23 research outputs found
DEVELOPMENT OF POLICY RECOMMENDATION FOR EDUCATIONAL MANAGEMENT DURING COVID-19 PANDEMIC
No full textThe objectives of this research were to analyse the context and make a policy recommendation on educational management in the situation of the Coronavirus 2019 pandemic for schools under Loei Primary Educational Service Area Office 2 by using policy research methodology. The research was divided into 2 phases: Phase I, context analysis of educational management in the Coronavirus 2019 pandemic situations by group discussion, and phase II, policy recommendation making by connoisseurship. Data were analysed by content analysis method. The results showed that 1)There were 3 aspects of educational management problems in the situation of Coronavirus Disease 2019 pandemic as 1) educational management methods 2) learning management and 3) caring and helping students. 2) Educational management policy recommendation in Coronavirus 2019 pandemic situations of Loei Primary Educational Service Area Office 2 had 3 components: 1) the educational administration; 2) learning management and 3) caring and helping students, there were total 14 policy recommendations
The Effects of Collaborative Research-Based Professional Coaching on the Professional Competence of Teachers and Educational Personnel: A Pilot Study in the Thai Context
No full textEducational professional competence must be developed through continuous practical work without separationfrom regular work in order to achieve the goal of sustainable development. This research aimed to create a collaborativeprofessional coaching process based on research to develop the professional competence of teachers, schooladministrators, and educational supervisors that affects the employability of basic education students in Loei Province.The study investigated the efficiency, effectiveness of the coaching process and the results of coaching. A quasi-experimental research methodology with a single group pre-test and post-test design was used to study 13 schools underLoei PESAO 1-2 and SESAO Loei - Nong Bua Lamphu, in the academic year 2025. The data were collected by 39teachers, 13 school administrators, 3 experts, and 3 educational supervisors. A total of 400 students in grades 4-12 wereselected using cluster random sampling. The research instruments consisted of assessment forms, checklists, andquestionnaires. Data were analyzed by using frequency, percentage, efficiency index, relative gain score, and OneSample t-test. The research results revealed that the collaborative research-based professional coaching process focusedon developing teachers' professional competence through the support of administrators and educational supervisors in areal-world research context, which was considered the first intervention: developing a spatial education program toenhance students' employability. This process was conducted as the second continuous professional developmentcoaching cycle, which consisted of three steps: 1) identify, 2) learn, 3) improve, and the final results were: 1) teachers,school administrators, and educational supervisors had professional competencies, and 2) students had essentialemployment competencies. The results of the coaching process examination found that all components were appropriate,exceeding the standard efficiency and effectiveness. This resulted in increased professional competencies in all threeprofessions, and the assessment results of students' employability were .01 significantly higher than the standard, withhigh satisfaction in all group
Design Research in Learning Loss Recovery to Prevent Students’ Dropouts in Loei Primary Educational Service Area Office 2
No full textThe coronavirus disease 2019 (COVID-19) outbreak has caused dramatic changes across the worldespecially students’ learning. The purposes of this research were to 1) diagnose students' learningrecession and group the students according to the problem condition and needs, 2) design and developan prototype for rehabilitation of learning recession, and 3) analyze the results of rehabilitation ofstudents learning recession. Quantitative and qualitative data were collected by 5 sets of research tools:1) Learning Recession Diagnosis Recording Form 2) Stress and Mental Health Assessment Toolkit 3)Innovation Prototype Design and Development Recording Form 4) Supervision Toolkit 5) ReflectionRecording Form in the academic year 2022. The participants were 152 affiliated schools selscted bypurposive sampling. Quantitative data were analyzed using descriptive statistics while content analysiswere used for qualitative data . The results showed that students were grouped into 3 groups: 1) Riskgroup 2) Recovering group and 3) Encouraging group. The students had problems with classattendance, learning behavior and academic skills. In addition they also had a family limitation. Theyneeded flexible and happy learning and digital literacy in order to create technology immunityincluding the individualized education program and drug prevention network. The developedinnovation consisted of 3 levels: district level, school level and class level. This was a short-termrecovering program, and long-term recovering program. The recovering program helped studentsbecame more ready to learn and stakeholders were satisfied
The Effects of Collaborative Research-Based Professional Coaching on the Professional Competence of Teachers and Educational Personnel: A Pilot Study in the Thai Context
No full textEducational professional competence must be developed through continuous practical work without separation from regular work in order to achieve the goal of sustainable development. This research aimed to create a collaborative professional coaching process based on research to develop the professional competence of teachers, school administrators, and educational supervisors that affects the employability of basic education students in Loei Province. The study investigated the efficiency, effectiveness of the coaching process and the results of coaching. A quasi-experimental research methodology with a single group pre-test and post-test design was used to study 13 schools under Loei PESAO 1-2 and SESAO Loei - Nong Bua Lamphu, in the academic year 2025. The data were collected by 39 teachers, 13 school administrators, 3 experts, and 3 educational supervisors. A total of 400 students in grades 4-12 were selected using cluster random sampling. The research instruments consisted of assessment forms, checklists, and questionnaires. Data were analyzed by using frequency, percentage, efficiency index, relative gain score, and One Sample t-test. The research results revealed that the collaborative research-based professional coaching process focused on developing teachers' professional competence through the support of administrators and educational supervisors in a real-world research context, which was considered the first intervention: developing a spatial education program to enhance students' employability. This process was conducted as the second continuous professional development coaching cycle, which consisted of three steps: 1) identify, 2) learn, 3) improve, and the final results were: 1) teachers, school administrators, and educational supervisors had professional competencies, and 2) students had essential employment competencies. The results of the coaching process examination found that all components were appropriate, exceeding the standard efficiency and effectiveness. This resulted in increased professional competencies in all three professions, and the assessment results of students' employability were .01 significantly higher than the standard, with high satisfaction in all groups
Life and career skills of primary school students: A tentative model and an online scale
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Life and career skills are essential attributes for living in the 21st century because they are important to both learning and working in local and international workplaces. This study tried to create a measurement model of life and career skills and develop an online scale for investigating the psychometric property of the scale. The participants consisted of 646 primary students in Northern, Central, Southern and North eastern regions of Thailand. Then, the classical test theory, the multidimensional item response theory and the confirmatory factor analysis (CFA) were used for data analysis. The analysis of data appeared as item of difficulty index, discrimination power index and reliability of the scale. In addition, the multidimensional analysis and the CFA of data showed item fit and construct validity of the scale. This may lead to the development of clear and correct measure of students’ life and career skills structure. Policy implications are discussed.
Keywords: Life and career skills, tentative model, online scale, construct validity.


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Validity evidence of the sufficient life skill model
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The sufficiency economy philosophy in King Bhumibol’s initiative is a principle for the development of people especially their ideas and the relationship of adequate living, that is providing guidance on appropriate conduct covering numerous aspects of life. This construct is a new model in educational measurement in Thailand. This study tried to examine the construct validity of the measurement model by using the sufficient life skill (SLS) scale. The scale was used to measure the SLS of 599 Thai students studying in basic education level and the lie scale was applied to detect faking of test takers. The confirmatory factor analysis was utilised for comparing the two different models, holistic and specific models. The result showed consequence of construct validity of the better model. In addition, findings also supported the importance of applying lie scale for detecting faking responses. Theoretical implications are discussed.
Keywords: Construct validity, confirmatory factor analysis, sufficient life skill, sufficiency economy philosophy.


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The Development Of Learning Achievement In English Languages Of Grade6 Students In Covid-19 Situation By Applying The Flipped Classroom Concept Inverted
No full textThis research is conducted with Indonesian students. The objectives of the research were: (1) to develop and verify the efficiency of the Flipped Classroom Plan for Grade 6 (2) to examine the effectiveness of the Flipped Classroom Plan for Grade 6 Students (3) To study the learning achievement of grade 6 students who studied using a flipped classroom learning activity plan in the situation of COVID-19, the researcher used the research process in the first semester of the academic year. 2021 Data was collected between June and October 2021. Tools used include Plan to organize learning activities in a flipped classroom, 4 plans, 10 hours, with pre-test and post-test. Data were analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation. average efficiency performance index Effectiveness Index and relative development scores. The results of the research on the development of English language learning achievement of grade 6 students in the situation of COVID-19 by applying the concept of a reverse classroom. The results of the research were summarized as follows. 1. The results of the study of the assessment of the learning management plan by applying the flipped classroom concept to improve students' English learning achievement. Grade 6 in the situation of COVID-19 by experts the mean per plan ranged from 3.6 – 4.4 and the overall mean was 4.12, the standard deviation was 1.00. The results of the review of the efficiency of the Flipped Classroom Plan for grade 6 students were: The quality and appropriateness of each learning management plan were at the highest to the highest level, and the overview of the results The assessment of all learning management plans were at a high level (x̄= 4.12, S.D.=1.00) and the results of the plan's effectiveness was examined. The flipped classroom for students in grade 6 had a process efficiency value (E1) of 76.86, the efficiency of the result (E2) of 79.20, efficiency (E1/E2) of 76.86/79.20 high. then the set threshold is 75/75 2. The results of the study on the effectiveness index of the Flipped Classroom Plan for grade 6 students (N=30) found that the application of the Flipped Classroom concept was used to improve the results. The English language learning achievement of Grade 6 students in the COVID-19 situation with an overall average effectiveness index of 0.6648, indicating that the Flipped Classroom plan helped students achieve a hundred percent higher. 66.48 each 3. The results of a study of the learning achievement of gr 6 students who studied using the flipped classroom learning management plan in the situation of COVID-19 by analyzing the relative development scores. of achievement, the percentage of scores before school was 46.66, the percentage of scores after school was 79.22, and the percentage of development was 68.40. The overall developmental level result according to the criteria was high. They can be divided according to the following criteria: There are 3 people with very high development and 27 people with high development
THE USE OF CONSTRUCTIONISM TO DEVELOP STUDENTS’ COMMUNICATION SKILLS THROUGH A SHARE LEARNING PROCESS
No full textThe objectives of this study were (1) to develop English learning through a SHARE learning process based on Constructionism theory to develop achievement with an efficiency of 75/75, (2) to compare the students’ achievement between before learning and after learning, and (3) to compare the students’ attitude towards English learning through a SHARE learning process between before learning and after learning. For the research tools, the researcher used 10 lesson plans followed a SHARE learning process of Constructionism theory, communication assessments for learning English for communication, and the evaluation of students’ attitude towards English learning a SHARE learning process based on Constructionism theory. The results showed that (1) the development of English learning through a SHARE learning process had an efficiency of 82.15/83.21, (2) the students’ communication development after using English learning through a SHARE learning process based on Constructionism theory was higher than before statistically at the .05 level of significance, and (3) students’ attitude toward English learning was very satisfied.
 
EFFECT OF APPLING FLIPPED CLASSROOM ON ENGLISH ACHIEVEMENT OF PRIMARY 5 STUDENTS IN COVID-19 SITUATION
No full textThis research was collaboratively conducted with Indonesian students and aimed to 1) develop and evaluate the efficiency of Flipped Classroom management, 2) investigate the efficiency of Flipped Classroom management, and 3) examine learning achievement in English of Primary 5 students at Ban Nonkokkha school in Covid-19 situation. The target groups consisted of 32 students learning by using Flipped Classroom lesson plans in Covid-19 situation. The Flipped Classroom lesson plan for teaching in Covid - 19 situation in semester 1 of Academic year 2021 were used to collect the data from June to October 2021. The research tools were Flipped Classroom lesson plans consisted of 12 plans for 12 hours, pretest and posttest. The data was analysed using descriptive statistics for data analysis including frequency, percentage, mean, standard deviation, average efficiency value, index of efficiency, and relative gain scores. The results of the research were as follows. 1) For the evaluation of the use of Flipped Classroom lesson plans for Primary 5 students, each of the lesson plans was averagely scored 3.67 – 4.33. Overall, the lesson plans were averagely scored at high level (x̄= 4.25, S.D.=0.60), the efficiency (E1/E2) was 83.03/78.54 which was higher than the preset criteria. 2) The index of efficiency of Flipped Classroom lesson plans was 0.6741, and the students' improvement increased 67.41 percent. 3) The students' learning achievement analysed from the relative gain scores of learning achievement results showed that the percentage of pretest scores was 34.17 whereas the percentage of posttest score was 78.54, and the percentage of growth score was 67.34 of which was interpreted as high level. When classifying based on the criteria, it was found that there were 7 students scored very high growth, 21 students’ high growth, and 4 students scored moderate growth
THE DEVELOPMENT OF ENGLISH-SPEAKING SKILLS OF PRIMARY 3 STUDENTS IN COVID-19 SITUATION THROUGH FLIPPED CLASSROOM CONCEPT INTEGRATING WITH CLASSROOM ACTION RESEARCH
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The English language has become a very crucial part of everyone's life. English communicative skill especially speaking skill is an important foundation for students to interact with others. Now that in the crisis of COVID-19 situation, face-to-face teaching is not available. As the result, the lack of speaking competency can lead to ineffective communication. The purposes of this study were (1.) to develop and verify the efficiency of the Flipped Classroom lesson plan for Primary 3 students (2.) to investigate the effectiveness of the Flipped Classroom lesson plan for Primary 3 students (3.) to study the result of student’s English-speaking skill after learning by Flipped Classroom Concept and to examine students’ satisfaction on flipped classroom teaching. A mixed research method was used, collecting data through various sources, including pre-and post-tests on speaking skills, a questionnaire (“Students’ satisfaction on learning by Flipped Classroom Concept”), the teacher’s in-class observations. The data were analyzed using descriptive statistics for data analysis including frequency, percentage, mean, standard deviation, average efficiency value, index of efficiency, and relative gain scores. The results of the research were as follows. 1) For the evaluation of the use of Flipped Classroom lesson plans for Primary 3 students, each of the lesson plans was averagely scored 4.44 – 4.50. Overall, the lesson plans were averagely scored at a high level (x̄= 4.46, S.D.= 0.89), the efficiency (E1/E2) was 82.74/84.3 which was higher than the preset criteria. 2) The index of efficiency of Flipped Classroom lesson plans was 0.57692, and the students' improvement increased 57.69 percent. 3) The students’ English-speaking skills analyzed from the relative gain scores of English-speaking skill development results showed that the percentage of pretest scores was 62.9 and the percentage of posttest score was 84.3, and the percentage of growth score was 62.14 of which was interpreted as high level. The results show that not only did students’ English-speaking skills were improved significantly but also the lesson was more engaging and active after the Flipped Classroom Concept was employed in their classroom. The findings of this study may benefit educators who are interested in applying technology in teaching English-speaking skills
