Journal of Education, Loei Rajabhat University

Amornmas Mookdamuang

Amornmas Mookdamuang — 2025-12-30

The The Factors of School Administration Affecting the Happiness In Work of Teachers Under the Office of Udonthani Primary Educational Service Area

Aroonrung Sooktewa — 2025-12-30

Abstarct

The purposes of this research were to 1) study the components and indicators of school administration factors affecting teachers’ happiness at work 2) study the level of educational institution administration factors, 3) study the level of happiness in teachers working lives, 4) study the relationship between factors of schools administration of schools and happiness at work of teachers and 5) construct a forecasting equation of the factors of personnel administration of educational institutions that affect happiness at work of teachers. The sample consisted of 363 teachers using a simple random sampling method. The research tool was a 5-point estimation scale questionnaire with 0.948 and 0.949 confidence levels, respectively. The statistics used to analyze the data included the frequency distribution, percentage, mean, and standard deviation. Pearson's correlation coefficient and stepwise multiple regression analysis. The results of the research showed the following: 1) School administration factors of schools had 4 elements, 20 indicators. 2) The overall level of school administration factors was at a high level 3) Teachers’ happiness at work was at a high level 4) Factors in School administration of schools with happiness in teachers' work under the office of Udon Thani Primary Educational Service Area have a relationship. 5) The prediction equations. The prediction power is 62.00%. The predictive equation of the raw scores: = 1.960 + .401(X₄) + .311(X₁) and the predictive equation of the standard score: = .534(X₄) + +.460(X₁) - .157(X₃)

Learning Modern Geography Through Learning Activities: A Case Study of Ban Pong Chet School, Ban Kha District, Ratchaburi Province, Thailand

Supharerk O-in — 2025-12-30

This study aimed to examine and experiment with the process of transferring modern geographical knowledge through the integration of technology and participatory learning among students, teachers, undergraduate students, and instructors. An action research approach was employed to develop a collaborative learning management model. Five geography-based learning stations were designed, including regional geography of Thailand, cloud and weather studies, soil characteristics, drone and surveying technologies, and map reading and orientation. Instructors and undergraduate students served as facilitators, delivering knowledge to school students and teachers. Data were collected through interviews and satisfaction questionnaires administered after the completion of the activities. The results indicated that more than 50% of participants perceived the activities as appropriate, effective in promoting hands-on learning, and applicable to real-world contexts. Additionally, undergraduate students demonstrated improvement in knowledge transfer skills and the ability to organize active learning activities. Overall participant satisfaction was rated at a mean score of 4.61, representing the highest level. The highest-rated aspect was the development of public-mindedness, followed by personal development and the suitability of the activity format. Overall, the findings reflect the effectiveness of participatory, technology-enhanced learning activities in promoting meaningful geography learning outcomes.

Developing Learning Management System by Interactive Online 4MAT Model in Computational Science Course for Grade 8 Students at Tessabal 5 Wat Phra Pathom Chedi school

Chaloemchai Sarapee — 2025-12-30

This research aimed to develop interactive 4MAT online learning activities in the Computer Science course for Grade 8 secondary school students, to develop a learning management system to support these learning activities, to study the effectiveness of the developed learning activities according to the established 80/80 criterion, and to compare students' academic achievement before and after the intervention. The content used was the Computer Science course for Grade 8. The sample for this study consisted of 33 students in Grade 8/2, selected using a cluster sampling technique. The research instruments included: The Learning Management System, Learning Materials, Learning Management Plans, Evaluation Forms for the Learning Management Plans, Evaluation Forms for media (technical and content aspects), evaluation of system effectiveness, and Academic Achievement Tests. Data analysis was conducted using mean, standard deviation, percentage, and the t-tests. Key Findings: The interactive 4MAT online learning activities development comprised 8 steps integrated with 5 steps of interactive online learning. The evaluation of these activities was at the highest level with a mean of 4.50 and a standard deviation of 0.26. The developed learning management system was rated at the highest level a mean score of 4.70 with a standard deviation of 0.28. The effectiveness of the learning activities met the established criterion, with a value of 84.72/90.20. Students’ post-intervention academic achievement was significantly higher than their pre-intervention achievement, statistically significant at the .05 level.

Development of an Instructional Model on Mathematization to Enhance Mathematical Literacy for Elementary Education Pre-service Teachers

Sirirat Punchasupawong — 2025-12-30

The objectives of this research were (1) to develop an instructional model based on mathematization approach to enhance the mathematical literacy for elementary education pre-service teachers and (2) to investigate the effects of the developed instructional model. The study was conducted in two phases. The first phase involved the development of the instructional model, and the second phase implemented the model in classroom settings, applying mathematization approach. The participants were 68 elementary education pre-service teachers from the Faculty of Education, Ramkhamhaeng University, selected through purposive sampling. The research instrument consisted of lesson plans designed according to mathematization approach. Data collection employed a mathematical literacy test to assess the effectiveness of the model. Data were analyzed using the mean (M), standard deviation (S), and paired-sample t-test. The results revealed that (1) the developed instructional model comprised four steps: Step 1: understanding real-life problem situations; Step 2: determining approaches and planning problem-solving; Step 3: solving mathematical problems to obtain answers; and Step 4: summarizing and interpreting the answers in relation to real-life problem situations; and (2) the mathematical literacy of elementary education pre-service teachers after the intervention was significantly higher than before the intervention at the .05 level.

Developing English Reading Comprehension Skill of Mathayomsuksa 2 Students Using SQ6R

Witthawat Ratchakhom — 2025-12-30

This research employed a pre-experimental one-group pretest–posttest design, and the purposes were: 1) investigate English reading comprehension skills of students before and after learning through the SQ6R technique, 2) compare post-test scores with a 75% criterion, and 3) explore student satisfaction with the instruction. The sample consisted of 33 eighth-grade students at Tessaban 5 Ban Nong Phakkham School, obtained through purposive sampling. Research instruments included eight SQ6R-based lesson plans, a 40-item reading comprehension test, and a satisfaction questionnaire. Data were analyzed using mean, percentage, standard deviation, Paired Samples t-test, and One-Sample t-test. The results revealed that: 1) English reading comprehension skills after using the SQ6R technique were significantly higher than before the intervention at the .05 level, with a very large effect size (Cohen’s d = 3.13). 2) The average post-test score was 83.15%, which was significantly higher than the 75% criterion at the .05 level. 3) Student satisfaction with the SQ6R-based instruction was at the highest level ( = 4.55, S.D. = 0.32). The systematic stages of SQ6R, particularly the Record, Reflect, and Reshape steps, effectively enhanced students’ cognitive processing and critical thinking skills. This approach allowed students to organize information through graphic organizers and connect the content with real-world contexts, leading to a substantial improvement in identifying main ideas and supporting details.

Developing Teachers’ Potential to Drive Internal Transformation for Out-of-School Children: A Case Study of Municipal School Teachers in Nakhon Sawan Province

Laksanavadee Jaturapat — 2025-12-30

This study is a qualitative research employing a participatory action research design. The objectives were: (1) to develop teachers’ capacities for internal-to-external transformation through contemplative education grounded in the 3H conceptual framework; and (2) to develop a localized support system for children at risk and those with a tendency to drop out of the formal education system. The target group was selected through purposive sampling and consisted of guidance teachers, student affairs teachers, and homeroom teachers from eleven schools under Nakhon Sawan Municipality, together with affiliated network schools, totaling twenty-four participant. The research instruments included participant observation, reflective journals, focus group discussion guidelines, and narrative case study records. Data were analyzed using qualitative content analysis and systems analysis. Data trustworthiness was ensured through triangulation. The findings revealed that: (1) the contemplative education process enhanced teachers’ self-awareness, reduced bias in perceiving students’ problems, and strengthened their ability to understand students’ life contexts from a systemic perspective, in accordance with the development of the Nakhon Sawan Model. These outcomes enabled teachers to regulate their emotions more effectively, communicate with greater understanding, and foster positive relationships with learners. (2) Through lesson learned extraction within the participatory action research process, a support system for at-risk children was developed, driven by mechanisms of in-depth problem diagnosis, flexible learning pathway provision, and collaborative learning among practitioners. This system promotes continuity in student support and contributes to the prevention of student dropout from the formal education system.