Journal of Research and Curriculum Development

Cover

JRCDeditor — 2024-06-29

Cover, Objectives, Scope, Editorial board, Publication Ethics Policy, Manuscript Submission Guidelines

JRCDeditor — 2024-06-29

The 3P Model: Supervision Model within School to Promote Learning Management Competency

Sawitree Sitthichaiyakan — 2024-06-13

The objectives of the article are to (1) to present a school supervision model to promote teachers' learning management abilities and; (2) to implement a school supervision model to promote teachers' learning management abilities in schools. When the aspect of supervision in schools is very important in management to improve and develop teachers' learning management to create confidence and faith in the profession. Also, morale and encouragement can develop both teachers and students, specifically developing the quality of students in every aspect. Supervision within an educational institution is a system of cooperation between educational institution administrators, teachers and educational personnel in educational institutions to develop the academic work of educational institutions in accordance with educational standards through the planning process, planned operations and observing activities according to laid down procedures and reflection. In order to bring the results together to improve and develop with the Professional Learning Community (PLC), according to the internal school supervision process mentioned above and will be able to promote the ability to manage the learning of teachers.

Development of an Online Course on Learning Measurement and Evaluation for Primary School Teachers

Jittirat Saengloetuthai — 2024-06-13

This research aimed: (1) to develop the online course on learning measurement and evaluation; and (2) to evaluate the appropriateness of the online course on learning measurement and evaluation for primary school teachers. The research sample was 12 interviewees and 36 primary teachers under the Nakhon Pathom Primary Educational Service Area, Office Two. The research instruments included an interview form, a knowledge test and a design ability test on learning measurement and evaluation, an attitude test toward learning management and evaluation, and an opinionnaire on the developed online course. The data were analyzed with percentage, mean, standard deviation, t-test, and content analysis. The research results showed that the online course on learning measurement and evaluation was developed based on gamification concepts. The quality of the developed online course was assessed at a good level. After experimenting with the sample, knowledge and ability in design learning measurement and evaluation of teachers were higher compared to before learning with a statistical significance at .05. Moreover, the teachers’ attitude toward learning measurement and evaluation was highly positive, and they opined that the developed online course was appropriate for developing knowledge, abilities, and attitudes of teachers at the highest level both overall and in specific aspects.

Development of Mathematical Concepts about Statistics Using the Concept Formation Model together with Concept-Rich Instruction and Higher-Order Questions for Undergraduate Students Majoring in Mathematics

Vetcharit Angganapattarakajorn — 2024-06-13

The purposes of this research are as follows: (1) to compare and study mathematical concepts about statistics among undergraduate students majoring in mathematics before and after learning by using the concept formation model together with concept-rich instruction and higher-order questions; (2) to study mathematical misconceptions about statistics on undergraduate students majoring in mathematics; and (3) to study the opinions of undergraduate students majoring in mathematics about the use of the concept formation model together with concept-rich instruction and higher-order questions. The research samples were 35 undergraduate students in their second year of college and majoring in mathematics in the Faculty of Education of Burapha University. The research instruments were composed of six lesson plans using the concept formation model with concept-rich instruction and higher-order questions, a test of mathematical concepts about statistics, and the pre-learning and post-learning versions with a reliability of 0.78 and 0.855 respectively, and the record form of mathematical misconceptions about statistics and the questionnaire about opinions towards the use of concept formation model together with concept-rich instruction and higher-order questions. The overall research findings revealed the following: (1) the mathematical concepts about statistics of undergraduate students majoring in mathematics after learning by using the concept formation model together with concept-rich instruction and higher-order questions higher than before learning with a statistical significance level of .05; (2) the mathematical misconceptions about statistics of mathematics major undergraduates were three aspects as follows: problem interpretation, the use of theories, formulas, laws, definitions, properties and computations and (3) the opinions of undergraduate students majoring in mathematics about the use of the concept formation model together with concept-rich instruction and higher-order questions was in highest level (M=4.57, SD=0.51).

A Comparative Study of Educational Policies in South Korea and Thailand During 1945-1980

Khanittha Saleemad — 2024-06-13

This article examines the educational policies of South Korea and Thailand during the period that both countries desired to adjust to rapid change and catch up to modernization. Thailand began to promote educational developments in the 1870s, earlier than South Korea, whose educational system was restrained during Japanese colonialism, and where education reformation began in 1950. Yet, South Korea overtook Thailand in both educational achievements and developments. The aim of this article is to compare the educational policies between Korea and Thailand from 1945-1980. The research shows that the Korean educational policies that are related to economic development during 1960-1980 were better and more efficient policies than that of Thailand and the establishment of the Economic Planning Board (EPB) in 1961, and brought about a compatible policy of education and economic development. On the other hand, the Thai government paid less effort in achieving its goal. This can be seen from having no mechanisms for coordinating the supply of skilled workforces to meet the demands of industry and the educational indifference of Thai governments. As a result, the goal of education for economic growth has not been achieved in practice.

Academic Operation Model toward Agility in Driven Education Sandbox of Schools under Bangkok Metropolitan Administration

Supalax Meepan — 2024-06-13

This research aims to 1) to study the necessary needs in academic operation toward agility in driven education Sandbox of schools under Bangkok Metropolitan Administration (BMA). 2) to study the components, process for carry out academic, etc. 3) to develop a model for carry out academic, and 4) to evaluate academic operation model. The sample group used in the research was 29 administrators, 161 teachers, 77 school committee members, 59 parent network committee members, and 29 community representatives total 355 people. The research tool was questionnaire, interview from focus group. The results revealed that the necessary needs in academic operation towards agility in driven education Sandbox of schools under BMA in overall, it was the highest level. The components of driven academic at school consists of four areas. It consisted of 1) Participation and there are five information items. 2) Decentralization and there are three information items. 3) Teamwork and there are four information items. 4) Coordination and there are six information items. There ae process according to quality cycle system (PDCA) in seven aspects namely. 1) Curriculum has eight information steps. 2) Instruction has eight information steps. 3) Innovation has ten information steps. 4) Evaluation has nine information steps. 5) Supervision has six information steps. 6) Community has eight PLC information steps. 7) Research has eight information steps. Indicators includes: 1) Indicator of Learners 2) Indicator of Teachers 3) Indicator of Schools. Evaluation results was suitability, usefulness of academic operation model. In overall was at the highest level.

The Use of Cooperative Learning for Enhancing the English Speaking Skills of National High School Students in Myanmar

Sai Aung Khan — 2024-06-13

The objectives of this mixed-methods study are as follows: (1) to compare the English-speaking skills of National High School (NHS) students in Myanmar before and after using cooperative learning; and (2) to explore the satisfaction of students towards the use of CL. The study was conducted in one of the NHS in Myanmar, 30 students were purposefully selected from the entire NHS as research participants. The participants underwent treatment with four different CL methods: Think-Pair-Share, Numbered Heads Together, Three-Step Interview, and Mix-Freeze Pair over a period of one month. The research instruments included lesson plans, an English- speaking test (pretest and posttest), a satisfaction questionnaire, and a focus group discussion. The quantitative data were analyzed using paired sample statistics t-test (p≤.05 level of significance), mean, and standard deviation, while qualitative data were subjected to thematic analysis. The results of the English-speaking test showed a mean of 8.60 for the pretest and 12.56 for the posttest, with a mean difference of 3.96 (24.75%), an increase from 53.75% to 78.5% of the total score. The obtained (p) value of 0.001 indicated the effectiveness of CL in enhancing the English-speaking skills of NHS students. Moreover, the results from the students’ satisfaction questionnaire revealed that all the items received the highest or high level of satisfaction. The qualitative data gathered from the focus group discussion indicated that the participants expressed satisfaction with the use of CL, which motivated them to study more and enhance their English-speaking skills. Thus, the findings provide teachers in Myanmar with an alternative technique for teaching English speaking skills.