An Online Journal of Education

Developing an Instructional Process Using Dialogic Reading and Fragmented Approaches to Teaching the Philosophy of Sufficiency Economy to Enhance Economic Literacy of Kindergarteners

Panatda Tuntipark, Panutsorn Jaruchainiwat, Kamonwan Tangdhanakanond — Thu, 11 Dec 2025 00:00:00 +0700

This study aimed to: 1) develop an instructional process using dialogic reading and fragmented approaches to teaching the philosophy of sufficiency economy to enhance the economic literacy of kindergarteners, and 2) evaluate the quality of the developed instructional process. The research was conducted using an experimental design and divided into two phases. Phase 1 focused on the development of the instructional process. The target group consisted of five experts selected through purposive sampling based on specific criteria. The research instruments comprised: 1) a content validity assessment form using the Item-Objective Congruence (IOC) index, and 2) a quality assessment form for the instructional process designed as a 5-point Likert rating scale. Data were analyzed by calculating IOC values and the mean scores of expert evaluations regarding the quality of the instructional process. Phase 2 involved a pilot study with a sample of 17 kindergarten level 3 children from a school in Bangkok, purposively selected based on the school’s policy of applying the philosophy of sufficiency economy in its educational management. The research instrument used in this phase was the researcher’s daily logbook, which was open-ended and used to record the appropriateness and observations during the implementation of the instructional process. Data were analyzed using content analysis. The findings revealed that 1) the developed instructional process consisted of five key components: objectives, principles, content, procedures, and assessment; and 2) the instructional process was found to be highly appropriate, with an IOC index of 1.00 and an average expert rating at the highest level of appropriateness (M = 4.87). These results indicate that the instructional process is feasible and applicable in early childhood education settings.

Guidelines for Enhancing Communication Competency of Secondary Students

Hanan Eman, Wipawan Wongsuwan Kongpao — Thu, 11 Dec 2025 00:00:00 +0700

This study aimed to 1) examine the current status of communication competence development among secondary school students, and 2) propose practical guidelines to enhance the communication skills of secondary school students. The research employed a survey methodology. The sample consisted of 350 secondary school teachers selected through simple random sampling. Research instruments included a questionnaire on the enhancement of communication competency and an interview guide for strategies to enhance communication competency. Quantitative data were analyzed using percentages, means, and standard deviations, while qualitative data were interpreted using content analysis.
The research findings indicate that 1) the status of the enhancement of communication competency includes: (1) planning aspect, it was found that teachers organized the most activities in core subjects (M = 4.98, SD = 0.17), (2) instructional management aspect, teachers most frequently organized activities to enhance interpersonal communication competency by posing issues or questions for students to discuss (M = 4.40, SD = 0.71), and most frequently organized activities to enhance collaborative communication competency through group work that involved practicing communication within a team (M = 4.44, SD = 0.64), and (3) aspect of assessment and utilization of results, it was found that teachers most commonly used the results from learning activities aimed at enhancing communication competency to improve their future teaching practices (M = 4.38, SD = 0.84), and 2) the study proposed three-phase guidelines for enhancing communication competence that include (1) strategic planning for communication competency development through learner needs analysis and the design of meaningful learning experiences, (2) organizing activities to enhance communication competency by implementing hands-on and participatory learning activities, and (3) formative assessment practices aimed at fostering ongoing development rather than focusing solely on summative evaluation.

Instruction Using Please Strategy to Improve Academic Essay Writing Abilities of Upper Secondary Students

Kratai Viratchayanukul, Wipawan Wongsuwan Kongpao — Thu, 11 Dec 2025 00:00:00 +0700

This study aimed to 1) compare the academic essay writing abilities of upper secondary school students before and after instruction using the PLEASE strategy, and 2) analyze changes in their academic essay writing abilities during the implementation of the PLEASE strategy. The participants were 28 upper secondary school students from catholic schools under district 1 of the Bangkok archdiocese, selected using purposive sampling. The research instruments included an academic essay writing ability test with an academic essay writing rubric, an academic essay performance analysis form, and lesson plans based on the PLEASE strategy. Data were analyzed using mean, standard deviation, t-test, and content analysis. The findings revealed that 1) students’ average academic essay writing ability scores after instruction were significantly higher than before instruction at the .05 level, and 2) The academic essay writing abilities of upper secondary students improved in all evaluated components.

Using Game-Based Learning on Agility of Grade 3 Students in Elementary School

Yuwalack Leecharoen, Luxsamee Chimwong — Thu, 11 Dec 2025 00:00:00 +0700

The objectives of this research were: 1) develop a game-based learning management plan that enhances students’ agility, 2) compare the achievement of game-based learning management on agility before, after the 4 week and after the 8 week, and 3) compare the achievement of game-based learning management on agility between an experimental group and a control group before, after the 4 week, and after the 8 week. The sample consisted 70 grade 3 students in elementary school during the 2024 academic year and was selected using a multistage sampling method. One class of 35 students was assigned as the experimental group and used game-based learning instruction, whereas another class of 35 students received traditional instruction and was assigned as the control group. The research instruments included: 1) a game-based learning management plan 2) a conventional learning management plan, and 3) an agility test. The statistical for data analysis were the One-way repeated measures and independent t-test. The results of the study were as follows: 1) The developed game-based learning lesson plans for enhancing agility of grade 3 students had a content validity index (CVI) of 1.00, as evaluated by five experts, 2) Pairwise comparisons in the experimental group showed that post-test scores after 4 weeks (M = 12.96) and 8 weeks (M = 12.34) were significantly different from the pre-test score, the score after 8 weeks was significantly different from that after 4 weeks at the .05 level, and 3) A comparison of agility between the experimental and control groups before instruction (M = 14.15, 14.16) and after 4 weeks (M = 12.96, 13.31) showed no significant difference, the scores after 8 weeks (M = 12.34, 12.67) were significantly different at the .05 level.

Effects of Combined Training Program on the Agility of Male Volleyball Players

Arada Sirirat, Luxsamee Chimwong — Thu, 11 Dec 2025 00:00:00 +0700

This research aimed to examine the effects of combined training programs on agility in male volleyball athletes. The target group consisted of 20 male volleyball players under a secondary education service area office. The researcher selected the participants purposively based on their agility test scores ranked from lowest to highest. The participants were then divided into two groups using a matching method. Simple random sampling was employed to assign 10 athletes to experimental group 1 and 10 athletes to experimental group 2. The research tools included two types of combined training programs and an agility test. Data were analyzed using mean and standard deviation. The results revealed that: 1) After 4 and 8 weeks of training, both Experimental Group 1 and Group 2 showed improved agility compared to before training, 2) A pairwise comparison of training durations indicated significant differences in agility week 4 and after week 8 of training were different from before training and after week 8 of training were different from after week 4 of training, and 3) A comparison of agility between group 1 and group 2 at three time points pre-training, week 4, and week 8 showed no significant difference at pre-training and week 4, but a significant difference at week 8. These findings demonstrate that both combined training programs Program 1 (plyometric training combined with speed training for Group 1) and Program 2 (speed training combined with plyometric training for Group 2) can enhance agility in male volleyball athletes. This provides valuable guidance for coaches in selecting and applying suitable training formats to optimize the development of male volleyball teams.

Effects of Thai Language Remedial Using Dictogloss Method on Listening Comprehension of Ethnic Students

Kunlasatri Manthika, Wipawan Wongsuwan Kongpow — Thu, 11 Dec 2025 00:00:00 +0700

The purposes of this research were to 1) compare students’ listening comprehension ability before and after receiving remedial teaching of Thai language using Dictogloss method and 2) study the change in students’ listening comprehension ability while receiving remedial teaching of Thai language using Dictogloss method. The sample consisted of 25 Lua ethnic group students who use Thai as a second language in one of the large secondary schools under the office of the secondary educational service area 1, which were selected by purposive sampling. The research instruments were a listening comprehension test and an activity plan. The quantitative data were analyzed using descriptive statistics, including the mean (M) and standard deviation (SD), as well as inferential statistics through the t-test. Qualitative data were analyzed using content analysis. The results of the research found that 1) students had a mean score of overall listening comprehension ability after receiving remedial teaching which was significantly higher than before receiving remedial teaching at the .05 level. When classified by listening level, all 5 levels had a mean score after receiving remedial teaching which was significantly higher than before receiving remedial teaching at the .05 level. 2) The results of the qualitative data analysis to study the change in students’ listening comprehension ability while receiving remedial teaching of Thai language using Dictogloss method found that students’ listening comprehension ability in the latter stage was better than the initial stage at all listening levels.

The Effects of Project-Based Learning Integrated with Design Thinking Process on Progression in Creative Problem-Solving Abilities of Lower Secondary Students

Theerin Dittachot, Sakolrat Kaewdee — Thu, 11 Dec 2025 00:00:00 +0700

The purposes of this research were to: 1) examine the progression of students’ creative problem-solving abilities, and 2) compare the level of students’ creative problem-solving abilities against good level set criteria after participating in project-based learning integrated with the design thinking process. The samples consisted of 40 ninth-grade students enrolled in a Science Project course during the second semester of the 2024 academic year at an educational institution under the secondary educational service area office Bangkok 1, which were selected via purposive sampling. This research utilized a pre-experimental design. The experimental tools included three-unit lesson plans, spanning a total of 22 periods. The data collection tools were tests assessing creative problem-solving abilities, administered at the end of each learning activity within each unit. Data were analyzed using frequency, percentage, repeated-measures ANOVA, one-sample t-tests, and Cohen’s d effect size. The research results showed that, 1) The progression in creative problem-solving between the first and second tests, and between the second and third tests, was not significantly different. However, the progression in creative problem solving between the first and third tests showed a statistically significant increase at the .05 level, and 2) The students' creative problem-solving abilities after completing the learning activities were a statistically not significant different to good level set criteria at the .05 level, with very low effect size (Cohen’s d = -0.04)

Effects of AI-Assisted Collaborative Learning on English Speaking Skills of Myanmar Undergraduate Students

Tin Lin Kyaw , Pornpimol Sukavatee — Thu, 11 Dec 2025 00:00:00 +0700

This research aimed to explore 1) effects of AI-assisted collaborative learning on English speaking skills of Myanmar undergraduate students, and 2) opinions of Myanmar undergraduate students towards AI-assisted collaborative learning. This quasi-experimental research investigated integration of conversational ChatGPT as competent assistant into Think-Pair-Share activities. The study employed 32 participants, selected via convenience sampling, as they were administered English lessons for 8 periods. The instructional instrument involved lesson plans, while research instruments contained pre-tests and post-tests, and semi-structured interviews. The findings revealed 1) there was statistically significant progress in students’ speaking skills after the implementation of AI-assisted collaborative learning, indicating medium effect size (Cohen’s d = 0.70, p < 0.001), and 2) students have positive opinions towards the treatment, by reporting how it was interesting and effective in reinforcing English speaking skills. Moreover, they exhibited that it was helpful in fostering collaboration and peer-interaction, offering instant feedback and personalized learning experiences through enjoyable learning environments. The findings support the incorporation of AI-assisted collaborative learning in teaching to enhance English speaking skills. Future studies should investigate its impact on various students’ levels.

The Development of Systems Thinking Ability on Human Digestion Using the Use-Modify-Create Framework

Jakkrit Tiemmuang, Sakolrat Kaewdee — Thu, 11 Dec 2025 00:00:00 +0700

The purposes of this research were to: 1) compare student’s systems thinking ability before and after learned through the Use-Modify-Create framework (UMC), and 2) study student’s systems thinking processes after learned through UMC. The research sample consisted of 16 sixth-grade students, selected through purposive sampling. The research employed a one-group pretest-posttest pre-experimental design. The research instruments included: 1) lesson plans and learning behavior observation forms used in units 1 to 3 with content validity, IOC indices of 0.97, 1.00, and 1.00 respectively; 2) a systems thinking test with reliability coefficient of 0.93; and 3) a evaluation form for computer models with an inter-rater reliability of 0.99. Quantitative data analysis included descriptive statistics and the Wilcoxon test. Qualitative analysis was conducted through content analysis of student behaviors during model construction. The results indicated that: 1) The student's systems thinking ability significantly improved after learning through the Use-Modify-Create framework, compared to before using the framework, at a statistical significance level of .05, and 2) Student's systems thinking process developed in all three dimensions: (1) Identifying system organization - students analyzed system components and identified relationships in the digestive system; (2) System Process Analysis - students analyzed the effects of relationships; and (3) System Modeling - students designed and built new models based on a given situation, analyzing causes and predicting outcomes based on changes within the system.

The Development of Digital Citizenship Scale for High School Students

Thu, 11 Dec 2025 00:00:00 +0700

This research aimed to 1) develop and validate a digital citizenship scale for secondary school students and 2) examine the quality of the developed scale. The sample consisted of 234 secondary school students from schools under the office of the basic education commission. The research instrument was a 20-item digital citizenship scale using a 5-point Likert scale. Data were analyzed using descriptive and advanced statistical methods, including reliability analysis via Cronbach’s alpha and omega coefficients, item discrimination analysis, and confirmatory factor analysis (CFA). The findings indicated that 1) A digital citizenship scale was developed for high school students, consisting of four components: digital ethics, digital media literacy, digital participation, and digital safety and security, and 2) the scale demonstrated excellent overall reliability (α = .94, ω = .94). 19 out of 20 items met the acceptable discrimination criteria (.40). The CFA results showed that the model fit the empirical data well (χ2 (16, N = 234) = 396, p = .37, CFI = .93, TLI = .92, SRMR = .05, RMSEA = .08). And when the structural components are analyzed separately by the components of digital citizenship, it is shown that the model is consistent with empirical data. (CFI = .99, TLI = .98, RMSEA = .04, SRMR = .03). Therefore, the scale is reliable and practical, making it suitable for assessing digital citizenship behaviors and attitudes in educational contexts. It can also serve as a guideline for curriculum development and activities that promote digital citizenship skills, as well as for future research.

The Development of a Challenge-Based Learning Model Integrated with Blended Learning to Enhance Creativity and Innovation Skills of Grade 12 Students

Angkana Chantaraprasert — Thu, 11 Dec 2025 00:00:00 +0700

The objective of this research were to: 1) create and check the quality of a challenge-based learning model combined with blended learning model, 2) experiment with learning management model, and 3) assess student satisfaction with learning management. The sample consisted of 40 12^th-grade students, from one classroom in one of the schools in Phichit province, obtained via cluster random sampling. The research tools included a suitability and feasibility assessment form, a creativity and innovation skills assessment form, an academic achievement test, and student satisfaction assessment form. Data were analyzed using mean, standard deviation, efficiency (E₁/E₂), and one-sample t-test. The research found that 1) the developed learning model comprises five components: 1) principles, 2) objectives, 3) content, 4) learning management 6 steps, consisting of: (1) proposing ideas, (2) identifying main questions, (3) completing challenges, (4) moving from action to solution, (5) evaluation and assessment, and (6) publishing. And 5) measurement and evaluation. The results of the quality inspection of the learning management model found that overall it was appropriate and the possibilities were at a high level (M = 4.19, SD = 0.14) and the manual for using the learning management model was appropriate and the possibilities are at a high level (M = 4.41, SD = 0.11) and the overall performance was 80.48/80.30, meeting the 75/75 criteria. 2) the results of the experiment using the learning management model found that students had creative and innovative skills, and academic achievement were significantly higher than the 75 percent criterion at the .01 level of significance, and 3) the results of the evaluation of student satisfaction with learning management found that the overall level of satisfaction was the highest.

Integrating Collaborative Listening and Podcasts into Instruction to Enhance the Critical Listening Abilities of Lower Secondary Students

Suphanat Detraksa, Soison Sakolrak — Thu, 11 Dec 2025 00:00:00 +0700

This study aimed to: 1) synthesize instructional procedures based on a collaborative listening approach integrated with podcast use to enhance lower secondary school students’ critical listening skills, and 2) compare students’ critical listening abilities before and after instruction using this integrated approach. The sample comprised 37 seventh-grade students from a large secondary school in Bangkok, selected through purposive sampling. The research instruments consisted of a critical listening ability test and four instructional lesson plans, which were developed according to the collaborative listening approach with podcast integration. Data were analyzed using the mean (M), standard deviation (SD), and a paired-sample t-test. The findings indicated that: 1) the instructional process involved five stages-planning and predicting before listening, first listening and checking initial thoughts, discussing answers collaboratively, repetitive listening and confirming answers, and summarizing and reflecting on listening; and 2) students’ critical listening abilities after the instruction were significantly higher than before the instruction at the .05 level.

Administrative Factors Affecting the Being Professional Learning Community of Schools under Surat Thani Primary Educational Service Area Office 2

Chaiyadet Krueaprem, Koolchalee Chongcharoen, Thitikorn Yawichai Charueksil — Thu, 11 Dec 2025 00:00:00 +0700

This research aimed to study 1) school administration factors, 2) school professional learning communities, 3) the relationship between school administration factors and school professional learning communities, and 4) school administration factors affecting school professional learning communities 2. The sample consisted of 313 teachers under the office of Surat Thani primary educational service area. Selected via stratified random sampling. The research instruments were a questionnaire with a reliability of .93 for school administration factors and .96 for school professional learning communities. Data were analyzed using mean, standard deviation, Pearson’s product moment correlation coefficient, and stepwise multiple regression analysis. The research results found that 1) school administration factors were at a high level, 2) school professional learning communities were at a high level, 3) school administration factors were positively related with school professional learning communities at a high level of statistical significance at the .01 level, and 4) school administration factors affecting school professional learning communities were at a statistical significance at the .01 level, namely resource allocation and information technology. All factors can be combined to predict the professional learning community of educational institutions by 52.80 percent.

Parental Perspectives on Involvement in Kindergarten Homework Support

Napatsawan Ketchan, Worawan Hemchayart — Thu, 11 Dec 2025 00:00:00 +0700

This survey research aimed to examine parents’ opinions regarding their involvement in assisting kindergarten children with homework. The study focused on two dimensions: 1) support for children’s learning and 2) collaboration between home and school. The sample consisted of 160 parents of kindergarten 2 and 3 students from ten classrooms during the 2025 academic year. A quota of sixteen parents per classroom was determined, and participants were selected through simple random sampling based on student numbers. The research instrument was a 30-item, five-point Likert-scale questionnaire administered via Google form. Content validity verified by three experts yielded an IOC value of 0.83, and internal consistency reliability measured by Cronbach’s alpha was 0.91. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Findings revealed that parents’ overall opinions toward involvement in homework support were at a high level (M = 4.50, SD = 0.15). When considering each aspect: 1) Support for children’s learning was rated the highest (M = 4.60, SD = 0.25), indicating that most parents played active roles in creating home learning environments that encourage and motivate their children, and 2) Collaboration between home and school was also rated high (M = 4.39, SD = 0.15), reflecting parents’ recognition of communication and cooperation with teachers to promote children’s continuous development. The study recommends that schools develop parental handbooks and organize training workshops to strengthen involvement between school and family.

The Development of Thai Language Principles Learning Achievement and Self-Concept of Matthayomsuksa 5 Students by Using Concept Development Model

thanakit Kittanakamjorn, Pinpon Kongwijit — Thu, 11 Dec 2025 00:00:00 +0700

The purposes of this research were to: 1) compare the achievement in Thai language principles of matthayomsuksa 5 students before and after being taught using a concept development model and 2) compare the self-concept of matthayomsuksa 5 students before and after the being taught using a concept development model. The sample consisted of 33 matthayomsuksa 5 students from class 5/1 at a school in Kanchanaburi province, obtained through simple random sampling using the lottery method, with the classroom as the sampling unit. The research instruments included: 1) lesson plans based on the concept development model with all items receiving an IOC value of 1.00, 2) an achievement test on Thai language principles with the average IOC value of 0.96, ranging from 0.67 to 1.00, item difficulty values (p) ranging from 0.41 to 0.88, discrimination index values (r) ranging from 0.45 to 0.82, and a reliability coefficient value of 0.82, and 3) a self-concept inventory with the average IOC value of 0.87, ranging from 0.67 to 1.00 and a reliability coefficient value of 0.89. The statistics used for data analysis were mean (M), standard deviation (SD), and a dependent samples t-test. The findings revealed that: 1) the matthayomsuksa 5 students’ post-intervention scores in Thai language principles were significantly higher than their pre-intervention scores at the .05 level of statistical significance, and 2) the matthayomsuksa 5 students’ post-intervention self-concept scores were also significantly higher than their pre-intervention self-concept scores at the .05 level of statistical significance.