A Synthesis of Theses in the Doctor of Philosophy Program in Curriculum and Instruction Research, Sakon Nakhon Rajabhat University

Abstract

The Doctor of Philosophy Program in Curriculum and Instruction Research at Sakon Nakhon Rajabhat University commenced its first cohort of students in 2010, offering enrollment through both regular and special programs. Since its inception, the curriculum has undergone three revisions in 2014, 2019, and 2024. The program’s first thesis was published in 2013. From 2013 to 2024, a total of 72 theses have been published. Accordingly, this research aimed to synthesize the theses produced within the
program. The information obtained from this synthesis is expected to contribute to curriculum improvement, inform the development of thesis topics for students, and enhance the thesis development process. The research tools included a data recording form. Data analysis was conducted using frequency, percentage, and content analysis. The research findings were presented as follows:

1. Among the 72 theses, the highest number was published in 2015 (19 theses, 26.40%),followed by 17 theses in 2016 (23.60%). Of the total, 45 theses (62.50%) were produced by students enrolled in the special program, while 27 theses (37.50%) were authored by students in the regular program. When classified by curriculum version, 54 theses (75.00%) were completed under the 2009 curriculum, 12 theses (16.70%) under the revised 2017 curriculum, and six theses (8.30%) under the revised 2019 curriculum. As of now, no theses have been completed under the 2024 revised curriculum. Regarding the primary research focus, the theses can be categorized into three groups: (1) those aiming to develop curricula, comprising 36 theses (50.00%), (2) those focusing on the development of instructional models or approaches, totaling 34 theses (47.20%), and (3) other topics, totaling two theses (2.80%). One
of the studies in this final group involved an in-depth investigation of regional dialects as a foundation for curriculum development, while the other focused on the development of a multilevel structural equation model.

2. Of the 72 theses, 68 (94.40%) employed the research and development (R&D) methodology. The remaining theses were distributed among other methodologies: participatory action research (2 theses, 2.80%), policy research (1 thesis, 1.40%), and qualitative research (1 thesis, 1.40%). In terms of research design patterns, the most frequently used design was the one-group pretest-posttest design (50 theses, 69.40%), followed by the pretest-posttest control group design (9 theses, 12.50%), the randomized control group pretest-posttest design (8 theses, 11.10%), and non-experimental research (3 theses, 4.20%). The remaining two theses (1 each, 1.40%) used the randomized pretest-posttest design and the control group time-series design.

3. Across the 72 theses, 55 distinct concepts or theories were applied. The top five most used
were ranked: 1) blended learning (10 theses, 13.90%), 2) constructivism (9 theses, 12.50%), 3) brainbased learning (7 theses, 9.70%), 4) metacognition (6 theses, 8.30%) and context-based learning (6 theses, 8.30%), and 5) cooperative learning (5 theses, 6.90%).

4. Among the 36 theses focusing on curriculum development, the most frequently developed curriculum type was the enrichment curriculum (41.70%), followed by training curriculum (38.90%), course-based curriculum (16.70%), and integrated curriculum (2.80%). Six curriculum components were consistently defined (80% or more), including: 1) title, 2) principles and rationale, 3) objectives, 4) curriculum structure, 5) learning activity processes, and 6) assessment and evaluation. Other components, such as media and learning resources, and foundational theories and concepts, were also included. For instructional models, eight components were similar and consistent (80% or more): 1) title, 2) background and significance, 3) foundational theories and concepts, 4) principles, 5) objectives, 6) content structure, 7) learning management process, and 8) assessment and evaluation. Other components included media and learning resources, and the application of the model.