Education Journal of Nakhon Si Thammarat Rajabhat University

The Development of a Learning Model and Learning Achievement in Health Education of Grade 7 Students through Active Learning Based on the 4H Process

2025-07-21T15:46:36+07:00

This research aimed to 1) develop a health education learning model using Active Learning based on the 4H process, 2) compare the learning achievement in health education of Grade 7 students before and after using the health education learning model with Active Learning based on the 4H process, and 3) investigate students’ satisfaction with the developed learning model. The sample group consisted of 40 Grade 7 students from Sriboonyanon School. The findings revealed that 1) the developed health education learning model using Active Learning based on the 4H process had an efficiency score of 81.38/79.13, which was higher than the predetermined criterion of 75/75; 2) the students’ pre-test mean score was 10.95, while the post-test mean score was 15.83 the post-test learning achievement was significantly higher than the pre-test at the .05 level; and 3) the overall student satisfaction with the health education learning model using Active Learning based on the 4H process was at a high level.

Literature Learning Achievement of Grade 5 Students Using The 5Es Inquiry Based Learning Model Combined with Gamification

2025-09-08T09:44:21+07:00

This experimental research aimed to compare literature learning achievement of grade 5 students before and after using the 5E inquiry-based learning model combined with gamification.The population consisted of 488 fifth-grade students in Trang Primary Educational Office Service Area 2. The sample comprised 21 fifth-grade students from Wat Huai Nang (Wan Khru 2501) School in Trang Province using a cluster sampling. The research instruments included: 1) Two literature lesson plans based on the 5Es inquiry-based learning model combined with gamification, which received an average appropriateness score of 4.76. 2) A 20-item achievement test with a reliability coefficient of 0.74. The data were analyzed using mean (𝑥̅), standard deviation (S.D.), and a dependent samples t-test. The results showed that students who learned using the 5E inquiry-based learning model combined with gamification had significantly higher post-test scores compared to their pre-test scores at the .05 level of significance. This suggests that the learning activities were effective in enhancing student learning outcomes, fostering engagement, and improving content understanding.

Effective of Learning Management with the Inner Art Process on the Learning Experiences Skills for Early Childhood Course on Experiences Learning Management for Early Childhood of Students of Program in Early Childhood Education

2025-08-20T13:56:57+07:00

The Effects of Inner Art-Based Learning Processes on the Skills of Experiences Learning for Early Childhood. Course on Experiences Learning Management for Early Childhood of students of Program in Early Childhood Education: A Quasi-Experimental Study. The research aims to examine the skills in designing learning experiences of Early Childhood Education students at Nakhon Si Thammarat Rajabhat University who engage in learning through inner art-based processes. The target group consists of 55 third-year students enrolled in the course 1073309: Experiences Learning Management for Early Childhood during the second semester of the academic year 2023, divided into two classes. The research tools are 10 lesson plans for the course and an assessment form for evaluating the students' skills in organizing early childhood learning experiences, which has a consistency index of 0.87. Data were collected by conducting teaching with an internal artistic process and analyzed using mean and standard deviation.

The research findings indicate that after implementing the internal artistic process in teaching, students' skills in organizing learning experiences were rated as very good overall. The highest skill was in activity organization (= 1.87, = 0.85), followed by media and materials (= 1.85, = 0.26).

Open Approach To Promote Mathematical Competencies

2024-10-09T18:50:46+07:00

The open approach is an instructional strategy that empowers learners to actively construct their own knowledge by providing students with opportunities to think critically, analyze information, and solve problems independently, this approach fosters a deeper understanding of mathematical concepts. The learning process is typically divided into four phases: problem presentation, independent learning, whole-class discussion and comparison, and summarizing by connecting students' ideas. When implemented in mathematics classrooms, the open approach has been shown to develop six keys mathematical competencies: problem-solving, communication and presentation, mathematical reasoning, generalization and extension, creative thinking, and using tools and technology. These competencies are nurtured throughout the learning process and are evident in students' work. Given its emphasis on problem-solving within real-world contexts, the open approach is essential for developing mathematical competencies. It offers students the chance to present their own ideas, engage in peer discussions, and recognize the gaps in their understanding. The teacher plays a crucial role in connecting students' ideas to foster a deeper understanding of mathematical concepts and principles.

Digital Leadership of Educational Administrators

2024-12-09T15:48:14+07:00

Technological advancements have compelled educational administrators to adapt their roles to enhance the quality of education. Emphasis is placed on developing executives to have a variety of knowledge and skills. This article aims to synthesize the key components of digital leadership for educational administrators, which consist of six aspects: digital vision, digital communication, building digital learning networks, fostering a digital learning culture, professional development for staff, and enhancing digital agility. The study results indicate that educational administrators who can develop these components will have the ability to adapt and lead their institutions toward success in the digital era effectively.

Generative AI: The Key to Success in Teaching for Professional Educators

2025-03-03T08:39:28+07:00

This article explores the role of generative artificial intelligence (AI) as a key enabler in enhancing teaching success through the development of modern teachers' instructional competencies. It highlights how AI can be applied to design and generate engaging learning content-such as text, images, audio, and video-thus creating a more modern and responsive learning environment tailored to learners’ needs. The appropriate integration of AI tools enhances learning effectiveness, while ethical considerations-such as transparency, data privacy, and bias prevention-must also be addressed.

In the 21st century, a professional teacher must be more than a subject expert and knowledge transmitter. Teachers must act as learning designers, coaches, and motivators who understand the learners’ contexts and use technology effectively to support holistic student development. Continuous self-improvement in academic knowledge, technological literacy, and innovation is essential for teachers to remain relevant in today’s rapidly changing world. Rather than replacing teachers, generative AI serves as a supportive tool that strengthens professional competencies and sustainably elevates the quality of education.

สาส์นจากบรรณาธิการ

2025-08-22T09:36:24+07:00