Journal of Graduate Research

Digital School Management: A Case Study of Successful Schools for Integrating Digital Technology to Develop the Quality of Learners

Koolchalee Chongcharoen — Mon, 19 Feb 2024 00:00:00 +0700

The objectives of this research were to study: 1) the conditions of school administration regarding the integration of digital technology for developing the quality of learners; and 2) guidelines for school administration in integrating digital technology to develop the quality of learners. The target group was five schools that have successfully integrated digital technology to develop the quality of learners. Key informants included administrators and teachers, totaling 15 individuals. The research employed a group discussion question and analyzed the data by content analysis. The research findings revealed the following: 1. conditions of school administration that are successful in integrating digital technology including: 1.1 defining a digital vision and communicating vision, 1.2 school administrators had leadership in digital technology and were good examples in integrating digital technology to develop the quality of learners, 1.3 teachers and personnel had the ability to use digital technology to integrate learning management, 1.4 school administrators, teachers, and personnel from all departments cooperated in exchanging knowledge and technological expertise, 1.5 schools provided support for learning management and school development by supporting an environment for learning, organizing student participation activities, and creating digital technology networks, 1.6 schools supported learning management with digital technology by providing training in knowledge and techniques regarding digital technology to teachers and personnel, and 1.7 schools provided a supervision system, monitored and evaluated the use of digital technology in management and learning management; and 2. guidelines for educational management to enable schools to integrate digital technology to develop the quality of learners were as follows: 2.1 schools set their visions through participatory process involving all stakeholders to create awareness and acceptance of common practices, 2.2 school administrators continuously learn and develop themselves to have the ability and skills to be technological leaders, 2.3 schools support and promote the use of digital technology in management and integration into the classroom, 2.4 schools encourage teachers and personnel in all departments to share knowledge and reflect on their work results within the community of practitioners, 2.5 schools create a collaborative network for learning management, integrating digital technology with network schools and external agencies to provide continuous development opportunities for teachers and learners, 2.6 schools create cooperation across all sectors to mobilize resources for training and the acquisition of new knowledge and skills in using digital technology for management and teaching, and 2.7 schools organize a supervisory system, monitor and evaluate the use of digital technology continuously to develop learner quality in line with the educational institution's policies and goals.

The Development of Learning Activities Based on Design Thinking Approach to Enhance Scientific Creativity for Students in Grade 3

Naruphon Daoruang, Jakkrit Jantakoon — Wed, 21 Feb 2024 00:00:00 +0700

The purposes of this research were 1) to construct and evaluate the effectiveness of learning activities based on design thinking approach to enhance scientific creativity according to the 75/75 criteria, 2) to implement the use of learning activities based on design thinking approach to enhance scientific creativity. The research was carried out by research and development process. The sample consisted of 21 students in grade 3, second semester, academic year 2022, from Ban Samlang Pracharangsan School, Sukhothai Province, which were obtained by simple random sampling. The research instruments were learning activities based on design thinking approach, lesson plans based on design thinking approach, scientific creativity assessment form. The statistics used in data analysis were mean, standard deviation, percentage and t-test. The results were founded that;1. Learning activities based on design thinking approach to enhance scientific creativity for students in grade 3 developed, of 5 steps: 1) empathize, 2) define, 3) ideate, 4) prototype and 5) test. The results of appropriateness of learning activities were at a high level ( = 4.27 S.D. = 0.31) and the efficiency was 77.22/76.67, which was in accordance with the specified criteria. of 75 percent with a statistical significance at the .05 level.

The Development of Learning Activities Using Game-Based Learning with Micro: Bit to Enhance Computational Thinking Skill for Matthayomsuksa 1 Students Pamaiutid 4 School

Jutharat Janngew, Jakkrit Jantakoon — Sun, 03 Mar 2024 00:00:00 +0700

The purposes of this research were to: 1) construct and evaluate the efficiency of the learning activities using game-based learning with Micro: bit to enhance computational thinking skill for Matthayomsuksa 1 students at Pamaiutid 4 school, aligning with the 75/75 criteria; and 2) compare computational thinking skills before and after the implementation of game-based learning with Micro: bit among Matthayomsuksa 1 students at Pamaiutid 4 school. The sample consisted of 30 Mathayomsuksa 1 students, studying in the second semester of the 2022 at Pamaiutid 4 School, Tak Secondary Educational Service Area Office 2 selected by simple random sampling. This research used one group pretest-posttest design. The research instruments included learning activities using game-based learning with Micro: bit and computational thinking skill test. Data were analyzed using mean, standard deviation, and t – test.
The research results revealed that: 1. The learning activities cover five topics: 1) basic algorithm 2) writing algorithm using natural language 3) writing algorithm using pseudo code 4) writing algorithm using flowcharts, and 5) computer programming derived from algorithm. The results of appropriateness of learning activities were at the highest level (= 4.65 S.D. = 0.39), with an efficiency of 75.56/73.89, meeting the specified criteria.
2. Students had computational thinking skill after learning with learning activities using game-based learning with Micro: bit l for Matthayomsuksa 1 student. It was higher than before learning and statistically significant at the .05 level.

Developing Learning Innovative in The Metaverse World of a Computing Science Course at The Upper Primary Level

Pimchanok Suwannasri, Praisun Suwannasri, Thanet Monnoy, Thawaree Thiwong — Wed, 06 Mar 2024 00:00:00 +0700

The objectives of this research are: 1) to develop learning innovation in the metaverse world of Computing Science course at the upper primary level; 2) to assess the quality of innovation; 3) to compare the learning achievement of students before and after learning with innovation; and 4) to assess satisfaction towards innovation implementation. The sample group consisted of: 1) 2 teachers who taught a Computing Science course at the upper primary level for checking contents; 2) 3 university teachers for assessing the quality of innovation; and 3) 47 primary 6 students from the Demonstration School of Chiang Mai Rajabhat University for implementing innovation. The samples were obtained by using purposive sampling. Research tools were: 1) Learning innovation 2) innovation quality assessment form; 3) learning achievement test; and 4) satisfaction assessment. Statistics used for analyzing data were mean, Standard Deviation, and t-test. The results revealed that learning innovations in the Metaverse world presented in the contents of Computing Science course in the upper primary level consisted of multimedia and animated cartoons. It presented the contents of a Computing Science course at the upper primary level, interactive worksheets with answers, and AR skills practicing games. All the instructional media were presented in the Metaverse of Computing Science course. The result of the innovation quality assessment conducted by the experts was at the highest level, with a mean of 4.75 (S.D. = 0.30). The results of the comparison between the learning achievement of students before and after learning with innovation revealed that the mean of learning achievement after learning with innovation was higher than that of learning achievement before learning with innovation, with statistical significance at 0.05. Satisfaction with innovation implementation was high, with a mean of 4.02 (S.D. = 0.92).

A Guideline for Developing Counselling Competencies for Guidance Teachers

Chuthamart Chuchan — Thu, 07 Mar 2024 00:00:00 +0700

This research aimed to investigate the levels of competency in providing counseling psychology services and propose guidelines to develop the counseling psychology service competencies of guidance teachers. The data collection was divided into two phases. In Phase 1, the data was gathered using a purposive sampling method from 81 guidance teachers working in secondary schools affiliated with Secondary Educational Service Area Office 14. The research tools included tests measuring knowledge of counseling psychology services, skills in counseling psychology for guidance teachers, and attitudes towards providing counseling psychology services for guidance teachers. The data analysis consisted of calculating means and standard deviations. In Phase 2, the research focused on identifying guidelines for enhancing the counseling psychology service competencies of guidance teachers. This was collected through interviews with 10 experts in guidance counseling, including educational counselors, university professors specializing in guidance counseling, and outstanding guidance teachers. The interview was comprised of a structured interview, and the analysis involved content analysis of the interview responses.

The research findings indicated that the overall competency level of guidance teachers in providing counseling psychology services was at a moderate level (70.60%). When considering specific skills, the competency levels were as follows: Level 1, Relationship Building, was at a moderate level (69.40%); Level 2, Problem Exploration, was at a moderate level (74.20%); Level 3, Problem Understanding, was at a moderate level (70.90%); Level 4, Planning, was at a moderate level (67.20%); and Level 5, Termination of Services, was at a moderate level (71.50%). Regarding attitudes towards providing counseling psychology services, the overall attitude level was at a moderate level (64.20%). However, in terms of knowledge, the level was relatively low (58.40%).

Concerning the development of counseling psychology service competencies among guidance teachers, it was found that the knowledge should be enhanced, starting with the learning management process provided to professional teacher students. These professional teacher students should be nurtured to have a love for students, possess an open-minded attitude, enthusiasm, and a strong determination to be good mentors. They should understand learning theories and counseling psychology service skills in accordance with the correct processes. They should engage in Professional Learning Communities (PLC) to exchange experiences among teachers in the same subject area, including both new and experienced teachers. Additionally, to further self-development, teachers should participate in training sessions to enhance counseling psychology skills and techniques. This ensured that teachers stayed updated and had a better understanding of students in the current era.

The Development of a Model of the Management of the Learning Resources for Skills of Career for Employment at the Mental Retardation School Group 7 the South Region under the Bureau for Special Education Administration

Supattra Boonpradit, Mattaniya Phongsuwan, Yanisa ฺBoonchit — Thu, 07 Mar 2024 00:00:00 +0700

The purposes of research were to study the current status of the managing learning resources for career skills, develop a model of managing learning resources for career skills, and evaluate the suitability and feasibility of the model for employment at Mental Retardation School Group 7 in the management of the learning resources for career skill the South Region under the Bureau for Special Education Administration. It was a mixed-methods research. The sample consisted of 129 administrators and teachers from the Mental Retardation School Group 7 the South Region under the Bureau for Special Education Administration, selected by simple random sampling. The sampling group was the 22 experts by using purposive sampling. Data were collected by a questionnaire, the evaluation form of structural interview, the evaluation form of the model’s suitability and feasibility. The data were analyzed using frequency, percentage, mean and standard deviation. Qualitative data were analyzed by content analyze and content grouping.

The research results revealed that: 1) the current status of managing learning resources for career skills was overall high, 2) the model for managing learning resources for career skills, consisted of four components: 1. plan, 2. do, 3. check, and 4. develop product the condition of the success and 3) the model for managing learning resources for career skills was overall high and the manual for using the model was suitable and highly feasible.

A Needs Assessment for Developing a New Normal Massive Open Online Course (Mooc) Learning System to Promote Creativity of Student Teachers of Rajabhat Universities in the Southern Region

Mon, 11 Mar 2024 00:00:00 +0700

The purpose of this study was to investigate the needs for developing a new normal in Massive Open Online Course (MOOC) to promote creativity of pre-service teachers studying in southern Rajabhat universities. The study samples consisted of: 1) 368 student teachers enrolled in the Faculty of Education at five Rajabhat universities in the southern region of Thailand and 2) 15 educational personnel, including administrators, teachers, and educational technology officers. The undergraduate students were selected by means of the Krejcie and Morgan sample size table while all the educational personnel were chosen by the purposive sampling. Research instrument was a needs assessment questionnaire, and the data were statistically analyzed using mean, standard deviation, and Modified Priority Need Index (PNI _modified).

The results revealed that the students’ total average scores for actual and desirable states were at the moderate level (= 3.01, S.D. = 0.31). The highest level (= 4.84, S.D. = 0.37), respectively. The PNI_Modified was 0.45 – 0.64, indicating a critical need for development. Additionally, for administrators, teachers, and educational technology officers, their total average score for the actual state was at the high level (= 3.76, S.D. = 0.50), while the desirable state was at the highest level ( = 4.91, S.D. = 0.29). The PNI_Modified was 0.18 – 0.36, which was a critical need for development.

Development of a Competency-Based Enrichment Curriculum Based on Phenomenon-Based Learning and Service-Learning Approaches to Enhance Global Competence of Student Teachers

Prayoon Boonchai — Wed, 27 Mar 2024 00:00:00 +0700

The objectives of this study were to: 1) study basic data for curriculum design and development, 2) develop a competency-based enrichment curriculum according to the concepts of phenomenon-based learning and service learning approaches to enhance the global competence of student teachers, 3) implement the curriculum and 4) assess and improve the curriculum. The study procedure included four stages: 1) study basic information; 2) create and verify the quality of the curriculum; 3) implement the curriculum; 4) assess and improve the curriculum. Effectiveness was investigated by using the elementary education curriculum for an experiment with 32 third-year students majoring in the four-year program Bachelor of Education at Phra Nakhon Si Ayutthaya Rajabhat University, academic year 2022. Cluster random sampling was employed through the one-group pretest-posttest design. The study instruments included: a test of knowledge and understanding, a critical thinking test, a creative problem-solving test, a form for assessing global skills, a form for assessing desirable characteristics, a form for assessing global service projects, a questionnaire of satisfaction, and a form for after-action review. Data were analyzed by percentage, mean, standard deviation, t-test, and content analysis.
The findings were as follows: 1) The developed curriculum consists of nine elements as follows: background and importance, principles, aims, competencies and indicators, curriculum structure, learning units, learning process, media and learning resources, and guidelines for learning assessment. The global competency framework comprised 11 competencies and 47 indicators. The learning process was divided into two phases: Phase 1 involved phenomenon-based learning activities, and Phase 2 involved social service-learning activities. 2) The assessment of the effectiveness of the curriculum was found as follows: 2.1) The student teachers had higher knowledge and understanding after the treatment than before and achieved 70 percent, which was significantly higher than the set criterion at the .01 level. 2.2) The student teachers had significantly higher skills and characteristics after the treatment than before at the .01 level. 2.3) The student teachers had a good level of global competence through global service projects. 2.4) The student teachers had satisfaction with learning through the curriculum at the highest level.

Needs in Academic Management Development of Secondary Schools Based on the Concept of Financial Literacy

Sutthi Siphika, Dhirapat Kulophas, Sukanya Chaemchoy — Fri, 29 Mar 2024 00:00:00 +0700

The purposes of this research were to: 1) study the actual and desired states of academic management development of secondary schools based on the concept of financial literacy; and 2) study the priority needs in academic management development of secondary schools based on the concept of financial literacy. The population was 2,361 schools under the Office of the Basic Education Commission. The samples were 331 schools, selected by stratified random sampling and simple random sampling. The informants were principals and teachers who performed the head of academic affairs, totaling 662 people. The research instrument was a 5-level rating scale questionnaire with 0.984 actual state reliability and 0.944 desirable state reliability. The data were analyzed by mean, standard deviation, and Modified Priority Needs Index (PNI_modified).

The results revealed; 1) The actual states were at a moderate level overall, with terms of schools’ curriculum development having the highest average, followed by teaching and learning management, and measurement and evaluation having the lowest average. As for the desirable state, overall, it was at a high level. The desirable states of teaching and learning management had the highest average, followed by the schools’ curriculum development and measurement and evaluation, which had the lowest average. 2) The overall needs in academic management development of secondary schools based on the concept of financial literacy had PNI_modified = 0.168, arranged as follows: No. 1 was teaching and learning management, No.2 was measurement and evaluation, and No.3 was schools’ curriculum development.

Guidelines for Transformational Leadership Development in the 21St Century of the First-Line Rajabhat University Administrators

Isamael Cheleng — Mon, 19 Feb 2024 00:00:00 +0700

This academic article aims to present guidelines for fostering transformational leadership development in the 21^st century among the first-line administrators of Rajabhat University through the conceptual framework of 4 I: 1) Idealized Influence or Charismatic, 2) Inspirational Motivation, 3) Intellectual Stimulation, and 4) Individualized Consideration. The study identified specific developmental guidelines within these dimensions: 1. Influencing with ideology: emphasizing the importance of vision and vision transmission. 2. Inspiring: Encouraging engagement in work that challenges one’s abilities. 3. Intellectual stimulation: stressing the significance of swift and effective decision-making. 4. Individuality considerations: Supporting colleagues in their personal development.