Journal Of Education Studies Valaya Alongkorn Rajabhat University

Cultivating Research Competency in Pre-Service Teacher by Employing Research-Based Learning with School Context-Based Design

2025-04-11T15:05:20+07:00

This research aimed to develop research competency in pre-service teachers at the Faculty of Education, Prince of Songkla University, Pattani Campus, through research-based learning integrated with school context-based design. The sample consisted of 22 third-year pre-service teachers. The research instruments included lesson plans, a research knowledge test, a self-assessment form that emphasizes learning emotions and behaviors, a research project evaluation form, a research report writing skills test, and a research self-efficacy scale. The research was conducted in the second semester of the 2023 academic year. Data were analyzed using descriptive statistics including means, standard deviations, and Pearson's correlation coefficients, as well as inferential statistics, namely paired-samples t-test and independent-samples t-test.

The key findings are as follows:

1. Following the learning intervention, students demonstrated a statistically significant increase in research knowledge at the .05 level (t₂₁= 9.766, p < .001, d = 2.082). Furthermore, students were able to conduct research to develop learning appropriately aligning with the context of student problems (M = 23.43, SD = 1.54), and their overall research self-efficacy was at a moderate level (M = 3.40, SD = 0.37).

2. The implementation of research-based learning integrated with school context-based design contributed to an overall upward trend in positive learning emotions and behaviors among the students.

3. There was no significant difference in students' research skills based on their prior knowledge. However, there was a statistically significant difference in research self- efficacy between groups of students with different levels of prior knowledge at the .05 level (t₂₀= 2.270, p < .034, d = 0.474).

The Development of Learning Achievement and Analytical Thinking Skills in Mathematics on the Topic of Trigonometric Functions through Brain-Based Learning (BBL) combined with Formative Assessment Techniques for Grade 11 Students

2024-10-18T16:18:21+07:00

The objectives of this research were: (1) to improve the mathematics learning achievement of Grade 11 students on the topic of trigonometric functions through Brain-Based Learning (BBL) combined with formative assessment techniques; (2) to compare the mathematics learning achievement of Grade 11 students on the topic of trigonometric functions before and after learning through Brain-Based Learning (BBL) combined with formative assessment techniques; and (3) to compare the analytical thinking skills in mathematics of Grade 11students after learning through Brain-Based Learning (BBL) combined with formative assessment techniques with a criterion of 60%. The sample group consisted of Grade 11 students from Hat Yai Witthayalai 2 School in the first semester of the 2024 academic year, totaling 1 class with 39 students, selected through cluster random sampling. The research instruments included: (1) A learning plan based on brain-based learning (BBL) combined with formative assessment techniques, consisting of 4 plans, with a suitability quality rating of 4.80. (2) An achievement test with a content validity score of 1.00 for all items, difficulty indices ranging from 0.64 to 0.79, discrimination indices between 0.30 and 0.55, and a reliability coefficient of 0.84 and (3) An assessment of mathematical analytical thinking skills, with a content validity score of 1.00 for all items. The data was analyzed using mean (M), standard deviation (SD), relative development scores, and t-test.

The research results were as follows:

1. The students' average pre-test score for mathematics learning achievement on the topic of trigonometric functions, using Brain-Based Learning (BBL) combined with formative assessment techniques was 7.31 (SD = 2.68), while their average post-test score was 27.08 (SD = 6.15). The relative development percentage was 72.61 which was at a high level.

2. The students' mathematics learning achievement on the topic of trigonometric functions after learning through Brain-Based Learning (BBL) combined with formative assessment techniques was significantly higher than before at the 0.05 level.

3. The students' average score for analytical thinking skills in mathematics after learning through Brain-Based Learning (BBL) combined with formative assessment techniques was significantly higher than the 60% criterion at the 0.05 level.

Effects of the 5E Inquiry-Based Learning Model Combined with Science Learning Activity Packages on Electric Circuits on the Experimentation Skills and Knowledge of Grade 9 Students

2025-04-11T15:34:32+07:00

This study aimed to (1) compare the experimental skills of Grade 9 students after the using the 5E inquiry-based learning model combined with science learning activity packages on electric circuits against a 70% criterion, and (2) assess relative gain score of knowledge in doing experiments after engaging with the 5E inquiry-based learning model combined with the activity packages. The sample consisted of 42 students from Grade 9 selected through cluster random sampling. The research instruments consisted of (1) three lesson plans and science learning activity packages on electric circuits, (2) an assessment checklist on experimental skills, and (3) an experimental knowledge test using short-answer subjective questions. Data were analyzed using arithmetic mean (M) standard deviation (SD), and relative gain scores. The research findings revealed that: (1) the post-instruction experimental skills of Grade 9 students had a mean score of 86.38 ± 5.26 points, equivalent to 79.98%, which exceeded the predetermined 70% criterion, and (2) the relative gain scores for experimental knowledge showed an overall mean percentage of 62.31, indicating high-level development. When considered individually, the majority of students (37 students, 88.10%) demonstrated high-level development in experimental knowledge as well.

Digital Inequality to Science Education in ASEAN

2024-07-19T12:14:40+07:00

This article is an analysis of studies conducted in ASEAN over a 5-year period (2019-2023) that investigated the digital divide in science education. By using a systematic literature review method, a total of 50 articles were selected out of 851 research papers. The analysis of the 50 articles revealed that the research can be categorized into 3 categories: 1) the situation of digital divide on science education in ASEAN; 2) the impact of digital divide on science education in ASEAN; and 3) approaches to addressing digital divide in science education in ASEAN. Quantitatively, the data was analysed by counting frequencies and calculating the percentage. Qualitatively, the inequality within ASEAN countries was emphasised. The results of the study found that over the past 5 years, the digital divide in science education in ASEAN was mainly caused by the COVID-19pandemic and the insufficiency of electronic devices for learners, which affected their science learning. For solutions to the digital divide in science education in ASEAN, the government can help to strengthen social and economic stability to improve the quality of education standards.

Problem-Based Civics Learning Design to Promote Creative Problem-Solving Thinking Skills of Junior High School Students

2024-07-18T09:20:58+07:00

The objectives of this research are to design a learning management on civics that promotes creative problem-solving skills of junior high school students using problem-based approach and to assess the skills after the implementation of the problem-based learning approach. An action research methodology was employed with a sample group of 28 junior high school students. Data analysis was conducted using mean, standard deviation, and content analysis methods.

The data analysis showed that:

1. The learning management consisted of 6 important steps including: (1) defining the problem (2) understanding the problem (3) conducting research (4) synthesizing knowledge (5) Summarizing and evaluating the answers and (6) presenting and evaluating the work.

2. The appropriateness score of the problem-based civics learning plan to promote students' creative problem-solving skills was at a high level meaning that the plan was suitable.

3. The average score of creative problem-solving skills was at a high level meaning that the plan was able to enhance the learners’ skills.

Acceptance and Assistance for Families with Children with Autism Spectrum Disorder (ASD)

2024-07-03T10:51:36+07:00

This academic article focuses on the acceptance and assistance of families with children with autism spectrum disorder (ASD), who face developmental challenges in language, communication, social interaction, and behavior. These impairments pose obstacles in their daily lives, affecting relationships and functioning within society. Consequently, families play a crucial role in supporting the development of children with ASD, as they must acknowledge the reality and manage their own stress effectively to promote the potential of their children. Effective assistance requires collaboration between families and a multidisciplinary team of professionals from various fields. This teamwork aims to support learning and skill development for children with ASD, adhering to the principle that "the child is the subject, the family is the divider, and the experts are the helpers." When families receive support from relevant agencies, they gain physical and emotional strength to care for their children with ASD continuously. Family involvement in promoting development fosters better family-child relationships and increases the likelihood of successful interventions. Thus, enhanced collaboration between families and professionals can maximize the potential for successful assistance and development of children with ASD.

Digital Learning Design to Promote Geographic Literacy for Primary School Students

2024-10-31T17:08:41+07:00

This academic article aims to present knowledge on (1) the concept of geoliteracy in the context of 21st century education, (2) an integrated digital media learning approach to promote geoliteracy for elementary students, and (3) the design of digital learning by applying the CIPPA Model to develop essential geoliteracy skills for learners. This article aims to present a digital learning design approach to develop geoliteracy for elementary students using the CIPPA Model framework, which emphasizes interactive learning between learners, teachers, and digital media through the integration of Socratic questioning techniques to stimulate analytical thinking and geographic reasoning. The expected outcomes are the systematic development of learners’ geoliteracy skills and the promotion of learners’ ability to apply their knowledge to solve social and environmental problems sustainably.

In this study, the concept and components of the CIPPA Model were analyzed to consider the feasibility of applying it for learning management in the context of modern education, combined with questioning, resulting in a 5-step learning management design using the CIPAC Model, focusing on the learning process that promotes analytical thinking and the critical use of technology. This article presents an approach to learning design that will help develop learners' digital literacy, and discusses suggestions for applying the concept to learning.