Journal of Social Sciences in Measurement Evaluation Statistics and Research

A Little Book of Big Data and Machine Learning

2025-06-16T19:07:59+07:00

Examination of a Competency Implementation Model for Music Teachers in Assessing Thai Wind Instruments Performance of Primary School Students

2024-07-02T11:58:19+07:00

This study aimed to examine the quality of a Competency Implementation Model for music teachers in assessing Thai wind instrument performance of primary school students. The research sample comprised five experts in educational measurement and evaluation design, as well as specialists in Thai musical skills, teaching, and assessment of Thai wind instrument performance. The research instruments consisted of: 1) a Suitability Assessment Form for the Competency Implementation Model for music teachers in assessing Thai wind instrument performance of primary school students, and 2) a Suitability Assessment Form for the manual of the aforementioned Competency Implementation Model. The findings of the study revealed: The Competency Implementation Model for music teachers in assessing Thai wind instrument performance of primary school students demonstrated the highest overall quality level (M=4.61, SD=0.51) across four aspects: utility, feasibility, propriety, and accuracy. Upon individual aspect analysis, most aspects were rated at the highest level. The propriety and accuracy aspects exhibited the highest mean values (M=4.67, SD=0.48), followed by feasibility (M=4.57, SD=0.50). The utility aspect showed the lowest mean value (M=4.53, SD=0.57). The manual for the Competency Implementation Model also achieved the highest overall quality level (M=4.67, SD=0.50). Among its individual aspects, utility received the highest mean score (M=4.84, SD=0.37). The hard copy in book form received a lower mean value (M=4.60, SD=0.58), while the content aspect had the lowest mean (M=4.56, SD=0.51). In conclusion, the quality assessment of the Competency Implementation Model for music teachers in assessing Thai wind instrument performance of primary school students yielded results at the highest level across all evaluated aspects.

The Effect of Digital Growth Mindset on Digital Resilience of Grade 10-12 Students with Digital Self-Efficacy as a Mediator

2024-06-26T12:58:30+07:00

This research aims to analyze the influence of a digital growth mindset on the digital resilience of grade 10-12 students with digital self-efficacy as a mediator. The sample used in this study consisted of 743 high school students, selected through stratified random sampling based on region and school size. Data collection was conducted using an online questionnaire developed to have psychometric properties in terms of validity and reliability. The content validity index (I-CVI) of the research questions ranged from 0.80 to 1.00, and the content validity index (S-CVI) was 0.83. The Cronbach’s Alpha coefficients for each indicator ranged from 0.707 to 0.867. Data were analyzed using structural equation modeling (SEM) with R and Mplus programs. The results indicated that the structural equation model was consistent with the empirical data ( ²(41) = 142.958, p < .001, RMSEA = 0.058, CFI = 0.987, TLI = 0.978, SRMR = 0.020) The digital growth mindset had a direct significant influence on both digital resilience and digital self-efficacy at the .05 level ( _DGM->DRS= .612, p < .001; _DGM->DSE= .934, p < .001) Additionally, digital self-efficacy had a direct significant influence on digital resilience at the .05 level ( _DSE->DRS= .270, p < .001). It was also found that the digital growth mindset had an indirect significant influence on digital resilience through digital self-efficacy at the .05 level ( _{DGM->DSE->DRS}= .271, p < .001), with an overall effect of .865. These findings suggest that promoting digital resilience in students should start with fostering a digital growth mindset and enhancing their digital self-efficacy.

Development of Self-Assessment Method for Enhancing Thai Wind instrument Performance of Secondary Students: An Application of Assessment as Learning Using Reflection Form Video Feedback Approaches

2024-08-27T10:58:22+07:00

The purpose of this research were as follows: 1) to develop a self-assessment method to enhance Thai wind instrument performance skills among high school students by applying the assessment as learning concept with reflective thinking from video recordings to provide feedback, and 2) to evaluate the quality of the self-assessment method for improving Thai wind instrument performance skills among high school students by applying the assessment as learning concept with reflective thinking from video recordings to provide feedback. The population used in grade 11 students of Kitchakhut wittaya School, Chanthaburi Province, total 40 people. The statistics used for qualitative and quantitative data analysis were repeated measures ANOVA, One-way ANOVA. The research findings revealed that: 1) The self-assessment method applying the assessment as learning concept with reflective thinking from video recordings to provide feedback included: 1) Self-assessment to check one's learning with five questions, 2) Self-assessment from video recordings with a scoring rubric, 3) Writing reflective thoughts, and 4) Recording videos to provide feedback. 2) The method of self-assessment aimed at developing practical skills in Thai wind instruments among high school students, using the concept of assessment as learning through reflective thinking from video recordings In the third self-assessment, there was a significant statistical difference (p<.05) between the experimental group and the control group and most students are satisfied with the self-assessment method and have expressed consistent opinions accordingly.

Low-carbon Tourism in Koh Sichang from the Government Perspective

2024-08-09T10:14:12+07:00

Low-carbon tourism is a form of tourism that reduces carbon dioxide emissions, which are a significant contributor to global warming. However, many organizations involved in tourism management lack experience in implementing this type of tourism. This research article aims to: 1) examine the general tourism information and context of Koh Sichang, and 2) explore the perspectives of government agencies regarding low-carbon tourism on Koh Sichang. This qualitative study employed data collection methods including document analysis, in-depth interviews, and non-participatory observations. The key informants consisted of seven individuals, and the data were analyzed using content analysis and reported through descriptive interpretation. The findings revealed that: 1) Koh Sichang is a conveniently accessible tourist destination with a variety of natural and historical resources, as well as unique traditions and ways of life, attracting a significant number of visitors both on weekdays and weekends. 2) Government agencies involved in tourism have expressed an interest in developing Koh Sichang’s tourism into a low-carbon model to preserve the natural environment, reduce expenses, and increase income for local communities. Moreover, they aim to create a sustainable tourism system. The perspectives of these agencies emphasize the importance of government leadership in initiating various projects to serve as role models for entrepreneurs and communities. Additionally, they highlight the need for effective public communication to ensure that all stakeholders understand the tangible benefits of low-carbon tourism initiatives.

Yes/No Angoff Standard Setting on an English Proficiency Test: Setting Cut-Off Scores and Analyzing Standard Setting Validation

2024-09-05T16:48:43+07:00

This research aimed to determine cut-off scores based on the CEFR framework levels A2, B1, and B2 using the Yes/No Angoff method for an English proficiency test developed by the English Department at Chiang Mai Rajabhat University, and to analyze the validation of the standard setting and the determined cut-off scores. There were ten judges in this study. The research instruments included an English proficiency test with a total score of 100, a CEFR standard comprehension test, a survey of judges’ opinions on the pre-standard setting training, the Yes/No Angoff evaluation form, and a survey of judges’ opinions on the standard setting process. The research findings indicated that the cut-off scores for the aforementioned English proficiency test, based on the CEFR framework, were set at 26 points for level A2, 64 points for level B1, and 84 points for level B2.The internal validation of the standard setting process and the assigned cut-off scores was verified through the Intraclass Correlation Coefficient (ICC) calculations, showing results of .92 for A2, .92 for B1, and .81 for B2.External validation, on the other hand, was examined using three methods: the first method involved focus group discussions on the reasonableness of the cut-off scores with representatives of curriculum administers and lecturers, the second method compared the grouping of test takers according to the CEFR levels by an experienced lecturer with the grouping based on the determined cut-off scores (Pearson correlation = .63), and the third method assessed the procedural validation by asking judges for their opinions on the standard setting process they participated in. It was found that the judges strongly agreed (mean = 3.78) with the overall standard setting process.

Development of a Flipped Classroom Learning Innovation Using Interactive Video Microlearning to Enhance Learning Achievement and Retention in Measurement and Evaluation for Teacher Professional Students

2024-09-12T09:34:38+07:00

The objectives of this research were: 1) to develop and evaluate the effectiveness of a flipped classroom learning innovation using interactive microlearning videos: a case study of the subject on measurement and evaluation in education, and 2) to investigate the learning achievement and retention of students using the developed innovation. The sample consisted of 52 students enrolled in the Bachelor of Education program who were registered for the course on measurement and evaluation in education, obtained through cluster random sampling. The research instruments included: 1) the course syllabus (TQF 2) for 10 Bachelor of Education programs, 2) the flipped classroom learning innovation utilizing interactive microlearning videos, and 3) assessments measuring learning achievement and retention. The statistics for validating the research instruments included the E1/E2 index, content validity, item difficulty, item discrimination, and Cronbach's alpha coefficient. Data analysis employed mean, standard deviation, one-sample t-tests, and paired t-tests. Content analysis led to the development of 14 flipped classroom learning plans and 26 interactive microlearning videos. Expert evaluation of the innovation indicated that the quality met the set criteria. Upon implementation, the innovation demonstrated an effectiveness ratio of 91.27/79.50. In real-world settings, the student's achievement did not fall below 70%, and their knowledge retention decreased nine weeks after the learning period but remained above 60%, with a statistically significant difference at the 0.01 level.

Developing and Defining Cut-off Scores for Innovator Attributes in Chiangmai Junior high school Students

2024-10-09T13:44:12+07:00

This study had three objectives: (1) to develop and examine the psychometric properties of an innovator attributes scale for Chiangmai junior high school students, (2) to establish cutoff scores for the innovator attributes scale based on the Wrightmap approach, and (3) to explore the innovator attributes levels of Chiangmai junior high school students. The research sample consisted of three groups of junior high school students: Group 1 with 300 students, Group 2 with 1,000 students, and Group 3 with 1,186 students, all of whom were selected through multi-stage sampling. A 4-point Likert scale measuring innovator attributes was used. The psychometric properties were assessed using both classical test theory and Rasch's item response theory model. The results indicated that (1) the innovator attributes scale comprised 21 items across 7 dimensions, with item discrimination indices ranging from moderate to high (r = .49 - .73) at a significance level of .05, and reliability coefficients ranging from high to very high ( = .72 - .86). The measurement model fit the empirical data well, with acceptable item fit indices (Infit, Outfit MNSQ = .79-1.39). (2) Two cutoff points were identified, categorizing students into three groups: (1) those exceeding expectations in innovation, (2) those demonstrating innovation, and (3) those beginning to develop innovation traits. (3) Overall, the students exhibited moderate levels of innovation traits.