancement of external support systems and resources. This research reflects that the four essential needs affect the mental resilience of school administrators, with physical ability being particularly important for effective school administration.

The Study of Mathematics Learning Achievement on Fraction by Using Cooperative Learning TGT Technique Combined with the Mathematics Board Games for Grade 7 Students

Krongphet Sangsri — 2026-06-19

The objectives of this quasi experimental research were to: 1) compare the mathematics learning achievement on the topic of fractions of grade 7 students after using cooperative learning TGT technique combined with mathematics board games against with the 70 percent criterion, 2) evaluate the students’ satisfaction with mathematics learning on fractions by using cooperative learning TGT technique combined with mathematics board games. The sample consisted of 40 Grade 7 students from The secondary educational service area office bangkok, obtained purposive sampling. The research instruments included: 1) four lesson plans consisting on fractions, 2) a mathematics achievement test on fractions, the reliability of all the item was 0.73, 3) a set of mathematics board games on fractions, and 4) a student satisfaction questionnaire with a reliability of 0.74. Data were analyzed using percentages, arithmetic means, standard deviations, and one-sample t-test. The research revealed that: 1) the grade 7 students’ mathematics achievement on fractions after using cooperative learning TGT technique combined with mathematics board games was significantly higher than the 70 percent criterion at the .05 level, and 2) the overall grade 7 students’ satisfaction with mathematics learning on fractions by using cooperative learning TGT technique combined with mathematics board games was at the highest level (M = 4.81, SD = 0.39). These findings reflect that this instructional model is an effective approach, demonstrating consistency between academic learning outcomes and student attitudes. This suggests that the model is highly suitable for further application in mathematics education.