Journal of Research Methodology

Using QCAmap for Qualitative Content Analysis: A Tutorial with Simulated Teacher Interviews

Chisanhupong Punchayatorn — Thu, 25 Dec 2025 00:00:00 +0700

Qualitative data analysis is often complex and requires the researcher’s meticulous attention in organizing, interpreting, and systematically summarizing data. QCAmap was developed as a tool for content analysis to assist with coding, decoding, and presenting analytical results derived from qualitative data. To demonstrate its practical application, this article presents a case study generated using ChatGPT, in which the author created a simulated scenario where a researcher interviews teachers who have recently been appointed during their first three years of work. The objective of this article is to introduce and demonstrate the step-by-step use of QCAmap for content analysis. It presents the initial setup and methodological framework leading to the development of categories, definitions, anchor examples, and coding rules, which are then used to decode interview data and display the results in a frequency table of categories and excerpts. The trial use of QCAmap reveals that the platform effectively manages textual data, is user-friendly, and supports the Thai language. Therefore, it is suitable for those interested in conducting qualitative content analysis and learning to use systematic analytical tools.

Introducing the Rule of Five: A Guide to the Literature Review

Musa Ilias Biala — Thu, 25 Dec 2025 00:00:00 +0700

This article proposes the Rule of Five, a practical and structured framework for organizing literature reviews across conceptual, theoretical, empirical, and methodological domains. Recognizing the confusion and fragmentation often experienced by students and early-career researchers, the Rule of Five proposes five core elements that should guide the review of each component of the literature in order to improve clarity, coherence, and analytical depth in academic writing. Each component is approached systematically. For conceptual reviews, the framework emphasizes historical evolution, conceptualization, dimensions, measurement, and critique. The theoretical review is guided by the theory's historical background, central propositions, underlying assumptions, relevance, and critique. Empirical literature is examined through the objective, scope, method, key findings, and critique. Methodological reviews are organized around philosophical foundations, theoretical foundations, procedural logic, analytical techniques, and critique. This article serves as a practical guide for students and researchers seeking to structure their literature reviews systematically, ensuring that key dimensions of academic inquiry are addressed consistently across diverse fields of study. The Rule is intended as both a pedagogical tool and a writing aid, offering a replicable structure that enhances the quality and clarity of literature reviews across disciplines. The article concludes with practical recommendations for applying the Rule of Five in academic writing, teaching, and research supervision.

Front Matter

Watcharasak Sudla — Thu, 25 Dec 2025 00:00:00 +0700

Designing Learning Outcomes of Chulalongkorn University’s Bachelor of Education Program: A Curriculum Research using Text Mining and Machine Learning

Siwachoat Srisuttiyakorn, Yotsawee Saifah, Kanit Sriklaub — Thu, 25 Dec 2025 00:00:00 +0700

The objectives of this research were threefold: (1) to develop the initial framework of teacher graduate competencies for the Faculty of Education, Chulalongkorn University, derived from Thai professional teaching standards, the university’s mission, and the faculty’s mission and values, using semantic text clustering; (2) to refine and validate the teacher graduate competency framework using semi-supervised topic modeling based on the initial framework; and (3) to define the learning objectives of the Bachelor of Education program by synthesizing the Faculty of Education, Chulalongkorn University teacher graduate competency framework. The research data sources consisted of 21 documents related to policies, teacher professional standards, global competency frameworks, and stakeholder opinions. The primary data for analysis comprised 1,627 keywords and phrases regarding desirable teacher attributes, extracted from these documents using large language models (LLMs). Data analysis was divided into two stages: the first stage involved constructing the initial teacher graduate competency framework using text clustering based on embedding vectors, combined with expert synthesis, while the second stage expanded and refined the initial framework into a complete competency framework using semi-supervised topic modeling. Thereafter, a critical review was conducted on the learning objectives that were established by the stakeholders involved in the administration of the Bachelor of Education curriculum at Chulalongkorn University. The results yielded a Faculty of Education, Chulalongkorn University teacher graduate competency framework comprising four main domains: (1) Technology and Data-Driven Learner-Centered Instructional Design; (2) Educational Management and Decision Making; (3) Self-Development and Collaboration; and (4) Ethics, Equity, and Global Citizenship. This framework demonstrated content completeness and empirical validity based on statistical content analysis at both word and document levels. It was subsequently used as a basis for defining the learning objectives of the Bachelor of Education program, enabling graduates to integrate data, technology, and ethics in designing, deciding, and developing learning sustainably. The resulting learning outcomes reflect the new role of 21st-century teachers as ‘learning engineers’ who possess systemic capabilities, cognitive flexibility, and responsibility toward society and the digital world.

Resilience Training Program for Upper-Secondary Students: A Systematic Literature Review

Siriwit Kessarakun, Piyawan Visessuvanapoom — Thu, 25 Dec 2025 00:00:00 +0700

This study aimed to synthesize the essential components, structural characteristics, and emerging trends of resilience-enhancement programs for upper-secondary students using a systematic review approach guided by the PRISMA 2020 framework. Peer-reviewed experimental and quasi-experimental articles published between 2020 and 2024 were retrieved from ERIC, Scopus, PubMed, Taylor & Francis Online, and ThaiJO, yielding 1,177 records, of which nine met the inclusion and quality criteria. These studies focused on developing psychological and social skills associated with adolescent resilience. The synthesis identified six core components commonly embedded in resilience-enhancement programs: (1) self-awareness and self-esteem, (2) emotional flexibility, (3) cognitive flexibility and positive attitudes, (4) self-efficacy and life management, (5) interpersonal and social skills, and (6) external support systems. Frequently adopted program formats included mindfulness training, cognitive-behavioral approaches, active learning, group-based activities, and hybrid models, typically conducted over 6–10 weeks with 60–120-minute sessions. Overall, the findings support the effectiveness of these programs in reducing stress and depressive symptoms while enhancing positive mental health among participants, although limitations concerning sample size and follow-up duration remain and should be addressed in future research to strengthen the long-term reliability of empirical conclusions.