Journal for Developing the Social and Community

The developing teachers’ competency in demonstration-based learning management to enhance self-help dressing skills for students with intellectual disabilities at Kalasin Panyanukul School, Kalasin Province

Mallika Panchana — 2026-05-09

Background and Objectives: Developing teacher competency in demonstration-based learning is crucial for enhancing the self-help skills in dressing among students with intellectual disabilities, particularly within the context of special education schools. This research aimed to 1) develop the knowledge and understanding of teachers at Kalasin Panyanukul School regarding demonstration-based learning to promote self-help dressing skills for students with intellectual disabilities; 2) develop teachers' skills in implementing such learning management; and 3) study teacher satisfaction toward this competency development.

Methodology: This study utilized action research based on the concepts of Stephen Kemmis and Robin McTaggart. The co-researchers consisted of 12 dormitory teachers at Kalasin Panyanukul School, selected through purposive sampling. The research process followed planning, action, observation, and reflection stages across 2 cycles, employing workshop and supervision strategies. Research instruments included: 1) a knowledge and understanding test, 2) a learning plan suitability evaluation form, 3) a teacher's learning management skills evaluation form, and 4) qualitative data collection tools. Quantitative data were analyzed using percentage, means, and standard deviations, while qualitative data were analyzed using content analysis.

Results: 1) Teachers’ knowledge and understanding of demonstration-based learning to promote self-dressing skills improved significantly, with the average post-workshop score (89.58%) being higher than the pre-workshop score (44.17%). 2) Regarding instructional skills monitored through supervision in the first cycle, teachers achieved a high overall level (= 4.31, S.D. = 0.54), with 9 participants passing the criteria and 3 requiring further development. Following the second cycle, all 3 remaining participants demonstrated improved skills, reaching the "Highest" level and passing the assessment. And 3) Overall teacher satisfaction with the competency development process was at the highest level (= 4.82, S.D. = 0.10).

Conclusion: The teacher competency development process through demonstration-based learning, implemented via two action research cycles, proved to be highly appropriate and effective. By emphasizing consistent supervision, consultation, and close coaching, the process successfully enhanced teachers' knowledge and skills to the highest level, with all participants meeting the established criteria.

The Work Motivation and Commitment to The Organization of Support Personnel in Private University ABC

Orrarat Phopukdeegool — 2026-05-13

Background and Aims: This research aims to: 1) study the work motivation of support staff at ABC Private University, 2) examine the level of organizational commitment among the support staff at ABC Private University, and 3) explore the influence of work motivation on organizational commitment among the support staff at ABC Private University.

Methodology: The sample for this research was selected using random sampling from the population to represent all support staff. The researcher employed Taro Yamane's formula (Yamane, 1973) to calculate the sample size, with a margin of error of 5% and a confidence level of 95%, resulting in a total sample size of 209 individuals. This study employs a quantitative research method, analyzing data collected from questionnaires. The data were analyzed for mean values and standard deviations, and hypotheses were tested using multiple regression analysis.

Results: The research findings are as follows: 1) The work motivation of support staff at ABC Private University, considering all six aspects, is generally high with an average score of 3.53. The order from highest to lowest is as follows: recognition (average score of 4.00), organizational processes (average score of 3.78), job security (average score of 3.74), career advancement (average score of 3.43), welfare benefits (average score of 3.37), and salary (average score of 2.88). 2) The organizational commitment of support staff at ABC Private University, considering all three aspects, is generally high with an average score of 4.00. The order from highest to lowest is as follows: social norms (average score of 4.36), emotional attachment (average score of 4.16), and continuous commitment (average score of 3.48). 3) The work motivations that significantly affect the organizational commitment of support staff at ABC Private University include salary, job security, and recognition, with statistical significance at the 0.05 level.

Conclusion: The study found that support staff at ABC Private University have high levels of work motivation and organizational commitment. In particular, recognition, job security, and organizational processes are key factors that significantly enhance work motivation. At the same time, organizational commitment in terms of social norms and emotional attachment is also at a high level, reflecting employees’ acceptance of organizational values and their sense of belonging. Furthermore, the analysis indicates that work motivation has a significant influence on organizational commitment, especially in terms of salary, job security, and recognition. Therefore, the organization should prioritize the development of policies and human resource management practices that promote these factors in order to enhance employee commitment, which will ultimately lead to improved work performance and long-term organizational sustainability.

Push and Pull Determinants of Consumer Switching Intention in E-commerce Platforms within Digital Platform Competition Context in Thailand

Pattarachat Kasemsiribunyawat — 2026-05-13

Background and Aims: In the hyper-competitive digital economy, consumers increasingly exhibit multi-homing behaviors characterized by low switching costs. This research examines the push and pull factors influencing the switching intentions of Thai e-commerce consumers. By synthesizing the Push-Pull Theory with contemporary digital contexts, this study addresses a critical research gap regarding how algorithmic-driven dynamics and social networks serve as switching drivers in the modern marketplace.

Methodology: This quantitative study utilized an online questionnaire to collect data from 419 Thai consumers experienced in e-commerce platforms. The research instrument was validated for content validity and reliability. Data were analyzed using descriptive statistics, Pearson Correlation, and Multiple Regression Analysis.

Results: The findings indicate that both push and pull factors are positively and significantly correlated with switching intention, with pull factors exhibiting a markedly stronger relationship than push factors. Specifically, within the push dimension, System quality was identified as the sole primary driver of switching behavior. Conversely, Alternative attractiveness and Social Word-of-Mouth emerged as potent pull determinants. The integrated model explained a moderate proportion of the variance in switching intention (R² = 0.490), with Alternative attractiveness identified as the most significant predictor (Beta = 0.475). These results suggest that positive attractions from competing platforms outweigh the push-related deficiencies of incumbent platform.

Conclusion: The study underscores the critical importance of strategic pull factors within the social commerce landscape, particularly the use of social influence and alternative variety as primary instruments for market share acquisition. From a managerial perspective, the findings suggest that operators must prioritize experiential differentiation and technical system enhancement to mitigate push triggers. Furthermore, establishing network-driven mechanisms is essential to effectively attract and foster long-term user loyalty.

The Comparison of Critical Thinking Ability and Information Retrieval Skills using Historical Methods Problem-based Learning and Conventional Methods History Learning Materials for Matthayomsuksa 2 students

Phuchit Phukabsai — 2026-05-19

Background and Aims: This study aimed to design and evaluate history learning activities for Matthayomsuksa 2 students through the use of the historical method and problem‑based learning, grounded in a student‑centered and active learning framework. The effectiveness of the instructional activities was examined according to the 80/80 efficiency criterion. In addition, the study sought to compare students’ critical thinking ability and information retrieval skills after receiving three instructional approaches: the historical method, problem‑based learning, and conventional instruction. Furthermore, students’ satisfaction with learning activities implemented through the historical method and problem‑based learning was investigated to reflect instructional quality and learners’ engagement within constructivist learning environments.

Methodology: The independent variable in this study was the instructional approach, consisting of three types of learning activities: the historical method, problem‑based learning, and conventional instruction. The dependent variables included students’ critical thinking ability, information retrieval skills, and satisfaction with student‑centered learning activities. The sample consisted of 126 Grade 8 students from three classrooms at Kalasinpittayasan School. The research instruments included ten lesson plans based on the historical method and problem‑based learning, a critical thinking ability test, an information retrieval skills assessment, and a student satisfaction questionnaire. Data were analyzed using percentage, mean, standard deviation, and F‑test.

Results: The results indicated that learning activities based on the historical method and problem‑based learning exceeded the established efficiency criterion. The instructional efficiency of the historical method was 85.29/85.94, while that of problem‑based learning was 82.91/81.09. In terms of critical thinking ability, students who learned through the historical method and problem‑based learning did not differ significantly from each other; however, both groups demonstrated significantly higher scores than those receiving conventional instruction at the .01 level (F = 56.165, p < .01). Regarding information retrieval skills, students taught through problem‑based learning achieved the highest performance, followed by those in the historical method group and the conventional instruction group, with statistically significant differences at the .01 level (F = 28.866, p < .01). Furthermore, students who participated in learning activities based on the historical method and problem‑based learning reported an overall high level of satisfaction with the learning activities.

Conclusion: Active learning through both the historical method and problem‑based learning enhances students’ knowledge construction processes in accordance with constructivist learning theory. By engaging with problems and evidence to evaluate information and generate conclusions independently, students develop higher levels of critical thinking, rational use of information, and positive attitudes toward learning, which represent key goals of curriculum and instructional development in the 21st century.

Developing a Sustainable Water Management Framework for the Chi River Basin

Sutthinee Noileiou — 2026-05-22

Background and Aims: The Chi River Basin is a critical water resource system in northeastern Thailand, supporting agriculture, ecosystems, and local livelihoods. However, it faces persistent challenges such as floods, droughts, fragmented governance, and limited stakeholder participation. These issues highlight the need for a more integrated and sustainable water management framework. This study aims to (1) examine the current context of water resource management in the Chi River Basin, (2) identify key problems and obstacles, (3) develop a sustainable water management model, and (4) propose policy recommendations applicable to similar river basins.

Methodology: A qualitative research approach was employed across 15 provinces in the Chi River Basin. Data were collected from 25 key informants, including policy-level representatives, operational staff, water users, and civil society, through in-depth interviews, observations, and focus group discussions. Data were analyzed using content analysis based on McKinsey’s 7S Framework, Ostrom’s commons theory, and participatory concepts.

Results: The findings reveal that water management in the Chi River Basin remains centralized, fragmented, and reactive, with overlapping institutional roles, limited integration across agencies, insufficient resource allocation, and inconsistent stakeholder participation. The study proposes a practical and sustainable management model consisting of four key components: (1) Flexible and integrated strategies, including adaptive planning mechanisms, two-way communication systems with communities, and climate-responsive decision-making processes; (2) Balanced and modern organizational structures, emphasizing decentralized governance through basin-level committees with increased representation of local stakeholders and clearly defined roles and coordination mechanisms; (3) Comprehensive management systems, involving the development of integrated water data platforms using Big Data, GIS, and AI for real-time monitoring, forecasting, and decision support; and (4) Human resource development with shared values, focusing on capacity building for both officials and communities, participatory training programs, and the promotion of collaborative water governance culture. These components are operationalized through mechanisms such as multi-stakeholder decision-making platforms, real-time data integration systems, community-based water management initiatives, and transparent monitoring and evaluation processes.

Conclusion: Sustainable water management in the Chi River Basin requires a paradigm shift from centralized governance to decentralized and participatory approaches. Strengthening local capacity, enhancing data-driven decision-making, and institutionalizing collaborative governance mechanisms are essential for long-term sustainability. The proposed model provides a practical framework that can be adapted to other river basins with similar socio-environmental contexts.

Legal Issues Concerning the Authority of the Department of Corrections in Parole Consideration

Tanawut Wongananda — 2026-05-22

Background and Aims: Since the 2017 Corrections Act, Section 52(7), stipulates that the power to consider parole rests primarily with the executive branch's subcommittee, without any judicial role in reviewing or balancing the decision, despite the original sentencing being a result of court judgments, concerns have arisen regarding the principle of separation of powers, transparency in discretionary power, and public confidence in the justice system. This research aims to 1) study the legal problems concerning the executive branch's power to consider parole; 2) compare the laws and mechanisms for parole in Thailand, Germany, and France; and 3) propose ways to improve Thailand's parole law to create appropriate checks and balances mechanisms.

Research Methodology: This research employs documentary research, studying the 2017 Corrections Act, relevant Thai and foreign laws, as well as books, academic articles, research papers, theses, court judgments, and electronic documents in both Thai and foreign languages. Content analysis was used to compare and synthesize the data.

Results: Thailand's parole system lacks clarity regarding the composition and qualifications of the subcommittee considering parole. This results in the executive branch having broad discretionary power and may open the door to interference or unfair use of discretion. At the same time, Germany and France give the judiciary a significant role in considering parole, with the courts considering information from the correctional and probation agencies. This mechanism enhances transparency and builds confidence in the justice process.

Conclusion: Thailand should amend the 2017 Corrections Act, Section 52(7), by requiring the judiciary or judges to participate as a component of the parole review committee to create checks and balances between the executive and judicial branches, which will help increase fairness, transparency, and public confidence in the Thai justice system and correctional system.

Development of project-based learning activities in social studies for grade 4 primary school students

Worrawit Butaka — 2026-05-24

Background and Aims: Problem-based learning (PBL) is an approach to teaching that focuses on meaningful learning through confronting problems that are relevant to real-life situations. Using graphic organizers as a learning tool, which incorporates interconnected concepts and information in various formats, helps visualize the structure of knowledge or content. This is a crucial skill that learners can apply to understanding large amounts of content, making it easier and faster to comprehend. This research aims to: 1) develop problem-based learning activities combined with graphic organizer techniques that promote analytical thinking skills, meeting the 75/75 effectiveness criterion; 2) compare analytical thinking skills before and after instruction; 3) compare academic achievement before and after instruction; and 4) study student satisfaction with the problem-based learning activities combined with graphic organizer techniques.

Methodology: This research is an experimental study. The sample group consisted of
15 students from one classroom in the 5th grade of secondary school at Koeng Wittayanukul School, Semester 1, Academic Year 2025. The research instruments used were: 1) Ten problem-based learning activity plans combined with graphic organizer techniques; 2) A situational, non-content-referenced multiple-choice test with four options to measure analytical thinking ability; 3) A 30-item multiple-choice achievement test with four options; 4) A 10-item satisfaction questionnaire using a 5-level Likert scale.

Results: The findings indicated that: 1) Problem-based learning combined with graphic organizer techniques, which promoted analytical thinking ability in International Economics for 5th grade secondary school students, was effective (E1/E2) with scores of 78.80/78.44, exceeding the set criterion of 75/75. 2) The analytical thinking ability of students who participated in problem-based learning activities combined with graphic organizer techniques was significantly higher after the intervention than before, at a statistical significance level of .01. 3) The academic achievement of students who participated in problem-based learning activities combined with graphic organizer techniques was significantly higher after the intervention than before, at a statistical significance level of .01. 4) 5th grade secondary school students showed a high level of satisfaction with the problem-based learning activities combined with graphic organizer techniques, with an overall average score of 4.43, indicating a high level of satisfaction.

Conclusion: This study aims to develop problem-based learning activities combined with graphic organizer techniques to effectively promote analytical thinking skills in International Economics for Grade 11 students, and to appropriately apply these activities to higher grade levels.

The development of analytical thinking skills and learning achievement of Prathomsuksa 4 students using the problem-based learning (PBL) collaborates with the topic “Our-Province”: Action Research

Pailin Srisang — 2026-05-25

Background and Aims: In the 21st century, educational management must prioritize student-centered learning and empower learners to construct knowledge independently. This aligns with the mandates of the National Education Act B.E. 2542 (1999) and the Basic Education Core Curriculum B.E. 2551 (2008), both of which emphasize core competencies in analytical thinking and problem-solving. However, within the instructional context of the Social Studies course for Prathomsuksa 4 students at Ban Dong Lan (Khururat Prachasarn) School, it was found that most students still lack analytical thinking skills, primarily due to their familiarity with lecture-based learning and rote memorization. Problem-Based Learning (PBL), therefore, serves as a pivotal approach in transitioning the learner's role from a passive recipient of information to an active knowledge seeker. By utilizing authentic, real-world situations as catalysts, PBL stimulates systematic analytical thinking. This research aimed to: 1) develop the analytical thinking abilities of Prathomsuksa 4 students on the topic 'Our Province' through PBL; and 2) evaluate the students' academic achievement following the implementation of PBL.

Methodology: This study employed an action research design. The target group consisted of three Prathomsuksa 4 students enrolled in the first semester of the 2025 academic year at Ban Dong Lan (Khururat Prachasarn) School, Roi Et Province, selected through purposive sampling. The research instruments included: 1) Lesson plans based on the Problem-Based Learning (PBL) approach for the 'Our Province' unit 2) an analytical thinking skills test 3) an academic achievement test 4) a student behavior observation checklist 5) a student behavior recording sheet and 6) a semi-structured student interview. Data analysis will be conducted using mean, standard deviation, percentage, and content analysis.

Results: 1) The students demonstrated a stepwise improvement in analytical thinking through the PBL cycles. In the first cycle, one student scored above the 70% criterion, with two students showing 'adequate' quality and one student showing 'good' quality. By the second cycle, two students exceeded the 70% criterion, with one student at 'adequate' and two at 'good' quality. In the third and final cycle, all three students (100%) achieved scores above the 70% threshold and demonstrated 'good' quality in analytical thinking skills. 2) The students' academic achievement on the topic 'Our Province' was significantly higher than the 70% proficiency criterion.

Conclusion: According to the results, implementing Problem-Based Learning (PBL) led to a stepwise improvement in students' analytical abilities across the action cycles. The core process, which emphasizes engagement with real-world problems, encourages students to conduct inquiries, practice systematic reasoning, and construct their own understanding. This approach resulted in a 100%attainment rate relative to the proficiency standards. Thus, PBL proves to be a robust framework for elevating thinking skills and student competencies in Social Studies, meeting the demands of 21st-century education

Factors Affecting Student Dropout and the Development of the Students Support System for Undergraduate Students in the Faculty of Law, Rajabhat Mahasarakham University

Chartchawan Leerodanawutikun — 2026-05-25

Background and Aims: Student dropout represents a structural challenge in regional higher education institutions, where students frequently encounter complex socioeconomic constraints that impede degree completion. At the Faculty of Law, Rajabhat Mahasarakham University, dropout rates have reached a level of concern, with 346 students (36.65%) having left the program, underscoring an urgent need for systematic investigation and evidence-based intervention. This study aimed to (1) examine the factors influencing undergraduate student dropout, (2) explore appropriate student support approaches, and (3) develop an integrated student support system to reduce dropout rates.

Methodology: A mixed-methods research design using a sequential explanatory approach was employed. Quantitative data were collected from 168 undergraduate students using a five-point Likert-scale questionnaire and analyzed using descriptive statistics and multiple regression analysis. Qualitative data were obtained through in-depth interviews with 40 key informants and focus group discussions with 6 stakeholders, and analyzed using content analysis. The developed system was subsequently evaluated by 3 subject-matter experts through focus group discussion.

Results: Three factors significantly predicted student dropout: economic factors ( = .382, < .001), learner-related factors ( = .298, < .001), and institutional factors ( = .189, = .008). The regression model explained 45.5% of the variance in dropout behavior (Adjusted = .455, = 35.42, < .001). Qualitative findings revealed that the current support system operates reactively, with insufficient proactive monitoring and discontinuous academic advising, particularly during the second and third academic years, which were identified as the critical period for dropout. Based on the integration of findings, an integrated student support system was developed, comprising four components: risk screening, proactive counseling, individualized learning support, and continuous monitoring. Expert evaluation indicated strong feasibility and appropriateness for institutional implementation.

Conclusion: Student dropout is a multidimensional phenomenon arising from the interaction of economic, individual, and institutional factors. The economic factor exerted the greatest influence, followed by learner-related and institutional factors, with both operating in a reinforcing rather than independent manner. Addressing dropout effectively requires a proactive, data-driven, and integrated support system grounded in institutional context. The findings offer practical and policy-relevant implications for higher education institutions with similar socioeconomic profiles seeking to strengthen student retention and support mechanisms.

Khankrayong: Development and Enhancement the handicrafts of Isan Buddhist art to become an innovative community based on the cultural identity of Maha Sarakham Province

sippiya chayanusasanee Jundon — 2026-05-30

Background and Objectives: This study, entitled “Khankrayong: Development and Enhancement the handicrafts of Isan Buddhist art to become an innovative community based on the cultural identity of Maha Sarakham Province,” stems from the recognition of the cultural significance of Khankrayong—a traditional bamboo-woven craft that reflects the local wisdom, way of life, and Buddhist beliefs of the Isan people. Despite its cultural importance, the craft faces challenges related to the transmission of skills, adaptation to contemporary contexts, and limited integration with modern markets. The research aims to explore the cultural identity and inherent values of Khankrayong in order to develop culturally grounded product designs that retain local distinctiveness. It further seeks to formulate marketing strategies to elevate Khankrayong as a creative-economy product of Maha Sarakham Province and to strengthen community capacity for sustainable development. The study has three primary objectives: (1) to examine the concepts, values, and cultural identity of Khankrayong; (2) to develop and design craft products based on cultural identity; and (3) to develop marketing strategies that enhance its potential within the community’s creative-economy framework.

Methodology: This study employed a qualitative research methodology and was conducted in three phases:(1) examining the concepts, values, and cultural identity of Khankrayong; (2) developing and designing craft products based on the cultural identity of Maha Sarakham Province; and (3) formulating marketing and promotional strategies to elevate the craft toward a creative-economy product. The research adopted development-based and participatory action techniques, collecting data from community leaders, elderly community members, and bamboo-craft artisans in Wang Saeng Subdistrict, Kae Dam District, Maha Sarakham Province. The research instruments included in-depth interviews, focus-group discussion guides, participant and non-participant observation forms, and practical product-design activities. All data were analyzed using content analysis, with credibility ensured through triangulation.

Results: The findings reveal that Khankrayong is a highly significant cultural craft that reflects the Buddhist–folk worldview of the Isan region through meanings associated with merit-making, gratitude, and communal bonds. Although local weaving artisans continue to preserve traditional skills, they face challenges related to outdated product forms that do not align with contemporary market demands, as well as limited distribution channels.The product-development process indicates that community members are capable of extending their indigenous knowledge when supported with design-related training. The prototypes developed include Khankrayong for ritual offerings, Khankrayong as souvenirs, and contemporary decorative Khankrayong. These prototypes integrate traditional bamboo-weaving identity with modern aesthetics, resulting in enhanced appeal and value. In terms of marketing development, the study finds that storytelling, online media utilization, brand creation, and packaging development significantly contribute to improving consumer acceptance of the products.

Conclusion: This study demonstrates that Khankrayong holds strong potential to be elevated into a community-based creative product through a deep understanding of its cultural identity, systematic product design development, and marketing strategies aligned with contemporary consumer preferences. These processes collectively contribute to strengthening the local creative economy and fostering sustainable community development

Guidelines for Developing Technology Leadership among School Administrators under the Saraburi Primary Educational Service Area Office 2

Sudarat Sakdee — 2026-05-30

Background and Aims: In the digital era, where technology plays a significant role in educational management, school administrators are required to develop technological leadership in order to drive both learning and administration effectively. Development strategies should therefore focus on promoting digital skills, cultivating a technology-oriented vision, and utilizing technology for data-informed decision-making. Accordingly, the objectives of this research are: 1) study the current conditions, desirable conditions, and needs assessment of technological leadership among school administrators under Saraburi Primary Educational Service Area Office 2; and 2) propose guidelines for developing technological leadership of school administrators under Saraburi Primary Educational Service Area Office 2.

Methodology: This research employed a mixed-methods approach, with the research procedures divided into two phases according to the research objectives. Phase 1 involved quantitative research. The sample consisted of 297 teachers under the jurisdiction of the Saraburi Primary Educational Service Area Office 2, selected through stratified random sampling. The instrument used for data collection was a five-point rating scale questionnaire in a dual-response format. The statistics used for data analysis included mean, standard deviation, and the calculation of the Priority Needs Index (PNI).

Phase 2 involved qualitative research. The key informants consisted of five experts in the development of technological leadership among school administrators. The research instrument was a semi-structured interview, and the data were analyzed using content analysis.

Results: 1) The current conditions of technological leadership among school administrators under Saraburi Primary Educational Service Area Office 2 were at a high level overall, with technology-enhanced learning management being the highest. The desirable conditions were at the highest level overall, with personnel development being the highest aspect. The highest priority need was in supporting management and operations through technology (PNI_modified = .33). 2) The guidelines for developing technological leadership of school administrators under Saraburi Primary Educational Service Area Office 2 are as follows: 7 guidelines for supporting management and operations through technology, 6 guidelines for creating a technology-enhanced learning culture, 6 guidelines for personnel development, 5 guidelines for ethical use of technology, 7 guidelines for visionary leadership, and 7 guidelines for technology-enhanced learning management.

Conclusion: School administrators under the Saraburi Primary Educational Service Area Office 2 possess a satisfactory level of technological leadership, demonstrating the ability to appropriately apply technology in both learning management and administrative tasks. However, there remains an urgent need for development in areas of support, administration, and operations using technology, in order to effectively respond to changes in the digital era. The development framework proposed in this study serves as an essential tool for enhancing administrators’ competencies to align with the evolving context of future education

Development of Learning Achievement in Spelling and Meaning Thai Language Learning Groups Through Cooperative Learning Employing the STAD Technique and Skill Training Sets for 4th Grade Students.

Methawee Promduangsri — 2026-06-06

Background and Aims: The development of learning achievement in spelling and vocabulary meaning is a fundamental aspect of language skills. Cooperative learning using the Student Teams–Achievement Divisions (STAD) technique, combined with skill exercises, can enhance students’ learning effectiveness and active participation. Therefore, this study aimed to: (1) examine the effectiveness of the learning management approach for Grade 4 students based on the 80/80 efficiency criterion; (2) compare students’ learning achievement before and after instruction; and (3) investigate students’ satisfaction with the learning management approach.

Methodology: This study employed a one-group pretest–posttest experimental research design. The sample consisted of 20 Grade 4 students enrolled in the 2025 academic year, selected through cluster random sampling. Four research instruments were used: (1) 12 learning management plans on the development of spelling and vocabulary meaning abilities through cooperative learning using the STAD technique combined with skill exercises, totaling 12 hours; (2) four sets of skill exercises; (3) a 20-item multiple-choice achievement test with four answer choices for each item; and (4) a 15-item student satisfaction questionnaire regarding the learning management approach. The data were analyzed using percentage, mean, standard deviation, and the dependent samples t-test (paired-samples t-test).

Results: 1) The efficiency of the learning management for Grade 4 students was 89.75/92, which was higher than the established criterion. 2) The students’ learning achievement after the instruction was higher than before the instruction at a statistically significant level of .05. And 3) Overall, students’ satisfaction with the learning management was at the highest level (X̅ = 4.89).

Conclusion: Cooperative learning using the STAD technique combined with skill exercises effectively enhances students’ ability in spelling and word meaning, leading to improved learning achievement and a very high level of satisfaction with the learning management.

Development of a Participatory Community Network Model for Sustainable Waste and Environmental Management: A Case Study of Ban Sok Phara Community, Maha Sarakham Province

Saovalak Kosonkittiumporn — 2026-06-06

Background and Aims: Solid waste and environmental management have become critical challenges affecting community health, environmental quality, and sustainable development. In many rural communities, ineffective waste management systems and limited public awareness contribute to increasing environmental problems. Therefore, promoting participatory approaches and strengthening community networks are essential for achieving sustainable waste and environmental management. This study aimed to: (1) examine the context, problems, and potential of community waste and environmental management; (2) develop a participatory community network model; and (3) evaluate the effectiveness of the model in terms of knowledge, behavior, and community participation.

Methodology: This research employed Participatory Action Research (PAR). The sample consisted of 60 participants, including community members, leaders, and stakeholders from Ban Sok Phara community, selected through purposive sampling. Data were collected using in-depth interviews, questionnaires, observations, and focus group discussions. Qualitative data were analyzed through content analysis, while quantitative data were analyzed using descriptive statistics, including percentage, mean, and standard deviation.

Results: The findings indicated that the community faced waste management problems due to a lack of systematic processes and insufficient knowledge; however, it possessed strong social capital and community cooperation. The developed model, named the “APAM Model,” consists of four components: Awareness, Participation, Action, and Monitoring. After implementation, community members showed significant improvement in knowledge (mean increased from 2.80 to 4.35), behavior (2.65 to 4.20), and participation (2.70 to 4.40). Additionally, tangible outcomes were observed, including the establishment of waste separation points, model households, and strengthened community networks.

Conclusion: The participatory community network model effectively enhances knowledge, behavior, and participation in waste management, leading to sustainable environmental practices at the community level. The model can be applied and adapted to other communities with similar contexts to promote long-term sustainability.

Development of Community Environmental Conservation Ability through Project-Based Learning for Grade 3 Students

Krongkwan Rungsi — 2026-06-06

Background and Aims: Project-Based Learning (PBL) encourages Grade 3 students to systematically participate in exploring and addressing community environmental issues. This process focuses on developing analytical thinking skills while cultivating environmental awareness through practical experience. To build a foundation of responsibility for local resources, this research aimed to: 1) study the efficiency of the learning management based on the 80/80 criterion, 2) compare learning achievement before and after the intervention, and 3) investigate the satisfaction of Grade 3 students toward the learning management.

Methodology: This research was an experimental study using a one-group pretest-posttest design. The sample consisted of 33 Grade 3 students from Ban Chiang Kaeo Community School during the 2025 academic year, selected through cluster random sampling. The research instruments included: 1) learning management plans, 2) learning achievement tests, and 3) satisfaction questionnaires. Data were analyzed using percentage, mean, standard deviation, and dependent samples t-test.

Results: 1) The efficiency of the Project-Based Learning management for developing community environmental conservation abilities among Grade 3 students met the established criteria at 80.15/81.15. 2) The comparison of learning achievement showed that the post-test scores were significantly higher than the pre-test scores at the .05 level. 3) Overall and individual aspects of student satisfaction toward the learning management were at the highest level.

Conclusion: Project-Based Learning for developing environmental conservation abilities in Grade 3 students is highly effective and achieves the designated goals. This learning process significantly enhances students' knowledge and understanding compared to their prior levels. Furthermore, students expressed the highest level of satisfaction with this instructional model, reflecting the success of cultivating learning through hands-on experience.

The Development of Cooperative Learning Activities using TGT Technique to Promote Academic Achievement on Economics for Phathomsuksa 6 students

Nirada Kumtabut — 2026-06-07

Background and Aims: This research aims to develop cooperative learning activities using the TGT technique to enhance academic achievement in primary school grade 6 subjects, supporting small schools. 1) To develop cooperative learning activities using the TGT technique that effectively promote academic achievement in economics for sixth-grade students, meeting the 80/80 criterion. 2) To compare the academic achievement of sixth-grade students before and after instruction using the TGT cooperative learning technique in economics. 3) To study student satisfaction with the cooperative learning activities using the TGT technique in economics for sixth-grade students.

Methodology: The sample group used in this research consisted of nine students from one sixth-grade classroom at Ban Saensuk School, Kantharawichai District, Maha Sarakham Province. The sample was obtained through cluster random sampling. The research instruments included 1) A lesson plan for developing cooperative learning activities using the TGT technique in economics; 2) an achievement test; 3) a student satisfaction questionnaire; and qualitative data collection tools. Quantitative data were analyzed using percentages, means, and standard deviations, and qualitative data were analyzed using content analysis.

Results: 1. The development of cooperative learning activities using the TGT technique, consisting of 5 steps: 1) Introduction to the lesson, 2) Teaching, 3) Team formation (comprising high-achieving, average-achieving, and low-achieving students), 4) Competition, and 5) Conclusion, resulted in effective learning of economics for 6th grade students, meeting E1/E2 criteria. (E1) equals 86.31% and (E2) equals 82.22%. Therefore, the cooperative learning activities using the TGT technique in economics for sixth-grade students are effective (E1/E2), meeting the set criteria of 80/80. 2. Results of the comparison of academic achievement: The researcher examined the data distribution and found it to be normally distributed (difference in post-test and pre-test scores (D) (S.W. = .934, Sig. = .522)). Therefore, a hypothesis test was conducted using the dependent t-test. The results showed that sixth-grade students who learned economics using the TGT cooperative learning technique had significantly higher post-test scores than pre-test scores at the .05 statistical significance level. 3. A study on the satisfaction of sixth-grade students in economics learning activities using the TGT cooperative learning technique found that the sixth-grade students were highly satisfied with learning economics through the development of cooperative learning activities using the TGT technique (x = 4.87, S.D. = 0.34).

Conclusion: The TGT cooperative learning technique is appropriate and effective. This activity emphasizes peer support within groups. Students with lower academic performance receive assistance from higher-performing students. Close guidance and counseling can significantly improve academic achievement, ensuring all students meet the required passing criteria.

Personnel Awareness and Participation in Organizational Development toward Excellence Based on EdPEx: A Case Study of the Faculty of Law, Rajabhat Mahasarakham University

Saowanee Sriwicha — 2026-06-07

Background and Aims: This study aimed to: (1) examine the levels of personnel awareness and participation in organizational development toward excellence under the Education Criteria for Performance Excellence (EdPEx) at the Faculty of Law, Rajabhat Mahasarakham University, during the academic year 2025, which marked the first year of EdPEx implementation at the faculty level; (2) analyze the relationships between personal factors and awareness on personnel participation; and (3) propose guidelines for sustainably enhancing personnel awareness and participation in EdPEx-based organizational development.

Methodology: A Mixed Methods Research design with an Explanatory Sequential Design was employed. The quantitative sample comprised 15 purposively selected personnel. Data were collected using a five-point Likert-scale questionnaire with content validity and reliability confirmed at Cronbach's alpha ≥ .70. Analysis included descriptive statistics, Pearson's correlation, Mann-Whitney U Test, and Kruskal-Wallis Test. For the qualitative phase, in-depth interviews were conducted with five key informants and analyzed through content analysis.

Results: Personnel demonstrated high levels of overall awareness ( = 3.87) with the policy-and-direction dimension scoring highest and the practical implementation dimension scoring lowest. Overall participation was also rated high ( = 3.74), while the monitoring-and-evaluation dimension was the only dimension rated at a moderate level. Awareness showed a statistically significant positive relationship with participation. Position and years of service were significantly associated with both awareness and participation. Qualitative findings identified organizational communication, managerial support, and capacity development as key enabling factors.

Conclusion: Practical awareness serves as a key mechanism driving personnel participation. Strengthening practical awareness through workshop-based training, developing organizational communication systems, and establishing structured incentive mechanisms are essential strategies for enhancing EdPEx implementation effectiveness at the Faculty of Law.

Needs Analysis of Thai Korean Language Learners on Commercially Available Physical Flashcards: Implications for Instructional Media Development

Sukrita Bumrungsaree — 2026-06-07

Background and Aims: This study aims to examine Korean language learners’ needs and preferences regarding commercially available flashcards. It also proposes guidelines for future flashcard designs that better match learners’ expectations and needs. To build the theoretical framework, the researcher reviewed concepts and studies on Spaced Repetition, flashcard effectiveness, publishing standards, and media selection factors.

Methodology: This quantitative research used a survey. Data was collected through questionnaires given to Korean language learners who scored level 3 or higher on the proficiency test. There were 50 participants. The data were analyzed for learner attitudes, preferences, and decision-making factors related to the use of Korean language flashcards.

Results: The findings revealed that learners generally held positive attitudes toward the use of flashcard techniques and flashcard-based learning materials. Flashcards help improve retention of content (X̄ = 4.08, SD = 0.75) and facilitate effective review (X̄ = 4, SD = 0.78). Moreover, respondents demonstrated a very high level of confidence in the standards and formats of flashcards produced by accredited organizations (X̄ = 4.48, SD = 0.61). The results also indicated that learners’ decisions to select learning content were primarily influenced by three factors: content, price, and the credibility of the producing organization. Among these factors, content was rated as the most important (X̄= 4.6, SD = 0.64), followed by price (X̄ = 4.56, SD = 0.61) and the producing organization (X̄ = 4.26, SD = 0.75).

Conclusion: The study highlights the important role of flashcards as effective learning tools for Korean language learners. Learners value not only the practicality and usefulness of flashcards but also place significant emphasis on reliable content and professional production standards. Therefore, future flashcard development should focus on producing high-quality learning materials that balance accurate content, reasonable pricing, and credible organizational support to better satisfy learners’ needs and enhance learning effectiveness.

Mandala Storytelling: An Arts-Based Narrative Approach for Cultivating Inner Resilience in Education

Pariya Subpavong — 2026-05-27

Background and Objective: In the current educational system, students face accumulated stress that severely impacts their psychological well-being and learning capacity. This academic article aims to present a theoretical framework and an innovative process model designed to cultivate inner strength and resilience. It serves as a practical guide for instructors and educators to implement short-term safe spaces-termed "Micro-Restoration"-for students navigating emotional crises. This approach, called "Mandala Storytelling" is an experiential learning innovation that integrates art therapy with narrative psychology.

Methodology: This study is based on a review of academic literature related to art therapy and storytelling. The collected data were analyzed and synthesized according to the study’s objectives and presented through a descriptive analysis of the innovative model and its processes.

Results: The approach to enhancing resilience through "Mandala Storytelling" involves creating a circular space as a safe boundary for organizing thoughts and emotions. The process consists of four key steps: (1) Defining the Boundary: using the mandala shape to contain fragmented emotions; (2) Colouring and Symbolism: allowing students to express internal experiences through lines, colors, and symbols to reduce emotional defence mechanisms; (3) Extracting Lessons: exploring one’s identity through stories within the mandala to redefine life’s obstacles; and (4) Reflection: connecting the creative experience to self-acceptance. This systematic art-based process fosters three essential qualities: self-awareness, appreciation of the past, and vision for the future, which serve as the foundation for sustainable psychological immunity.

Conclusion: Practising "Mandala Storytelling" enables students to strengthen their emotional resilience and overcome stress. The integration of art-based practice and storytelling enhances students' adaptability and emotional maturity. This approach serves as a significant alternative for educators and psychologists in creating classrooms that truly foster internal growth.