e-Journal of Education Studies, Burapha University

Introduction

2025-09-30T22:12:43+07:00

2025-09-30T22:27:15+07:00

Proactive Development of Sustainable Community Potential for Quality Education (SDG4)

2025-09-08T19:16:09+07:00

his research aimed to develop a proactive community empowerment model for sustainable quality education according to SDG4 targets. The study employed a Mixed Methods Research and Development (R&D) approach using an Explanatory Sequential Design conducted in three phases. The sample consisted of 212 educational personnel and stakeholders in Nonthaburi Province for needs assessment, 36 participants for model evaluation in the pilot area, and 462 students. The research utilized 13 quantitative and qualitative research instruments, with data analysis using PNI_Modified index, t-test statistics, and Cohen's d.

The findings revealed that the community had the highest urgent need for developing educational quality and learning processes (PNI_Modified = 0.32), followed by technology integration and lifelong learning (0.29), and proactive community capacity development (0.27). Based on these findings, the researchers developed the "4D-CEM Model" integrating four main dimensions: human capital development, social and cultural empowerment, educational resource allocation, and quality education system development. The model is driven by the "PARER Process" consisting of five steps: Participation, Action, Reflection, Extension, and Reinforcement. The developed model received high appropriateness evaluation from experts (IOC = 0.86). Field practitioners rated the model at the highest level (= 4.45) across all aspects: appropriateness, consistency, feasibility, and sustainability. The pilot implementation results showed statistically significant development, with community SDG4 development levels increasing from 3.32 to 4.27, and student competencies among 462 learners improving from 3.36 to 4.30. Success was clearly demonstrated through the "Kap Yani 11 Telling the Story of Nonthaburi" project, which integrated Thai literature learning, Artificial Intelligence (AI) technology, and local wisdom, earning national recognition.

Vocational Quality Administration Model for Vocational Schools in the Special Development Zone of Southern Border Provinces

2025-09-21T14:41:06+07:00

This study aimed to develop a quality vocational education administration model for vocational schools in the Special Development Zone of Southern Border Provinces. A mixed-methods research approach was employed across three phases: 1) identifying components and indicators through document synthesis and in-depth interviews with nine purposively selected experts; 2) developing the model using confirmatory factor analysis based on data from 300 vocational school administrators and teachers collected through a validated and reliable questionnaire; and 3) evaluating the model’s appropriateness and feasibility through focus group discussions with eight experts.

The study revealed that the PRIMES Model consists of six major components, 21 sub-components, and 56 indicators, comprising: P – Potential School, R – Resilient Administrator, I – Inspiring Teacher, M – Mastery Learner, E – Enterprise Partner, and S – Southern Border-based Education. The evaluation results indicated that the model achieved high appropriateness scores (M = 4.65) and feasibility scores (M = 4.72) at the highest level. The PRIMES Model represents an integrated vocational education administration framework that explicitly considers the Southern Border context and local cultural dimensions, thereby enhancing vocational education quality and addresses community needs.

The Digital Disruption Learning Environment influence toward Learning Outcome of Teachers Professional Students

2025-09-12T03:38:11+07:00

This study employed a sequential explanatory mixed-methods design, with the quantitative phase preceding the qualitative phase. Its objectives were to: (1) investigate the state of digital disruption learning environment, learning channels, and learning outcomes among pre-service teachers; (2) examine the influence of the digital disruption learning environment on students’ learning outcomes; and (3) explore the mediating role of learning channels between the digital disruption learning environment and learning outcomes. The quantitative sample consisted of 400 pre-service undergraduate teachers in Bangkok and its vicinity, selected through multistage sampling. A validated and reliable questionnaire was employed. Data were analyzed using descriptive statistics, exploratory factor analysis, and PLS-SEM. The qualitative phase involved in-depth interviews with nine key informants and employed content analysis. The findings from the qualitative research align with those obtained through quantitative methods, revealing that:

The learning environment, digital disruption learning channels, and learning outcomes of pre-service teachers, were all found to be at a high level. The structural model indicated that elements of the learning environment—namely, knowledge and skills development, learning processes through digital platforms, and learning processes supported by university resource allocation—had statistically significant direct effects on both blended and fully digital disruption learning channels. These channels, in turn, significantly influenced learning outcomes and also served as mediating variables between the learning environment and those outcomes. Moreover, the combined influence of the digital disruption learning environment and learning channels accounted for approximately 52.8% of the variance in learning outcomes of pre-service teachers, with the remaining 47.2% attributed to other contributing factors. Consequently, higher education institutions should invest in developing effective digital platforms and environments to promote digital disruption learning channels for pre-service teachers, which will sustainably enhance their professional skills and learning outcomes in alignment with the digital era.

The Effects of Acceptance and Commitment Training Program for Mathematics Working Memory of Middle School Students

2025-09-11T02:48:43+07:00

This quasi-experimental research aimed to study the effectiveness of an Acceptance and Commitment Training (ACT) program for Mathematic Working Memory (ACT-MA) in middle school students. The sample consisted of 60 Mathayomsuksa 1 students who were matched based on their mathematic working memory scores and randomly assigned to either the experimental or control group (30 students each) using a simple random draw. The experimental group participated in the program for 12 sessions (50 minutes each, twice weekly for six weeks), while the control group received regular instruction. The research instruments included: 1) The ACT-MA program; 2) A Mathematic Working Memory Task (MWMT), both developed by the researcher; and 3) The N-back task. Data were collected at three phases: pre-intervention, post-intervention, and 2-week follow-up. Data analysis was conducted using repeated measures ANOVA and pairwise comparisons with the Bonferroni method. The findings showed that the mathematic working memory scores of the experimental group at both the post-intervention and follow-up phases were significantly higher than those at pre-intervention and those of the control group (p <. 05). Additionally, the general working memory scores of the experimental group at the post-intervention phase were also significantly higher than their pre-intervention scores and those of the control group (p < .05). In conclusion, the ACT-MA program was effective in enhancing both mathematic working memory and general working memory in middle school students.

Learning Management Using Team Games Tournament Technique and Concept Map on Academic Achievement in Pétanque of Upper Secondary Students

2025-09-11T12:32:33+07:00

The objectives of this research were: 1) to examine the effects of learning management using the Team Games Tournament (TGT) technique combined with concept mapping on the academic achievement in Pétanque among upper secondary students, and 2) to compare the academic achievement of students before and after the application of the aforesaid instructional approach. The sample group comprised 32 Mathayom 6 students from Ratsadanupraditanusorn School, selected through purposive sampling. The research instruments included: 1) Lesson plans incorporating the TGT technique and concept mapping for the Pétanque subject, 2) a knowledge achievement test, 3) a skill performance test, and 4) a desirable characteristics evaluation form. Data analysis employed the mean, standard deviation, and a dependent t-test. The results demonstrated that: 1) students’ academic achievement in Pétanque, concerning both knowledge and skills, was significantly higher post-instruction using the TGT technique combined with concept mapping than pre-instruction. Furthermore, their desirable characteristics were rated at an overall good level. 2) The comparison of pre- and post-instruction scores revealed a statistically significant difference at the p<.05 level in students’ academic achievement (knowledge and skills). These findings suggest that integrating cooperative learning (TGT) with a cognitive tool (concept mapping) serves as an effective methodology for enhancing holistic Pétanque achievement, encompassing knowledge, skills, and desirable traits.

The The Development of Communicative English Model in the Workplace for Business English Students

2025-09-11T13:02:36+07:00

This study concerns the implementation of a Communicative English Model for Business English students in the Workplace (CEBE model). The research objectives were to 1) investigate the challenges of communicative English usage encountered by Business English students in the workplace, 2) develop the CEBE model, 3) investigate the efficiency of the CEBE model using the established E₁/E₂ (80/80) criteria, and 4) examine the learning achievement of students following the model's application in a classroom setting. Thirty Thai fourth-year Business English students enrolled at a public university in Bangkok participated in this ten-week study. The research instruments utilized included a questionnaire and pre- and post-tests. The data were analyzed using content analysis, paired-samples t-test, frequency, percentage, mean, and standard deviation. The results revealed that 1) English speaking in the workplace and daily life was perceived as a highly significant concern ( = 4.64). 2) The CEBE model was comprised of five aspects: 2.1) Communicative Language Teaching, 2.2) Role-play, 2.3) Speaking skills, 2.4) Positive learning environment, and 2.5) Teachers' constructive feedback. 3) The model's efficiency yielded an E₁/E₂ = 89.50/92.00, with an Efficiency Index of .7160. Finally, 4) there was a statistically significant difference between pre- and post-test scores (p=.001), indicating a substantial improvement in students' speaking skills. The CEBE model is concluded to be an effective instructional approach for enhancing communicative English competence within a workplace context.

Development of Students’ Questioning Skills by Phenomenon-based Learning in the Earth, Sky, and Stars for Grade 1 Students

2025-09-16T09:37:26+07:00

The purpose of this research was to 1) develop the questioning skills of Grade 1 students and 2) examine their questioning skills against a 70 percent criterion using Phenomenon-based Learning (PhenoBL) in the “Earth, Sky, and Stars” unit within the Science and Technology learning area. The sample comprised 40 Grade 1 students from one classroom at Anuban Ubonratchathani School during the second semester of the 2024 academic year. The research instruments included: 1) 12 Phenomenon-Based Learning lesson plans, which were rated at the highest level of appropriateness, and 2) a 20-item, three-option multiple-choice test designed to measure questioning skills, exhibiting a difficulty index range of 0.38 to 0.78, a discrimination index range of 0.24 to 0.62, and a reliability coefficient of 0.81. The data were analyzed using percentage, mean, standard deviation, and the t-test. The key findings were: 1) Students' questioning skills (QS), which were defined as setting and asking questions, were measured and assessed during the learning process based on three dimensions: (1) the quantity of questions (QS1), (2) the consistency of questions with the learning content (QS2), and (3) the cognitive level of questions according to Bloom's Revised Taxonomy (QS3). The post-intervention average score was 89.13 percent, demonstrating consistent improvement. 2) The post-learning scores for the students' questioning skills acquired through Phenomenon-based Learning were significantly higher than the 70 percent criterion at the .05 level of statistical significance.

The Development of a Learning Management Model Based on the Phenomenon-Based Learning Approach to Enhance Problem-Solving and Innovation Competencies of Teachers in Rayong Province

2025-09-23T20:46:45+07:00

This research aims to develop an instructional model based on the Phenomenon-Based Learning approach to enhance teachers’ problem-solving and innovation competencies in Rayong Province, and to study the outcomes of its implementation. The research was conducted in five phases: (1) preparation for model development, (2) model development, (3) meetings and training workshops, (4) innovation development, and (5) dissemination to communities or educational institutions. The target group comprised 103 teachers and school administrators from 12 pilot schools in the Rayong Education Innovation Area. The results were as follows:

The developed Phenomenon-Based Learning instructional model was of high quality. It consisted of principles, objectives, and a six-step learning process: (1) Perception and Understanding, (2) Analysis, (3) Proposing Solutions, (4) Selecting Methods, (5) Action Planning, and (6) Creating and Applying Innovation. Measurement and evaluation included: (1) assessing knowledge and understanding, (2) evaluating innovation quality in three dimensions—innovativeness, the innovation development process, and the value and usefulness of the innovation, and (3) assessing desirable characteristics.
The implementation of the developed model revealed that teachers’ knowledge and understanding of Phenomenon-Based Learning for enhancing problem-solving and innovation competencies were at a good level. Their problem-solving and innovation-creating skills and abilities were also at a good level, while their attributes related to Phenomenon-Based Learning management for developing problem-solving and innovation competencies were at an excellent level.