Journal of Research Methodology

Development of Curriculum Platform Innovation and Extend Process of Learning in Emergency Medicine for Educational Institutes in Chiang Mai

Sakda Swathanan — 2024-10-16

This research aimed to develop and evaluate the effectiveness of an innovative curriculum platform designed to enhance learning outcomes in emergency medicine for educational institutions in Chiang Mai province. The study employed a research and development methodology, which was executed in four steps. The first step involved the study and synthesis of relevant information, targeting administrators and teachers in educational institutions. In the second step, an innovative curriculum platform was designed, with experts in emergency medicine assessing the quality of the innovation using a specialized assessment form. The third step involved the application of the innovation, and the fourth focused on evaluating its effectiveness. The target groups for the third and fourth steps included leading teachers, teachers, students, and college students who participated in the extended use of the innovation. Quantitative data were analyzed using frequencies, percentages, arithmetic means, and standard deviations, while qualitative data were analyzed using content analysis. The research findings revealed that the developed curriculum platform consists of nine components: 1) training courses for leading teachers, 2) a teaching package for health education, 3) teaching and learning tools for class teachers, 4) integrated lesson plans on emergency medical knowledge across various subjects, 5) life skills activities, 6) learner development activities, 7) Moderate Class More Knowledge activities, 8) a compiled website of teaching media and lesson plans, and 9) a process for expanding the integrated curriculum from leading teachers to school teachers. The evaluation by senior experts indicated that the innovation was of the highest quality. Furthermore, the effectiveness study found that leading teachers, teachers, and students demonstrated a good level of emergency medical knowledge and basic skills in resuscitation and the use of an AED, with all criteria being met.

The Appropriateness of Reflective and Formative Measurement Models of Secondary School Students’ Digital Citizenship: Bayesian Statistical Analysis

Pimlak Charoenwanichkun — 2024-10-16

The purposes of this research were: 1) to compare the appropriateness of reflective and formative measurement models of students’ digital citizenship, and 2) to compare students’ digital citizenship and its components across different backgrounds. The sample, randomly selected using two-stage sampling, consisted of 450 secondary school students in schools under the Office of the Basic Education Commission (OBEC) in Bangkok. The instrument used in this research was a 46-item digital citizenship scale. Data were analyzed using descriptive statistics, t-tests, one-way ANOVA, one-way MANOVA, post-hoc comparisons, and analysis with Bayesian and frequentist statistics using Mplus and SmartPLS programs. The results of the research revealed that: 1) The reflective measurement model of students’ digital citizenship was more appropriate than the formative measurement model (Reflective–Reflective: BIC = 12,925.857; Reflective–Formative: BIC = 12,718.760). 2) The students’ digital citizenship was at a medium level, with Digital Literacy, Digital Participation, Digital Ethics, and Digital Protection also at medium levels, while Digital Identity was at a high level. 3) Significant differences at the .05 level were found in students’ digital citizenship based on program, school size, and the amount of time spent using the internet for studying, but not for gender, grade, or the amount of time spent using the internet for leisure and socializing. Regarding the components of digital citizenship, it was found that for the first component (Digital Literacy) and the third component (Digital Identity), students’ mean scores differed significantly by program, school size, and the amount of time spent using the internet for studying at the .05 level of significance. For the second component (Digital Participation), students’ mean scores differed significantly by gender, program, and school size at the .05 level. For the fourth component (Digital Ethics), students’ mean scores differed significantly by program and school size at the .05 level. However, for the fifth component (Digital Protection), no significant differences were found at the .05 level.

Development of Prototype of Coding Instructional Management in the Digital Age for elementary school students: Application of UX Research

Natthapol Jaengaksorn — 2024-11-21

Coding instructional management has been proven effective in enhancing several skills among learners, particularly systematic thinking, which is crucial for careers in the digital age. This research aimed to 1) analyze the experiences and needs of teachers regarding coding instructional management using user experience (UX) research, 2) develop a prototype for coding instructional management designed to enhance systematic thinking based on the results of the UX research, and 3) analyze the effectiveness of the prototype in improving learners’ systematic thinking skills, as well as gather perspectives from teachers and students on coding instructional management. The target group included teachers at a school with experience in managing coding instruction at the primary level, and primary students at the same school. Data analysis involved descriptive statistics and content analysis. The results were as follows: Teachers struggled to manage activities that would help students develop products addressing surrounding problems. There was minimal exchange of information regarding learning management among teachers, and the coding instructional management process was unclear. Regarding the needs for coding instructional management, teachers required guidance on introducing concepts and procedures for integrating surrounding problems into learning activities, as well as clear steps for managing learning. Teachers also needed to develop competencies for managing coding instruction. The prototype for coding instruction consisted of four units: Unit 1 focused on analyzing problems and finding solutions, Unit 2 on writing flowcharts, Unit 3 on writing programs to control operations, and Unit 4 on developing artifacts. The entire process lasted 28 periods. After implementing the prototype, students' systematic thinking skills improved. They were able to develop products that could be used to solve surrounding problems. Teachers had a positive attitude toward the prototype, believing it was effective in developing students and could be applied in actual coding instruction. Students also had a positive attitude towards coding instructional management, expressing that they liked and enjoyed the activities.

Social network analysis of OBEC English teachers on knowledge support for policy implementation

Pataraporn Laowong — 2024-10-16

The objective of this research is to analyze knowledge supporters to translate English teacher development policy into practice from 2018 to 2022 under Office of the Basic Education Commission. The study employs Social Network Analysis (SNA) by collecting data through surveys from 1,100 OBEC English teachers and 541 policy influencers in the field of English language development. The research findings reveal that the key knowledge sources for English teachers are online media, peers, Professional Learning Communities (PLCs), and head of English division respectively, with quality of knowledge acquisition scores ranging from 2.70 to 3.20 on a 5-point scale. This indicates that knowledge exchange occurs approximately once a month or less. Meanwhile, the influencer channel exhibits a significantly higher relationship quality, with an average relationship strength of 4.09, indicating that English teachers use this channel for learning purposes approximately 2-3 times per month.

For the channels that support English policy implementors, the most prominent sources are PLCs, educational supervisors, HCEC centers, English language institutes under the OBEC, and school principals, in that order. However, the quality of these relationships is not exceptionally high, with an average weighted out-degree centrality ranging from 1.46 to 2.44 on a 5-point scale. In the context of primary and secondary education levels, the analysis results show little variation in the relationships compared to the overall findings. Nonetheless, the quality of relationships at the secondary level is slightly better across almost all channels. Regarding closeness centrality, it is observed that nodes at both education levels have closely similar values, ranging from 0.37 to 0.48. However, there is a clear distinction in the scores for betweenness centrality. Additionally, it is evident that the types of individuals involved and the network structures in each educational region differ significantly.