https://so03.tci-thaijo.org/index.php/rdirmu/issue/feed Journal of Research and Development Institute Rajabhat Maha Sarakham University 2024-06-18T00:00:00+07:00 Asst. Prof. Dr. Sanya Kenaphoom wasin@rmu.ac.th Open Journal Systems <p><strong>Old name: Journal of Research and Development Institute, Rajabhat Maha Sarakham University</strong></p> <p><strong>New name: Journal for Developing the Social and Community (In the process of changing the name)</strong></p> <p>เลข(เดิม) ISSN 2697-469X (Online), ISSN 2697-4681 (Print)</p> <p>เลข(ใหม่) ISSN xxxx-xxxx(Online)</p> <p>Journal of Research and Development Institute, Rajabhat Maha Sarakham University has been producing academic journals as a channel to disseminate academic works to researchers and academics. Issued 3 issues/year, namely issue 1 January-April, issue 2 May-August, and issue 3 September-December.</p> <p>Every article has been screened by experts with specific expertise.</p> <p>The important thing is to thank all the authors of the articles for their efforts to create academic works and to trust the Journal of the Research and Development Institute, Rajabhat Maha Sarakham University as a channel to disseminate quality creations.</p> <p>Those who are interested in publishing academic works or searching for academic information, as well as searching for articles at the website <a href="https://www.tci-thaijo.org/index.php/rdirmu/index">https://www.tci-thaijo.org/index.php/rdirmu/index</a></p> <p>The editorial board would like to thank all editorial committees for their kind suggestions for improving the journal's academic management standards so that the articles have a more appropriate academic standard.</p> https://so03.tci-thaijo.org/index.php/rdirmu/article/view/278298 กลยุทธ์การพัฒนาคุณภาพสถานศึกษา เพื่อส่งเสริมความเป็นเลิศด้านกีฬา โรงเรียนเทศบาลบ้านโนนทัน สังกัดสำนักการศึกษา เทศบาลนครขอนแก่น 2024-05-30T14:43:45+07:00 Worawut Worawut worawoot2326@hotmail.com <p>The aims of this research are 1) to study the components and indicators &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;of educational institution quality development to promote excellence in sports at &nbsp;&nbsp;&nbsp;Ban Nonthun Municipality School, under the Khon Kaen Municipality Education Office. 2) To study the current conditions, desired conditions, and necessary needs of developing the quality of educational institutions to promote excellence in sports.&nbsp;&nbsp;&nbsp;&nbsp; 3) To draft a strategy for developing the quality of educational institutions to promote excellence in sports at Ban Non Than Municipal School. Divided into 3 phases: 1. Study the components and indicators of improving the quality of educational institutions to promote excellence in sports at Ban Nonthun Municipal School, under the Khon Kaen Municipality Education Office. Group of 7 informants by purposive selection and &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;using focus group discussion techniques. 2. Study the current conditions, desired conditions, and necessary needs of developing the quality of educational institutions to promote excellence in sports. Sample group: 226 people. 3. Draft a strategy for developing the quality of educational institutions to promote excellence in sports &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;to study best practices for 7 schools by selecting specifically. Strategy drafting and verification to assess suitability and feasibility of the strategy by 7 experts, specifically selected. Using expert-based seminar techniques (Connoisseurship) The research tools were a focus group recording form and a component and indicator assessment form. Questionnaire about current conditions, desired conditions, and necessary needs. Seminar recordings based on experts and assessments of the suitability and feasibility of strategies and statistics used in research such as percentages, means, standard deviations, consistency index values, classification values, confidence values and necessary demand index value.</p> <p>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; The research results found that</p> <ol> <li class="show">The results of the study of the components of educational institution quality development to promote sports excellence found that the components of educational institution quality development to promote sports excellence consist of 5 elements: 1) strategic planning 2) leadership 3) Potential development 4) Giving importance to service recipients 5) Quality improvement The results of the suitability assessment were at a high level ( = 4.46).</li> <li class="show">Results of the study of problems in developing the quality of educational institutions to promote excellence in sports. Overall, it is at a high level ( =3.49). As for the overall desirable conditions and necessary needs, they were at the highest level ( = 4.54) and the overall need and need index of educational institution quality development to promote excellence in sports had a value (PNI<sub>modified</sub> = 0.23). Arrange needs from highest to lowest. Number 1 has 3 aspects: strategic planning Leadership and potential development. No. 2 has 2 aspects: giving importance to service recipients and improving quality, respectively. 3. Strategy for developing the quality of educational institutions to promote excellence in sports at Ban Nonthun Municipality School, under the Khon Kaen Municipality Education Office. Consists of &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;5 strategies, including main strategy 1) Strategic planning strategy, consisting of &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;1 secondary strategy, 5 practices. Main strategy 2) Leadership strategy consists of &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;1 secondary strategy and 4 practices. Main strategy 3) Potential development strategy consists of 1 secondary strategy and 4 practices. Main strategy 4) Strategy for giving importance to service recipients consists of 1 secondary strategy and 4 practices.&nbsp;&nbsp;&nbsp;&nbsp; Main strategy 5) Quality improvement strategy consists of 1 secondary strategy, &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;4 practices, and the overall suitability and feasibility assessment results are at a high level.</li> </ol> <p>&nbsp;</p> 2024-06-18T00:00:00+07:00 Copyright (c) 2024 Journal of Research and Development Institute Rajabhat Maha Sarakham University https://so03.tci-thaijo.org/index.php/rdirmu/article/view/269792 Effects of Teaching English Using Storytelling with Picture Series on Speaking Ability of 6th Graders 2023-07-11T15:21:05+07:00 Narudee Chuenchomkun narudeesimon@hotmail.com Waewalee Waewchimplee waewalee.w@nrru.ac.th <p>Speaking English is very important for communicating with others around the world. Speaking allows people to share with others and express their thoughts and feelings to exchange information and students need to improve their speaking abilities for future needs in their careers or daily lives. This study is for teaching English using storytelling with picture series. It’s research objectives are 1) to study the efficiency of teaching English using picture-based storytelling on the speaking ability of grade 6 students, and 2) to study the satisfaction of teaching English by using pictures. Storytelling using pictures on the speaking ability of grade 6 students. The samples consisted of 36 sixth-grade students at Anuban Nakhon Ratchasima Primary School, under the Center of Educational Networks of Nakhon Ratchasima Primary Educational Service Area Office 1, Nakhon Ratchasima Province. The selected sample was cluster random sampling for the experimental group. The instrument used in the research procedure was the lesson plan, and the instrument used for data collection were 1) the English-speaking ability test and 2) the questionnaire as the tools for students’ satisfaction. The results of this study showed that after learning English using storytelling with picture series, the students’ English speaking ability post-test mean score was significantly higher than the pre-test. The students had positive satisfaction with learning English using storytelling with picture series.</p> 2024-06-18T00:00:00+07:00 Copyright (c) 2024 Journal of Research and Development Institute Rajabhat Maha Sarakham University https://so03.tci-thaijo.org/index.php/rdirmu/article/view/268778 A Study of Geometric Thinking with Spatial Sense of Matthayomsuksa 3 Students 2023-05-27T14:44:04+07:00 Wiphawee Kheiwsri 648010160113@rmu.ac.th Yuthapong Thipchart yuthapong.t@rmu.ac.th <p>The objectives of this research were (1) to study the level of geometric thinking of Mathayomsuksa 3 students, (2) to study the spatial sense level of Mathayomsuksa 3 students, (3) to study the relationship between geometric thinking and the spatial sense of Mathayomsuksa 3 students. The target group of the research was Mathayomsuksa 3 students, 3 classes, 81 students, Tha Khon Yang Pittayakom School. Tha Khon Yang Subdistrict Kantharawichai District Maha Sarakham. The research tools were a geometric thinking test, a spatial sensation test, and a semi-structured interview about geometry and spatial sense. Statistics used in data analysis were frequency, percentage, Pearson's simple correlation coefficient. The case study method was used to present the data by descriptive analysis.</p> <p>The results showed that (1) the geometric thinking of Mathayomsuksa 3 students was mostly at the level 2 Informal Deduction, representing 46.91%, (2) the overall spatial sense level was at a moderate level, representing 76.54 percent (3) the relationship between geometric thinking and spatial sense of Mathayomsuksa 3 students were very correlated. The correlation coefficient was .798 and from the interviews it was found that students with level 0 Visualization of geometric thinking were able to tell types of geometric shapes but not clearly. can tell the characteristics of geometric shapes but are not clear Tell different geometric shapes by their type. and still unable to explain what is the same or different Students with Level 1 Analysis Geometric Concepts can identify the types of geometric shapes. cannot clearly describe the characteristics of geometric shapes Students with Level 2 Informal Deduction Geometric Minds can identify the types of geometric shapes. Explain the characteristics of geometric shapes clearly. Tell the difference between geometric shapes. Students with Level 3 Formal Deduction Geometric Thinking can identify the types of geometric shapes. Explain the characteristics of geometric shapes clearly. tell the differences of geometric shapes in detail can give examples of similar images And can also describe things that are the same or different.</p> 2024-06-18T00:00:00+07:00 Copyright (c) 2024 Journal of Research and Development Institute Rajabhat Maha Sarakham University https://so03.tci-thaijo.org/index.php/rdirmu/article/view/268777 A Study of Algebraic Thinking and Mathematical Reasoning for grade seven students 2023-05-27T14:44:52+07:00 Natinee Khodkam 648010160105@rmu.ac.th Yuthapong Thipchart yuthapong.t@rmu.ac.th <p style="margin: 0cm;">This research article aims to 1) study the level of algebraic thinking of the seven grade students, 2) study the level mathematical reasoning of the seven grade students, and 3) study the relation between the algebraic thinking and mathematical reasoning of the seven grade students. The target group used in this research was a grade seven students at Tha Khon Yang Pittayakhom School. Kantharawichai District, Maha Sarakham Province, In the second semester of the academic year 2022, 83 people. Research tools were a level of algebraic thinking quiz, a mathematical reasoning quiz, and and semi-structure interviews about algebraic thinking and mathematical reasoning. Statistics for research were percentage, average, standard deviation and pearson correlation coefficient. Data were presented through descriptive analysis.</p> <p style="margin: 0cm;">The results of the study revealed that: 1) The algebraic thinking of the seven grade students mostly at level 3 Multi-Structural, representing 28.92 percent, 2) mathematical reasoning of the seven grade students mostly at level 3 Informal Quantitative Reasoning, representing 53.01 percent, and 3) the relation between the algebraic thinking and mathematical reasoning is very related. With the coefficient of relations equal to .797. And from the interviews, it was found that students with level 5 Extended Abstract algebraic thinking were able to find answers and be able to explain concepts and solve problems. and can check the correctness of the answers they give themselves. Students with Level 4 Relational Algebraic Thinking can find the correct answer. and can check the correctness of some answers. Students with level 3 Multi-Structural Algebraic Thinking are able to explain concepts and solve problems. Can use thinking skills and calculations correctly in some items. Students with level 2 Unistructural Algebra Thinking know how to solve problems. but cannot use their thinking and numeracy skills to find the answer. And students with Level 1 Prestructural Algebraic Thinking were able to tell variables. but unable to calculate the answer.</p> 2024-06-19T00:00:00+07:00 Copyright (c) 2024 Journal of Research and Development Institute Rajabhat Maha Sarakham University