Journal of Research and Curriculum Development

Inter-rater Reliability of a Clinical Practice Assessment Rubric for Physical Therapy Students: Mahidol University

Rujiret Upiriyasakul — 2024-12-30

The rubric for clinical practice training is content-accurate, however a student can be assessed more than one clinical instructor by occasion. This may be affected to achieve the learning objectives and outcomes. It is thus this study aim to investigate inter-rater reliability of a clinical practice assessment rubric. The researcher compiled data of learners who were evaluated in competency by more than one clinical instructor during the same period, in the academic years 2020- 2022. The assessment rubric includes three aspects of competency: 1 item in the knowledge aspect, 10 items in the skill aspect, and 9 items in the professional behavior aspect, for statistical analysis and to consider the Intraclass Correlation Coefficient (ICC 2,2). From a dataset of 158 scores, good inter-rater reliability was observed in questions related to patient care standards (ICC = 0.91), self-improvement in knowledge (ICC = 0.83), and effective communication (ICC = 0.79). Moderate reliability was found in most skill-related items, such as hypothesis formulation (ICC = 0.73) and physical examination skills (ICC = 0.56). However, four professional behavior items and three skill-related items exhibited low reliability, indicating a need for further refinement. The agreement on conditions of assessment and the process of training evaluators needs to be reviewed to guarantee the rubric's reliability among clinical instructors. Additionally, the operational definition should be refined to provide reliable and objective competency assessments of physical therapy students, leading to more effective and consistent evaluations.

Development of Web-based Application for Nakhon Pathom Community-based Tourism in French for High School Students

Sasiwan Suwankitti — 2024-12-30

The purposes of this research were to develop a web-based application in French for Nakhon Pathom community-based tourism for high school students and to examine the effectiveness of the web-based application in terms of French listening-speaking ability for community-based tourism and satisfaction from the application. The research instruments were: 1) an interview form about community-based tourism in Nakhon Pathom Province; 2) a web-based application in French for community-based tourism in Nakhon Pathom Province for high school students; 3) a French listening-speaking ability test for community-based tourism; 4) a French oral test for community-based tourism; and 5) a satisfaction questionnaire with the developed web-application. The statistics used in the research included mean, standard deviation, and dependent t-test. The results showed that 1. the web-based application in French for community-based tourism in Nakhon Pathom Province for high school students consists of 1) principles, 2) objectives, 3) learning activities of 9 lessons, and 4) measurement and evaluation. 2. Regarding the trial, 2.1 students’ listening-speaking ability in French for community-based tourism after learning was higher than before learning with statistical significance at .05 level. Their listening-speaking ability in French after learning was higher than the set criterion of 70% with statistical significance at .05 level. 2.2 Overall, the students’ satisfaction with the developed web application was at a high level. For further development, researchers can apply this approach in developing the application to other courses or curriculum. The findings of this research are the application should be function in various systems, iOS or android; the lessons must be presented to attract interests, be practical, and be interactive to support a fast learning; be frequently responsive for lesson output; and be encouraged little by little for a continuous development of the skill.

A Needs Assessment of Self-development According to Teacher Professional Standards for Private School Teachers in Nakhon Pathom

Yuwaree Yanprechaseat — 2024-12-30

The objectives of this research were 1) to assess and rank the priorities of needs for self-development according to Teacher Professional Standards of private school teachers in Nakhon Pathom Province; 2) to compare sample teachers’ needs for self-development based on status factors. The sample, chosen through two-stage random sampling, was 412 teachers at a private school in Nakhon Pathom. The research tools were questionnaire. Data were analyzed by Mean, Standard Deviation and PNI_Modified. Major finding was: 1) The average overall (PNI_Modified) of need for self-development according to Teacher Professional Standards of the sample teachers from a private school in Nakhon Pathom was 0.38. 2) Male teachers had a slightly higher perceived need for self-development according to Teacher Professional Standards than did female teachers. Single teachers had the highest perceived need for self-development according to Teacher Professional Standards. Teachers in most of the age groups had similar perceived need for self-development according to Teacher Professional Standards. Teachers with the highest level of prior education (bachelor’s degree or master’s degree) had a higher perceived need for self-development according to Teacher Professional Standards. Teachers with 6-10 years of teaching experience had the highest perceived need for self-development according to Teacher Professional Standards. Teachers with less than 5 years teaching experience, teachers with 11-15 years teaching experience and teachers with 16-20 years teaching experience.

The Effectiveness of Using Differentiated Instruction on Science Learning Achievement for Grade 5 Bhutanese Students

Chimi Selden — 2024-12-30

The purposes of the study were to examine the effectiveness of using Differentiated Instruction (DI) on Science learning achievement and learning satisfaction of grade 5 Bhutanese Students. This mixed- method research adopted a cluster random sampling method to select a sample group consisting of 30 students from one of the primary schools in Bhutan. The instruments used for the study were lesson plans, learning achievement tests and a semi-structured interview. The validity of the research instruments were validated by 3 experts with the result of the IOC index ranges from -1 to +1. The study used pre-test and post-test method to collect quantitative data and semi-structured interview to collect qualitative data. The pre-test and post-test were conducted before and after the treatment to find out the level of students’ learning achievement. The semi-structured interview was administered after the post-test to find out the students’ learning satisfaction in Science. The result of learning achievement was analyzed using a paired sample t-test. It was found that the post-test mean score (14.37) was higher than the pre-test mean score (8.58) with the mean difference of 5.79. Further, the significance (p) value was .01 which indicated using differentiated instruction on Science learning was effective. Additionally, the findings from semi-structured interview concluded that participants expressed high levels of learning satisfaction. Therefore, DI approach should be applied and implemented in schools as it creates new and diverse learning environments to accommodate students’ diverse learning requirements, irrespective of their academic status or standing in society.

Development of Learning Management Model Through Participative Reflection to Enhance Critical Thinking of Nursing Students

Supattra Chansuvarn — 2024-12-30

The research aimed to develop a reflective learning model to enhance nursing students' critical thinking skills. The goals were to create the model, evaluate its effectiveness, and monitor the transfer of reflective learning. The study had four phases: identifying problems in reflective learning, developing the model, evaluating its effectiveness, and transferring the learning. The sample group consisted of experts in the field of nursing reflection, teachers responsible for the nursing curriculum, and nursing students. The tools used to collect data were: 1) a questionnaire on current problems regarding students' critical thinking abilities; 2) an assessment of critical thinking ability; 3) an assessment of reflective behavior; and 4) an assessment of satisfaction with learning management. We analyzed the data using mean, standard deviation, T-test, and content analysis. Results: 1. The results revealed that nursing students had problems with critical thinking at a moderate level (= 3.48, standard deviation = 0.56).; as a result, reflective learning should be integrated into the curriculum to enable nursing students to think critically. 2. The development of reflective learning model consisted of five steps: 1) activity preparation; 2) introduction; 3) virtual simulation activity implementation; 4) reflection and learning summary; and 5) evaluation. 3. After the implementation of the model, the nursing students demonstrated discrepancy in critical thinking skills before and after the experiment significantly at the 0.05. 4. The results of the follow-up on the transfer of the reflective learning revealed three key issues: 1) applying the knowledge to patients in real-life situations; 2) solving real problems; and 3) gaining confidence in providing quality patient care. Conclusion: Managing learning through reflection encouraged nursing students to think critically and solve problems in nursing practice.

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JRCDeditor — 2024-12-30