Journal of Research and Curriculum Development

Developing the Next Generation of Aviation Professionals through Aviation Curriculum

2023-07-11T23:50:35+07:00

The article aims to propose curriculum development which can generate next aviation professionals for the aviation industry. The perspectives, from critical work to curriculum vice-versa, respond to the need of regulatory bodies concerned as well as industry. The human performance-related considerations of the International Civil Aviation Organization (ICAO) are mainly employed to merge with three-core domain of aviation professionals forming the responsive curriculum in aviation education at undergraduate level. The pathway of aviation professionals for employability derived from curriculum development and complex professional tasks. However, curriculum development as well as learning process design towards the integration of strands (e.g., human factors), aviation function (e.g., cargo operations) together with laws and regulations in aviation by means of organizing into three major curriculum components: objectives, content or subject matter, and learning experiences must be blended and integrated.

The Development of Chemistry Instructional Handbook by Blended Learning to Enhance Achievement on Chemistry and Science Process Skill for Vocational Certificate (skill bridging program) of Polytechnic Institute of Banteay Meanchey Province, Kingdom of Cambodia

2023-05-04T15:47:19+07:00

The research objectives are as follows: (1) to develop an instructional chemistry handbook by blended learning for skill bridging program of the Polytechnic Institute of Banteay Meanchey Province in the Kingdom of Cambodia; (2) to study science process skills among students who learned with chemistry instructional handbook on blended learning; (3) to compare achievement on chemistry learning before and after learning with an instructional chemistry handbook on blended learning; (4) to study the satisfaction of teachers who used an instructional chemistry handbook of blended learning. The 40 samples were vocational certificate students and two teachers from a Polytechnic Institute of Banteay Meanchey Province, using sample and random sampling. The implement lasted for seven weeks. The data were statistically analyzed using mean, standard deviation, and a dependent t-test. The instruments used for gathering the data were as follows: (1) the chemistry instructional handbook by blended learning; (2) science process skill test; (3) pretest and posttest; and (4) teacher satisfaction. The research findings were as follows: (1) the result of the instructional chemistry handbook on blended learning and had 10 components; (2) the results of studying science process skill of the students who learned with instructional chemistry handbook by blended learning. In Unit One, science process skills were moderate (=3.30, S.D.=0.55), in Unit Two of an science process skill were high (=3.51, S.D.=0.50); in terms of Unit Three, science process skill were high (=3.75, S.D.=0.54), in Unit Four, the science process skill were high (=4.10, S.D.=0.50), which accepted the research hypothesis; (3) the result of comparison of achievement on chemistry learning before and after learning with instructional chemistry handbook on blended learning are difference levels of statistical significance of .05; (4) the result of studying teacher satisfaction with an instructional chemistry handbook on blended learning was at a level of “high”.

Validation of a Measurement Model for Psychosocial Developmental Characteristics among Adolescent Students and the Study of Invariance across Age Groups

2023-06-28T12:59:30+07:00

This study aimed to validate the components of psychosocial development and examined the invariance of psychosocial developmental models among adolescent students of different ages. A sample group of 1,051 upper secondary school students were selected through a two-stage sampling method, and the data was collected using an identity model scale developed from the measures on the psychosocial development scale. Confirmatory factor analysis with the LISREL program was used to analyze the data. The results showed that the components of psychosocial development in upper secondary school students remained consistent across age groups, with a two-dimensional measurement model consisting of positive and negative psychosocial development, each with eight sub-issues. The measurement model was found to be consistent with empirical data, although the parameters differed between age groups. These findings suggest the need for a program to promote positive psychosocial development suitable for teenagers of both age groups. Overall, this study provides important insights into the psychosocial development of adolescent students and highlights the importance of considering age-related differences of developmental models.

Critical Participatory Action Research for Development of Private School Teachers' Work Approaches in Bangkok

2023-07-03T11:56:12+07:00

This critical participatory action research was conducted to develop the work approaches among teachers in a private school in Bangkok. The study was framed around the participatory discipline, as follows (1) explore work problems; (2) study the guidelines of work approaches; and (3) develop the work abilities of teachers. A principal, eight private school teachers, and six researchers were engaged as participants, and divided into two groups: insiders and outsiders. Content analysis was used for data collection with a qualitative approach, such as participatory focus groups, in-depth interviews, document analysis, and action learning were applied. The findings showed that private school stakeholders address the importance of work problems and work management by systematically focusing on the abilities and problem-solving skills and were divided into three dimensions of work problems among private school teachers, e.g., workload problems, work context problems, and work management problems. It also presents that the action learning process can promote abilities and problem-solving skills, collaborative teamwork, and other needed individual skills to achieve the goals of the school. Moreover, the development aims to enhance the abilities of teachers, problem-solving skills, and management from action learning, impacting three stakeholder levels: individual, team, and organization.

The Integration of Field Trip with Multimedia Technology for Learning Achievement in Social Studies of Grade Four Bhutanese Students

2023-08-31T17:32:12+07:00

The aim of the quasi-experimental method of quantitative and qualitative study are as follows: (1) to compare the learning achievement of Grade Four Bhutanese students in Social Studies before and after a field trip with multimedia technology; and (2) to investigate the extent of learning satisfaction among Grade Four Bhutanese students in Social Studies after using a field trip with multimedia technology. The study was conducted in one of the primary schools in southern Bhutan over a period of a month in the 2023 academic year. The research participants consisted of 30 Bhutanese students and the researcher used them as research participants since the research school has only one section of Grade Four. The instruments used for the study were lesson plans, learning achievement tests (pretest and posttest) and a semi-structured interview. The quantitative data were analyzed using a paired sample t-test and the qualitative data through thematic analysis with p<0.05 level of significance. The results of the pretest and posttest score analysis through paired t-test showed a significant improvement in the posttest (x̅ =16.27) than the pretest (x̅ =10.47). The mean difference of 5.80 and the two-tailed significance (p) value was .01, which indicated that the integration of field trip with multimedia technology improved learning achievement of the students and was effective in teaching Social Studies. Similarly, the data was collected through semi-structured interviews and concluded that participants expressed a high level of learning satisfaction and also motivated them to learn better and develop positive relationships. Thus, this study recommends integrating field trip with multimedia technology as an alternate tool to teach Social Studies and make the lessons entertaining, engaging and efficient.

Coaching and Mentoring Supervision for Enhancing Learning Management Competency for Mathematics Internship Students

2023-09-14T23:03:51+07:00

The objectives of this research are as follows: (a) to study the approaches of coaching and mentoring supervision in enhancing learning management competency; and (b) to assess the learning management competency of mathematics internship students. This research was conducted with a multi-case study research, including six participants who were mathematics internship students practicing in the school practicum in the first semester of the 2020 academic year in three schools in Surat Thani province. The data was collected from the learning management competency assessment form including interviews, class observations, lesson plans, and field notes. The data analysis implemented descriptive analysis and statistics consisting of arithmetic mean, percentage, and standard deviation. The research results found that coaching and mentoring supervision approaches to enhance learning management competency for mathematics internship students can be summarized into four steps, as follows: Step 1: preparation before teaching (Design); Step 2: the implementation of teaching and learning activities (Practice); Step 3, reflection after teaching (Feedback), and Step 4, improvement and development of teaching (Revise) and all six mathematics internship students had good rating scores in the assessment of the competency of learning management for both ratings. The average learning management competency assessment recorded the second time was higher than the first time for all participants.

Effect of Reflection on Analytical and Critical Thinking Skills for Engineering and Technology Students: A Case Study in a General Education Class

2023-10-19T10:15:30+07:00

This pilot study aimed to investigate the effect of student’s learning-reflection skill as a mediator on the thinking skills of participants taking a subject, Learning and Problem-Solving Skills. The course covered analytical thinking skills and critical thinking skills. Throughout the 15-week semester, the practice of reflection using the 3-basket technique was implemented. Using the coaching competency, the instructor created an environment in which students could safely reflect on their learning as a group or individually. At the end of the semester, the perception of the students’ thinking and learning abilities, i.e., analytical thinking and critical thinking, and reflection skills were evaluated and correlated with the predictors such as the class satisfaction in terms of the structure/activities, the instructor’s behavior/in-class environment, and the students’ behaviors. The results showed strong positive correlations of the predictors with the students’ reflection and thinking skills. In addition, both instructor’s behavior as coach/in-class environment and students’ behaviors significantly effected students’ thinking abilities via students’ reflection skills as the mediator.

Cover

2023-11-22T19:48:03+07:00