Y26v02 PDF

Journal of Education
26 2 - 2558
Vol. 26 No. 2 May - August 2015
ISSN 0125-3212
()
() Journal of Education
ISSN 0125-3212

.

169 . . . . 20131
038-102084 038-391043
E-mail : edubuu_journal@hotmail.com
http://www.edu.buu.ac.th/journal/

.. 2528 30
(Thai-Journal Citation Index Centre: TCI)


.. 2528

/ 3
1 - 2 - 3 -

(TCI)

(Conceptual paper)

/

5

60
(Peer review)

1. .
2. .
3. .
4. .
5. Professor Dr. Eugene Sheehan
6. Professor Dr. John Wilson
7. Assoc. Prof. Dr. Do-Yong Park
8. .
9. .
10. .
11. .
12. .
13.
14. .
15. .
16. .
17. .
18. .
19. .
20. .
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169 . . . . 20131
038-102084
038-391043
E-mail : edubuu_journal@hotmail.com
www.edu.buu.ac.th/journal/
2500 /
1.
2.
. 20131

169 . . . . 20131
:

E-mail: edubuu_journal@hotmail.com
http://www.tci-thaijo.org/index.php/edubuu

Web

21

6

()

Results of Blended Learning Model Using Cognitive Tools to Developing Graduate Students
Analytical Thinking Skills

6

4

3

21

....

10
20
33
42
56
71
84
92

Performance-Based Budget Management in Higher Education: International Perspectives and
Their effects on Thailand

102
114
130
145
159
171
186
198
210
223

A Comparison of Teaching Efficacy, Commitment to Teaching Profession, and Satisfaction with
Program Effectiveness of Preservice Teachers under 5 Year-Program Curriculum and under 4+1
Year-Program Curriculum

236
254
(Plagiarism)

269
Content
Page
Editorial
Review Article
Academic Issues
Socio-Scientific Issues for 21st Century Skills
Kamonwan Kanyaprasith
Research in Education
Development of a Learning Package to Promote English Communication Ability Using Reading
and Writing Practice for Prathomsuksa Six Students
Sudaporn Pongpisanu, Saponnapat Srisanyong, Sunthorn Bumrerraj
and Wimonrat Chaturanon
The Development of Learning English Model for Enhancing Creative Communication of
Srinakharinwirot University Prasarnmit Demonstration Elementary School Students
Ladda Wangphasit
Results of Blended Learning Model Using Cognitive Tools to Developing Graduate Students
Analytical Thinking Skills
Panita Wannapiroon and Prachyanun Nilsook
Effects of Learning on Biomolecule Using Model-Based Learning to Develop Scientific
Conceptions and Constructing Scientific Model Ability for Mathayomsuksa Six Students
Araya Kawatkul, Chanphorn Prommas and Pattaraporn Chaiprasert
Effects of Inquiry Based Approach Emphasizing Higher Order Questions on Covalent Bond in
Learning Achievement and Scientific Reasoning of 10th Grade Students
Sarun Ammaranan, Kittima Panprueksa, Pattaraporn Chaiprasert
and Thanawuth Latwong
Development of a Flipped-Classroom Learning System Model through Three Media Formats
in Music Skills for Secondary School Students
Anusorn Hongkhunthod and Paitoon Srifa
Interactive Instructional Model via Google Cloud Computing to Enhance Information and
Communication Technology Skills for Undergraduate Students in 21st Century
Thanyatorn Amornkitpinyo and Namon Jeerungsuwan
Developing Pharmaceutical Calculation Skills by Cooperative Learning: STAD Method
Raweewan Chuaybamroong
10
20
33
42
56
71
84
92
Page
The Effects of Organizing Inductive and Deductive Learning on Mathematical Reasoning and
Written Communication Abilities in Numbers Theory of Mathayomsuksa Four Students
Paisan Malangtupthong Vetcharit Angganapattarakajorn and Kongrat Nualpang
The Application of Diagnostic Classification Model for Cognitive Diagnostic Assessment in
Solving Linear Equation Problems of the Secondary School Students
Sumalee Meesakul and Ong-art Naiyapatana
Enhancing Empathy through Person-Centered Group Counseling of Staff in a Rehabilitation
Center
Chokchai Thaptawee Warakorn Subviraprakorn and Anong Wisessuwan
An Analysis of Educational Management of Graduate Curricula in Educational Research,
Measurement and Evaluation, and Statistics Programs in Thailand
Pongthep Jiraro
Development of Strategies for Transforming Schools at Basic Education level to the
Organizations of Peace Culture
Sirichoke Phiphatsatainkun, Samuth Chumnan and Sompoch Anegasukha
A Model of Internal Supervision for the Effectiveness Administration in Small-Sized Primary
Schools
Wannee Piromkam and Panom Pongpaiboon
The Development of Instructional Administration Model for Private Kindergarten Schools in
Phrae Province
Doungkamol Sawing and Phit Thongchan
The Relationship Between Transformational Leadership of School Administrators and School
Culture in Pattaya Municipality, Chonburi Province
Pornvimon Kunken and Sittiporn Niyomsrisomsak
Performance-Based Budget Management in Higher Education: International Perspectives and
Their Effects on Thailand
Nantarat Charoenkul
An Assessment of the Master of Education Program in Mathematics Teaching, Faculty of
Education, Burapha University
Vetcharit Angganapattarakajorn
102
114
130
145
159
171
186
198
210
223
Page
A Comparison of Teaching Efficacy, Commitment to Teaching Profession and Satisfaction with
Program Effectiveness of Preservice Teachers under 5 Year-Program Curriculum and under
4+1 Year-Program Curriculum
Prawit Erawan
236
Health Promotion Guidelines for Mahidol University Employees

Kamolporn Sonsri and Wanchalee Noriya
254
Book review
How to Write the Academic Work Production? No Piracy & Plagiarism

Uthit Bamroongcheep
269

2 2558
21

(. )
26 2 - 2558
21
Socio-Scientific Issues for 21st Century Skills
*
Kamonwan@swu.ac.th
21 (21st Century skills)

(Ways of thinking) (Ways of working)
(Ways of living)
(ASEAN Economic Community: AEC)

(The Association of South East Asian Nations : ASEAN)
21
(Scientific literacy) (Socio-scientific issues,
SSI) 21

(World citizen)
: 21
Abstract
This article provides the analysis of the important skills for 21st century in terms of 1) Ways
of thinking, 2) Ways of working and, 3) Ways of living. The 21st century skills presented in this paper
aim to provide the framework and concept for researchers and educators to apply such knowledge
and skills to children and citizen, which are essential since we are participating in ASEAN Economic
Community or AEC in the near future. Furthermore, the skills for 21st century are consistent with
the goal of science education which is to prepare and develop a scientific literate citizen. In this
*
-1-
Journal of Education Vol.26 No.2 May - August 2015

paper, we include the framework for learning and teaching science through Socio-Scientific Issues
(SSI) and the example of a case for teaching SSI. Therefore, people in this generation can convey
critical thinking, problem solving, and decision making based on scientific evidence to living in 21st
century as a world citizen.
Keywords: Socio-Scientific Issues, 21st Century Skills, ASEAN
(ASEAN : The
Association of South East Asian Nations)
(Thai-AEC, 2014)

(ASEAN Economic Community : AEC)
9

(Thai-AEC,
2014)

21 (Partnership for 21st
Century Skills, 2007)
(Scientific literate person)

(World citizen) (
, 2546
, 2551)
(Socio-scientific issues, SSI)
21

(ASEAN Citizenship)

21
21 (21st Century
skills)
21

21
21
-2-
26 2 - 2558
1 21
21
(Creativity and innovation)
(Ways of thinking) (Curiosity and imagination)
(Critical thinking and problem solving)

(Decision making)

(Ways of working) (Communication and teamwork)
(Collaboration and leadership)
(Communicate ideas effectively with diverse audiences)
(Effective oral and written communication)
(Recognize perspectives, others and their own)
(Initiative and entrepreneurialism)

(Agility and adaptability)

(Take action to improve conditions)
ICT (General knowledge and ICT literacy)
(Accessing and analyzing information)

(Citizenship)
(Ways of living)
(Personal and social responsibility)
(Cultural awareness and competence)
(Investigate the world beyond their immediate environment)

-3-
*
1 2 3

* : 1 Assessment and
Teaching of 21st Century Skills Consortium
(AT21CS) 2 The Global Achievement Gap
(GAG) 3 The Council of Chief State School
Officers EdSteps Initiative (CCSSO-EdSteps) &
Asia Society Partnership for GlobalLearning
1
21
3 1 Assessment
and Teaching of 21st Century Skills Consortium
(AT21CS) (Assessment and Teaching of 21st
Century Skills Consortium, , .)
(Cisco Systems Inc.)

(Intel Corporation)
(Microsoft Corporation)
(University of Melbourne)
.. 2009 2 The Global Achievement
Gap (GAG) (Wagner, 2008)
Harvard Change Leadership Group

7
3 The Council of Chief State
School Officers EdSteps Initiative (CCSSOEdSteps) & Asia Society Partnership for Global
Learning (Mansilla & Jackson 2011)
Asia
Society

21
3

21

1 3

2
21
1
2
(Critical thinking and problem

solving)

-4-
26 2 - 2558

(Tal & Kedmi, 2006)

(Socio 21
Scientific Issues, SSI)

Layton,
Jenkins, Macgill, and Davey (1993)

10 (Ratcliffe & Grace,
(Pure
2003)
science)

1.

2.
(Tal &

Kedmi, 2006)
3.

(Tobin, 1988)
(The
4.
Characteristics of Socio-Scientific Issues)

-5-

5.

6.

7.
8.

9.

10.

21 :
..
2525

.. 2541

.. 2543

.. 2553
.
1)
2)
3)
4)
.. 2554

..
2556

-6-
26 2 - 2558

( , 2556. )

10

21

(Environmental Impact Assessment EIA)
(Health Impact Assessment
HIA) (Social Impact
Assessment SIA)
2 (EIA)
(HIA) (SIA)
EIA
HIA
SIA
, , ,
, , , , , , ,
, ,
, , , , , ,
, -, ,
: ( 24 2556)
-7-
21

(Aikenhead, 2005)
(Tal & Kedmi, 2006)

21

21

21
. (2546).
. : .
. (2551).
. 32 (129): 9-18.
. (2556). http://oopm.rid.go.th/pdf/
environmental/MaeWong/summarize/MaeWongProject_summarize.pdf.
Aikenhead, G. (2005). Science education for everyday life: Evidence based practice. New York:
Teachers College Press.
Assessment and Teaching of 21st Century Skills. (Undated). What are 21st century skills. Retrieved
from http://atc21s.org/index.php/about/what-are-21st-centuryskills/
-8-
26 2 - 2558
Asia Society. (2011). Improving teacher quality around the world: The international summit on
the teaching profession. New York, NY: Asia Society. Retrieved from http://asiasociety.org/
files/lwtw-teachersummitreport0611.pdf.
Layton, D., Jenkins, E., Macgill, S., & Davey, A. (1993). Inarticulate science? Perspectives on the
public understanding of science and some implications for science education. Driffield,
UK: Studies in Education.
Mansilla, V. & Jackson, A. (2011). Education for global competence: Preparing our youth to
engage the world. New York: Asia Society., 11-20.
Partnership for 21st Century Skills. (2007). Beyond the Three Rs: Voter Attitudes Toward
21st Century Skills. Tucson, AZ: Author. Retrieved from http://www.p21.org/storage/
documents/21st_century_skills_education_and_competitiveness_guide.pdf.
Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: Teaching socio-scientific issues
Published Maidenhead : Open University Press, 3-4.
Tal, R. T., & Hochberg, N. (2003). Reasoning, problem-solving and reflections: Participating in WISE
project in Israel. Science Education International, 14, 319.
Tal, R. T., & Kedmi, Y. (2006). Teaching socioscientific issues: Classroom culture and students
performances. Cultural Studies of Science Education , 1(4), 615-644.
Thai-AEC. (2014). ASEAN History Retrieved from http://www.thai-aec.com/file/asean-history.pdf
Tobin, K., Capie, W., & Bettencourt, A. (1988). Active teaching for higher cognitive learning in
science. International Journal of Science Education, 10(1), 17-27.
Wagner, T. (2008). The global achievement gap: Why even our best schools dont teach the
new survival skills our children needand what we can do about it. New York, NY: Basic
Books.
-9-
6
Development of a Learning Package to Promote English
Communication Ability Using Reading and Writing Practice for
Prathomsuksa Six Students
*
pongpisanu2002@yahoo.com
**
***
****
1)
80/80 2)
6
3)
6

53
(E1) (E2) (t-test)
1)
6 80.43/87.5
2) 6
*
** .
*** .
**** .
- 10 -
26 2 - 2558
.01
3) 6
.01
:
Abstract
The purposes this research were a). to develop a set of learning package to promote English
communication in reading and writing with the efficiency criteria of 80/80, b) to compare English
communication in reading and writing for Prathomsuksa six students at Saint Joseph Yan Nawa
School taught by the learning package with a conventional learning, and c) to compare English
communication in reading and writing before and after learning by the learning package.
The instruments were the learning package to promote English communication in reading
and writing and an achievement test. The participants consisted of 53 students at Saint Joseph Yan
Nawa School.The statistics used for the data analysis were the efficiency of values (E1/E2), mean,
standard deviation, and dependent t test.
The results were as follows:
1) The learning package was efficient since it had the efficiency values at 80.43/87.5 based
on the criteria of 80/80. 2) The skills of using English for communication in reading and writing of
the experimental group was significantly higher than that of the control group at the .01 level.
3) The students skills in using English after using the package were significantly higher than that
before using it at the .01 level.
Keywords: Learning Package, English communication ability, Reading, Writing

2539

1 - 6 2544

- 11 -

2551

(Socio-Cultural Functions)

4

2544

O - Net 6
(.) 2556
33.82
- 12 -
26 2 - 2558
(
, 2546)
6 2
2555
1.1-
2.2 59.19 (

6 2555)
42.53

(Tucker, 1984)

( , 2548)

(2548), (2550),
(2554)
1.
80/80
2.

6

3.

6

1.

6

2.

6

- 13 -

6 2556 7
6

1 2556 2 53
6/2 27
6/1
26
1.
2.
1. 7
2.
7
3.
6
( , 2543)
1)

6 2)
3) 4)

5)

6)
7)
80/80
(2526)

1)
2)
3)

4)

1)
2551
() 2)
7 3)

4)

5)
- 14 -
26 2 - 2558
3.
3.1
6
E1/E2
80/80 (2532)
3.2
6

dependent t-test ,
(2551)
3.3

6
1.
1.1 (X) ( dependent t test
, 2536)
1.2 (S)
( , 2539)
2.
2.1 6
( , 2539)

2.2
( , 2539)
1.
2.3

( , 2539) 6
2.4 - 80.43/ 87.50
(Kuder-Richardson) KR-20 ( 80/80
, 2539)

(Content
Validity)
6)
.1/1
50 ( .6)

(p) = 0.25 (r) = 0.63
30 7)
6
1 50
- (Kuder-Richardson)
KR-20 = 0.98
- 15 -

(2551)

2 1)
90/90 .
2) (E 1)/
(E2)
90/90

(E1)/
(E2)

80/80

6
80.43/ 87.50
80/80
(2549)
(2552) (1982) (1982)
2.
6
0.01
2

(2543)
(2548)
(2547)
3.
0.01
1.

6
2551
2.

- 16 -
26 2 - 2558

3.

4.

5.

6.

7.

1.
2.

4
3.

. (2526). 4
3 - 5. : .
. (2532).
8-15 ( 10). : .
. (2548).
4 . , ,
.
. (2548). : . : .
. (2543). . : SR Pringing.
. (2548). . . . ..
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. (2545). 7 . . .
. (2539). . .
.
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. 12, 18 20.
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2
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Standard E1 /E2. .19 (1), 1- 16.
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- 18 -
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. (2546). . http://www.udonthan3.net/reading
test%2094), doc.
. (2548). . :
.
. (2553). . :
.
Anderson, R. M. (1982). Self instructional as a method of preparing elementary school social
studies teacher trainees to apply an inductive teaching model. Dissertation Abstracts
International, 42(11), 4795 A.
Shorter, G. S. (1982). Effect of a supervised occupational experience instructional package
on vocational agriculture student economic involvement in agriculture. Dissertation
Abstracts International, 42(11), 4795 A.
Tucker, R. (1984). Developing reading skills. London: Cambridge University. Graders in Venezuela.
Dissertation Abstracts International (3):603 - A.
- 19 -

()
The Development of Learning English Model for Enhancing
Creative Communication of Srinakharinwirot University Prasarnmit
Demonstration Elementary School Students
*
ladda_satit@yahoo.com

()
3 1

2

() 1 2557 30
3
One group Pretest - Posttest Design 6
() 192 16
4 64 Dependent
t-test
* ()
- 20 -
26 2 - 2558
() 4 (Understanding)
(Correctness) (Relation Improving) (Courtesy)

() 5 1 (Readiness)
2 (Organization) 3 (Co-Revising) 4
(Evaluation) 5 (Sharing & Connection)
.01
.01
:
()
Abstract
The purposes of this research were to develop and study the effectiveness of a learning
model for enhancing creative communication. The research procedure consisted of three phases as
follows; Phase 1: Study the basic data, ideas, theories from literature and interview key informants
in order to develop a model enhancing creative communication. Phase 2: Develop the learning
model for enhancing creative communication. After that, the model was verified by experts and
proven by using the model on the students. Phase 3: Assess the effectiveness of the English learning
model by employing an experimental design, one group/pretest-posttest. The experimental group
consisted of 192 Grade 6 students enrolled at Srinakharinwirot University Prasarnmit Demonstration
Elementary School during the first semester of the 2014 academic year. The students were chosen
by purposive sampling. The period of the study lasted 16 weeks for four hours per week for a
total of 64 hours. Data analysis and statistical information was calculated including mean, standard
deviation, dependent t-test, and content analysis. The results of this study revealed that:
A learning model for enhancing creative communication of Srinakharinwirot University
Prasarnmit Demonstration Elementary School students contained five sequential steps; 1) readiness,
2) organization, 3) co-revising, 4) evaluation, and 5) sharing & connection.
For the effectiveness of the English learning model for enhancing creative communication,
the average scores of creative communication of the group from the pretest to posttest significantly
increased at the .01 level and the English learning achievement of the experimental group was
statistically higher at the .01 level.
- 21 -

Keywords: The English Learning Model, Creative Communication, Srinakharinwirot University
Prasarnmit Demonstration School (Elementary)

( ,
2554)

15 2526

(, 2526)
6

80

(English Proficiency)
International Institute of Management
Development (IMD)
TOEFL
2552 - 2554
72 120

(
, 2554)
11 (.. 2555-2558)
- 22 -
26 2 - 2558

()

()

(
) 2556
1-6 35.5
(
)

(
, 2556)

(Tubbs & Sylvia Moss,

2003)

(Campbell & Babrow, 2004)
(Adl)
(Ihsan), (Hikmah)
(U Theory)
(Empathy)
(Brown, 2011; Otto, 2010)

(Mirror Neurons)

- 23 -

(Semen
& Cacioppo, 2009)

()

1.

()
2.

()
3.
()
Mirror Neurons
Empathy
Theory U
Communicative
Approach
The Process
of Human
Communication
( )
- 24 -
( )
26 2 - 2558
4.
()

()
1

6

()
() 1
2557 192

2
1.

2.
2

( ) 4
(Understanding) ( ) 1
(Correctness)
(Relation Improving) 2
(Courtesy)

3
1.

()
2.

4
() (Pilot Study)
3.
()
1 2557 30
()
- 25 -

3

(
) 1
6

1 2557 192
2
1)

2)
3)

4)

(Correctness) (Relation
Improving) (Courtesy)
2 .

()

5
1 (Readiness)
2 (Organization) 3
(Co-Revising) 4
(Evaluation) 5
(Sharing & Connection)
3.
()
.01
.01

1.

1.
()
4
(Understanding)
()
- 26 -
26 2 - 2558
()
4 (Understanding)
(Correctness)
(Relation Improving)
(Courtesy)
Pink (2006), Marin (2014), UNESCO (2008)

( (.. ), 2554,
, 2540, , 2007,
, 2011)

(Inner self)
(Spirit uality)

()

2.
2.1

(
, 2554)

(U Theory)
(Brown, 2011; Otto, 2010)

Empathy in Communication

Empathy


(Mirror neurons)
(Semen & Cacioppo, 2009)

- 27 -

2.2
5 1
(Readiness) 2 (Organization)
3 (Co-Revising) 4
(Evaluation) 5
(Sharing & Connection)

(Communicative Approach)

(Presentation)
(Practice)
(Produce) (Diaz & Cartnal, 1999)
(Reproduction)
(Representation) (Semen & Cacioppo, 2009)

(Self)
(Adl) (Ihsan),
(Hikmah)
3.
3.1
.01

(Marin,
2014, Pink D, 2006, UNESCO, 2008)

- 28 -
26 2 - 2558
3.2

.01

(Grammar)
) (Diaz & Cartnal, 1999)

3.3

(Tubbs & Sylvia Moss, 2003)

3.4
83.7

(Attention Deficit
Hyperactivity Disorder)
(Learning Disorder)

- 29 -

(Campbell & Babrow,
2004) Empathy

1.

2.

3.

4.
1.

2.
()
4
- 30 -
26 2 - 2558
. (2544).
( ) . .. (). :
. .
( ). (...) 5 . : .
, . (...). :
. 4. ...
. (2555). . 4. : .
. (2554). . : .
, . (2552).
. : .
, . (2554). .. 2554. :
.
. (2551). . :
.
Campbell, G. Rose & Babrow, S. Austin. (2004). The role of empathy in responses to persuasive
risk communication. Health Communication. Lawrence Erlbaum Associates, Inc.16(2)
159-182
Diaz; & Cartnal. (2002). Learning Style and Effectiveness of Online and Face to Face
Instruction. The America Journal of Distance Education.
Easterlin, R. (2007). Cross National Happiness as an Answer to the Easterlin. UNESCO California:
Paradox 2013 University of Southern California.
Marin, D. (2014). Crowdsourcing from the ground up: How a new generation of Nepali
nonprofits uses social media to successfully promote its initiatives. Journal of Creative
Communications, 9, 127-146.
Otto. (2010). U Theory. Washington: National Academies Press.
Palmer, P. J. (2007). The Courage to Teach Exploring the inner landscape of a Teachers Life,
San Francisco: Jossey-Bass.
Paul. (2007). Hawkon, Blessed Unrest: How the Largest Movement in the World Come.
Pink, D. (2006). A Whole New Mind Why Right-Brainers Will Rule the Future. SUA:
Penguin- Putnam-Inc.
Rudolph F. Verderber. (1996). Human Communication Principal and Context, ninth edition Mc
Graw Hill North America.
- 31 -

Semen, B, & Cacioppo. (2009). Mirror Neurons . Chicago: Chicago University Press.
Steven; & Nordberg. (1995). Expiring Language Art in The Elementary Classroom. Wadsworth
Publishing.
Tubbs & Sylvia Moss. (2003). Communicate, eight edition Wadsworth Publishing Company.
United States of America.
Watkins, K. E.; Strafella, A. P.; & Paus. T. (2003). Seeing and Hearing Speech Excites the Motor
System Involved in Speech Production. Neuropsychological. 41: 989 994.
- 32 -
26 2 - 2558
Results of Blended Learning Model Using Cognitive Tools to

Developing Graduate Students Analytical Thinking Skills
Panita Wannapiroon*
panitaw@kmutnb.ac.th
Prachyanun Nilsook**
prachyanunn@kmutnb.ac.th
Abstract
The present research study aims at investigating the outcomes of a blended learning model
by using cognitive tools in developing graduate students analytical thinking skills. The participants
are graduate students at technological education during the first semester of 2010. Twenty-one
students were recruited. Research tools include a learning content management system (LCMS) of
the blending learning model using cognitive tools and questionnaires measuring students ability
in analytical thinking skills and satisfactions. Statistics for data analysis are percentage, arithmetic
mean, standard deviation and dependent t-test.
The outcomes revealed that after instructing graduate students with the LCMS of blending
learning model:
1) The students significantly score higher in analytical thinking skills at the .05 level.
2) The students are satisfied with the blending learning model at the high level.
Keywords: Blended Learning, Cognitive Tools, Analytical thinking skills
*Instructor, Department of Technological Education, Faculty of Technical Education, King Mongkuts University
of Technology North Bangkok.
**Assistant Professor, Department of Technological Education, Faculty of Technical Education,
King Mongkuts University of Technology North Bangkok.
- 33 -
1. Introduction
Education lays the cornerstone of
national development in the era of Knowledgebased Economy/Society (KBE/KBS) with new
knowledge (Office of the National Research
Council of Thailand: NRCT, 2007). Information
and Communication Technology (ICT) has
been effectively developed and used as a
tool to develop and support education widely.
Therefore, management in education needs a shift
in terms of paradigm, patterns, techniques and
teaching methods to respond to human resource
development and competitiveness of the
countrys advances in technology and adaptation
to the distribution of knowledge. These needs
are consistent with the National Education Act,
Chapter 9 Technologies for Education, focused
on information and communication technology
in both direct and indirect uses. As elaborated in
Section 65, individuals, both manufacturers and
users of technologies for education need to be
trained so that they acquire knowledge and skills
in operation and use of technology with quality
and efficiency. In Section 66, students are entitled
to develop their ability to use technology for the
purpose of study when they reach their first
opportunity to do so. This purpose is to provide
them with adequate knowledge and skills to
use technology for education. In the pursuit of
knowledge at their own pace throughout their
life, higher education must prepare individuals
for social and professional lives. The government
should promote learning foundation structures,
development of higher education institutions

and use of their potentials in information and
communication technology, in turn supporting
information technology and communication
policy of the national e-Education. The policy is a
15-year long-term plan, No. 2, 2008-2022, stating
the policy guidelines regarding learning foundation
structures that the government should support
both private and public tertiary institutions to
use information and communication technology.
The purpose is to reduce digital divide; distance
learning and e-Learning from informality,
formality, independence, customization to
massification are in particular. The guidelines
are concurrently accordance with tertiary
development plan 10 (2008-2011) addressing
the importance of development policy of tertiary
learning foundation structures. Potential use of
information and communication technology
is hence essential, for it is seen to meet the
strategies of e-Society, e-Industry, e-Commerce,
e-Education and e-Government.
Styles of blended teaching and learning
on the web and in the classroom are a form
of flexible learning. This flexibility responds to
individual differences in their learning model,
cognitive styles, interests and abilities (Bonk
& Graham, 2004), enabling them to study and
practice independently at any location as needed
(Bersin, 2004). In addition, blended teaching
and learning on the Web and in the classroom
also improve students to acquire knowledge
meaningfully within two different physical
settings, online and classroom (Kaye, 2003). In
- 34 -
26 2 - 2558
terms of the management of content, instructors
can arrange simple content for their students to
learn by themselves from the web. The content
that is more difficult to learn can be prepared
and instructed in a traditional classroom. This
approach offers equal opportunity in learning to
students from various levels of competence and
enables them to acquire knowledge successfully.
Interaction of cooperative learning on the
network can improve academic achievement,
cooperative learning, ability to solve problems,
creativity, analytical thinking and good judgment
(Na Songkhla, 2007).
Use of cognitive tools for creating
cognitive map is one way to help record ideas
that monitor wider and clearer perspectives
than a record that has not yet put into a
systematic record. Cognitive map is a model
that demonstrates relationship of conception
in order to learn how to brainstorm, remember
information, imagine and solve problems.
Mind map is a mnemonic technique, which
helps long-term memory. This technique ties
new knowledge with schema or background
knowledge along with the development of right
brain by means of imagination, use of keywords,
and word extension like webbing (Buzan, 2010).
Analytical thinking is a cognitive skill,
which is higher than skills in learning and
comprehension. It is an ability to categorize
data into subclasses including components,
relations and principles through mass media. The
categorized data are then processed in order to
understand others thoughts or the relationship
of ideas that people would like to know the

meaning clearly (Michaelis, 1992). Blooms (1976)
constructed taxonomy of learning domains:
cognitive, affective and psychomotor.
Developing learners analytical thinking
skills is a desirable feature of today and future
society using the blended learning model
through electronic media and traditional
classroom, and cognitive tools to develop
analytical thinking skills of learners. Therefore,
it is essential to develop and examine how
use of blended learning management system
using cognitive tools affects graduate students
analytical thinking skills. The study outcomes
will be guidelines for development of blended
learning models by using cognitive tools and of
analytical thinking for other tertiary institutions.
2. Objectives
2.1 To develop a blended learning model
using cognitive tools.
2.2 To investigate the effect of blended
learning model using cognitive tools in developing
graduate students analytical thinking skills.
2.3 To examine graduate students
satisfaction with the blended learning model
using cognitive tools.
3. Hypotheses
Graduate students who study through
the blended learning model using cognitive
tools significantly earn higher scores of analytical
thinking skills.
- 35 -
4. Scope of the Study
4.1 Study Variables

- Independent variable: the blended
learning model using cognitive tools.
- Dependent variable : analytical thinking
scores and satisfaction .
4.2 Populations and Samples
- The population in this study is graduate
students of King Mongkuts University of
Technology North Bangkok, enrolled in the first
semester of the academic year 2010.
- The sample used in the research study
is 21 graduate students majoring in Educational
Technology, Faculty of Technical Education,
King Mongkuts University of Technology North
Bangkok, semester 1 of the academic year 2010.
4.3 The duration of the study was 10
weeks.
5. Research methodology
Research methodology is divided into
two stages.
Stage 1: Develop a blended learning
model using cognitive tools.
The develop a blended learning model
using cognitive tools for graduate students is
developed according to ADDIE Model, consisting
of five steps as follows:
1. Analysis: First, analyze problems and
needs for blended learning content management
system (LCMS) using cognitive tools for graduate
students. Then analyze contents that are
appropriate for a blended learning management
tools using cognitive tools. After that, analyze

characteristics of graduate students and contexts
that are related to the blended LCMS using
cognitive tools.
2. Design: Design a blended LCMS
using cognitive tools for graduate students,
learning objectives and strategies of authentic
assessment.
3. Development: Develop the blended
learning model using cognitive tools for graduate
students, learning management plans, and
surveys of behavioral observation, achievement
testing and satisfaction.
4. Implementation: First, test the
blended learning model using cognitive tools
with three individual graduate students, followed
by small group testing of six graduate students.
Observation and interviews are research
approaches for testing. Data garnered are then
revised for improvement. After that, start a field
trial with a group of fifteen graduate students
using the revised blended learning model using
cognitive tools. Then collect qualitative data
through observations and interviews with the
students who participate in the field trial to find
out problems and suggestions concerning the
blended learning model using cognitive tools.
Efficiency of the achievement testing survey is
reliable at 0.77 and difficult at 0.42-0.74, while
the analytical thinking skill survey is reliable at
0.82 and difficult at 0.35-0.80.
5. Evaluation: Assess the quality of the
blended learning model using cognitive tools and
plan using cognitive tools. Five experts evaluate
- 36 -
26 2 - 2558
the quality of content and five others evaluate
the quality of the blended learning model using
cognitive tools.
Stage 2: Study the effect of blended
learning model using cognitive tools in developing
graduate students analytical thinking skills.
This stage involves One Group Pretest
- Posttest Design (William and Stephen, 2009)
the blended learning model using cognitive tools

for ten weeks.
2.2 Posttest the students analytical
thinking skills, evaluate it and inform the
outcomes to them.
2.3 Have the students complete the
survey of satisfaction with the blended learning
management system using cognitive tools for
ten weeks.
Statistics used for data analysis include

O1 X O2
percentage, arithmetic mean, standard deviation
The procedure in this stage is as follows: and t-test dependent.
1) Before the experiment
1.1 Give students an orientation of the 6. Research Results
6.1 The outcomes of development of the
blended learning model using cognitive tools,
testing, evaluation and how to use the blended blended learning model using cognitive tools.
6.1.1 The blended learning model using
learning system.
1.2 Pretest the students analytical cognitive tools consisted of five components: 1)
thinking skills, evaluate it and inform the LCMS, content styles, homework submission,
contacts and scaffolding.
outcomes to them.
6.1.2 The outcomes of development
2) During the experiment
2.1 The students study information of the blended learning content management
and communication technology according to system using cognitive tools are shown in Table.
Table 1: The outcomes of development of the blended learning content management system
using cognitive tools
Item
1. Content
2. Instructional Design
3. Screen Design
4. Techniques
Overall
X
4.60
5.00
4.80
4.80
4.80
- 37 -
S.D.
0.55
0.00
0.45
0.45
0.41
Level
highest
highest
highest
highest
Highest

According to Table 1, the overall level of the outcome of the blended learning content
management system using cognitive tools is the highest (X = 4.80, S.D. = 0.41). When considering
each item, the level of the instructional design is the highest (X = 5.00, S.D. = 0.00), followed by
the screen design and the techniques (X = 4.80, S.D. = 0.45).
6.2 The outcomes of the analytical thinking skills before and after using the blended
learning content management system are illustrated in Tables 2 and 3.
Table 2: The outcome of the analytical thinking skills before and after using the blended
learning content management system
Analytical Thinking Skills Scores
Pretest
Posttest
n
23
23
Total Score
45
45
X
16.83
37.67
S.D.
1.44
3.10
t
6.54
p
.000
p > 0.5
From Table 2, the students who were instructed through the blended learning content
management system using cognitive tools significantly earn higher scores of analytical thinking
skill at .05.
Table 3: The outcome of the analytical thinking skills before and after using the blended
learning management system: consideration of each item
Analytical thinking Skills Scores
1. Content Analysis
Pretest
Posttest
2. Relations Analysis
Pretest
Posttest
3. Principle Analysis
Pretest
Posttest
Total Score
S.D.
23
23
15
15
6.13
12.52
1.10
1.50
4.87
.000
23
23
15
15
6.261
12.48
1.01
1.50
3.69
.001
23
23
15
15
4.44
12.70
0.73
1.55
4.50
.000
p > 0.5
According to Table 3, the students who were instructed through the blended learning
content management system using cognitive tools significantly earn higher scores of content
analysis, relations analysis and principle analysis at .05.
- 38 -
26 2 - 2558
6.3 The outcomes of the students satisfaction with the blended learning content
management system are shown in Table 4.
Table 4: The outcome of the students satisfaction with the blended learning content
management system
Instructional Activities
1. Preparation before instructions
1.1 State the objectives of learning.
1.2 Stimulate and examine students schema.
2. Study of Content
2.1 Theory Content (Online)
2.1.1 The blended learning content management system using
cognitive tools
2.1.2 Presentation of (new) input
2.1.3 Presentation of interesting situations or issues
2.2 Study of Practicum Content (Face to Face)
2.2.1 Present (new) input.
2.2.2 Stimulate students to respond and show their abilities.
2.2.3 Offer learning guidelines or data systemizations
meaningfully.
2.2.4 Give feedbacks and positive reinforcements useful to
students
3. Making Cognitive Map Using Cognitive Tools
3.1 Brainstorming
3.2 Structuring
3.3 Linking
3.4 Summarizing
3.5 Application
4. Testing and Evaluation
4.1 Testing and evaluating the achievement test
4.2 Testing and evaluating the analytical thinking skills
4.3 Applying knowledge through presentations
Overall
- 39 -
S.D.
Level of
Satisfaction
4.33
4.39
0.69
0.66
High
High
4.30
0.81
High
4.24
4.33
0.71
0.65
High
High
4.45
4.45
4.30
0.62
0.62
0.59
High
High
High
4.36
0.74
High
4.24
4.30
4.39
4.18
4.45
0.75
0.59
0.61
0.85
0.62
High
High
High
High
High
4.45
4.39
4.33
4.34
0.62
0.61
0.65
0.67
High
High
High
High

According to Table 4, indicates that participate in learning community more and
the students who were instructed through the boost their positive attitudes towards learning
blended learning content management system (Rovai & Jordan, 2004).
using the cognitive tools were satisfied with the
8. Limitations of the Study
system at high level (X = 4.34, S.D. = 0.67).
Several limitations should be considered
7. Discussion
in this study. Sampling would be the first
7.1 The students who were instructed limitation encountered, in this research study
through the blended learning content not random selected control group. Second,
management system using the cognitive tools the lack of variation in the various satisfaction
significantly earned higher scores of analytical scores, the students were not discriminating in
thinking skills at .05. This outcome is in line their assessments of the various aspects of the
with Thangkabutras (2009) study in a manner 10 week.
that use of cognitive map as a part of classroom
instruction can develop students thinking 9. Implications and Recommendations
9.1 Implications are in the following:
process.
9.1.1 Any institutions that apply the
7.2 The students who were instructed
through the blended learning content blended learning content management system
management system using the cognitive tools using cognitive tools should have tools and
highly felt satisfied with the system. This foundation system essential for integration.
outcome agrees with Driscoll (2002), contending Additionally, they should train their students at
that blended learning activities can develop the level they can operate the system before
students learning that challenges their potentials beginning the class.
9.1.2 Any institutions that apply the
and respond to their learning differences. The
integration also develops individual learning blended learning content management system
because it promotes independent and active using cognitive tools should formally provide
learning, similar to Bonks and Grahams (2004) lecturers with teaching instructions. In order to
suggestions in their research. Active learners promote positive attitudes towards this teaching
therefore can cut down their classroom and learning mode, the institutions should point
attendance. In addition, blended learning out the benefits of its use to lecturers, students
encourages interactions between students and all involved parties. The reason is that the
themselves as well as the teacher and students blended learning system will be effective and
on a one-to-one basis. The interaction is seen efficient when cooperation takes place.
to assist students to learn better (Kaye, 2003),
- 40 -
26 2 - 2558
9.2 Recommendation for future research
Investigating the outcome of use of the
blended learning content management system
in other areas is recommended, such as learning
achievement, judgment, logics and synthesis.
Assistant Professor Dr. Pallop Piriyasurawong,

and Dr.Wera Supa for a great help, stimulating
suggestions and encouragement. I would like
to thank experts, teaching staff and students
in Department of Technological Education,
King Mongkuts University of Technology North
Acknowledgement
Bangkok, Thailand, for their contributions to this
I would like to express my gratitude to study.
Assistant Professor Dr.Namon Jeerangsuwan,
References
Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons
learned. San Francisco: Pfeiffer.
Bloom, B. S. (1976). Taxonomy of Educational Objective Handbook: Cognitive Domain.
New York: David Mc Kay Company Inc.
Bonk, C. J. & Graham, C. R. (2004). Handbook of blended learning: Global Perspectives.
San Francisco: Pfeiffer Publishing.
Buzan, T. (2010). Mind maps for business : revolutionize your business thinking and practice.
Harlow: Pearson.
Driscoll, M. (2002). Blended Learning: Lets get beyond the hype. Retrieved from http://www.
ltimagazine.com/ltimagazine/article/articleDetail.jsp?id=11755
Kaye, T. (2003). Blended learning: how to integrate online & traditional learning. London: Kogan
Page.
Michaelis, J. W. (1992). A guide to basic instruction. (10th ed.). Boston: Allyn and Bacon.
Na Songkhla, J. (2007). E-Instructional design. Bangkok: Chulalongkorn University.
Office of the National Research Council of Thailand. (2007). Research Report. Bangkok: Tiranasar
Press.
Rovai, A. & Jordan, M. (2004). Blended Learning and Sense of Community: A Comparative
Analysis with Traditional and Fully Online Graduate Course. Retrieved from http://www.
irrodl.org/content/v5.2/rovai-jordan.html.
Thangkabutra, T. (2009). Development of a model of blended learning instructional design
using cognitive maps to increase analytical thinking ability for undergraduate students.
Doctorial dissertation, Chulalongkorn University. Bangkok.
William, W. & Stephen G. J. (2009). Research methods in education: an introduction. (9th ed.).
Boston: Pearson.
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6
Effects of Learning on Biomolecule using Model-Based Learning to
Develop Scientific Conceptions and Constructing Scientific Model
Ability for Mathayomsuksa Six Students
*
fah_cc32@hotmail.com
**
**
1)
2)

6
1 2557 2 72 (Cluster random sampling)
(Simple random sampling) 1 36
2 36

(t-test for independent samples)

*
** .
- 42 -
26 2 - 2558

(t-test for dependent samples)
1) 6
.05
2) 6
.05
3) 6
.05
4) 6
.05
:
Abstract
The objective of this research was to compare 1)scientific conceptions of Biomolecule and
constructing scientific model ability between post-test using the Model-based learning and the
regular approach and 2) scientific conceptions of Biomolecule and constructing scientific model
ability between pre-test and post-test using the Model-based learning. The participants consisted
of 72 students from two classes at Piboonbumpen Demonstration School in the first semester of
the academic year 2014, which were randomly selected by using the cluster random sampling and
simple random sampling technique. One classroom was an experimental group (n=36) taught with
the Model-based learning whereas the other was a control group (n=36) taught with the regular
approach. The instruments used in this study were the lesson plans containing the Model-based
learning, the lesson plans containing the regular approach, a scientific conceptions on Biomolecule
test, and a constructing scientific model ability test. The data were analyzed by comparing the
difference between post-test scores using the Model-based learning and the regular approach of
scientific conceptions on Biomolecule and constructing scientific model ability with independent
samples t-test and comparing the difference between pre-test scores and post-test scores using
the Model-based learning of scientific conceptions of Biomolecule and constructing scientific model
ability with dependent samples t-test.
- 43 -

The research results were:
1) The scientific conceptions of Biomolecule for Mathayomsuksa six students after using
the Model-based learning was statistically significant higher than using the regular approach at the
.05 level.
2) The scientific conceptions of Biomolecule for Mathayomsuksa six students after using the
Model-based learning was statistically significant higher than pre-test scores of that at the .05 level.
3) The constructing scientific model ability for Mathayomsuksa six students after using the
Model-based learning was statistically significant higher than using the regular approach at the .05
level.
4) The constructing scientific model ability for Mathayomsuksa six students after using the
Model-based learning was statistically significant higher than pre-test scores of that at the .05 level.
Keywords: Model-based learning, scientific conceptions, constructing scientific model ability

3

2551

(
, 2554)

( , 2554)

( , 2555)

- 44 -
26 2 - 2558

(,
2555)

(Gilbert et al.,
2000)

(Harrison & Treagust, 2000)

(Modelbased learning)
Buckley et al. (2004)

Gobert & Buckley (2002)

(internal modeling)
(cognitive construction)
(mental model)
(external
modeling)
(expressed model)

(elaboration)

(2555)

Chamrat (2009)

- 45 -

(2554)
Harrison
& Treagust (2000)

Khan (2008)
1.

2.

3.

4.

1.

2.

3.

4.

- 46 -
26 2 - 2558 6

1.
2.
1.

2.
1
1

1.
6
1 2557

1.
4 140

2. 6
2557

1
2.
(Cluster random sampling) (Simple
3.

Random Sampling)
3.

1 36 2

36

Pretest-Posttest, Nonequivalent Control
Group
Design
(
,
2554,
58)

Pretest-Posttest,

Group
1 Design
2557
4
6140
Nonequivalent
Control
(
, 2554)

6
1 2557 2 (Cluster
(Simple Random Sampling) 1 36
random sampling)
- 47 2 36

1 2557
14
1.
7
Gobert & Buckley (2002)
Buckley et al. (2004)

1.1

1.2

1.3
(IOC) 5
4.20 - 5.00
0.80-1.00
2.
7

2.1

2.2

2.3

2.4

2.5

(IOC)
5
4.20 - 5.00
0.80-1.00
- 48 -
26 2 - 2558
3.

(Two-Tier Multiple Choice Format)
1 (Content Tier)
2
(Reason Tier) 20
5
0.80-1.00
0.22-0.94
0.28- 0.78 0.83
4.

2

(Scoring Rubrics)
3
5
0.80 - 1.00
0.61 - 0.72 0.53- 0.64
0.81
1.
2.

3.
1.

(dependent
samples t-test) ( ,
2540)
2.

(dependent samples t-test) (
, 2540)
1.

6

1
- 49 -

1
6
n
36
X
13.10
SD
2.63
36
11.68
3.20
2.051*
.022
* p < .05
1
6
.05
2.
6 2
2
6
n
36
36
X
6.10
13.10
SD
2.24
2.63
df
35
19.462*
.000
* p < .05
2
6 .05
3.
6 3
3
6
n
36
36
X
21.47
16. 89
SD
5.10
7.66
2.988*
.002
*p<.05
3
6
.05
- 50 -
26 2 - 2558
4.
6 4
4
6
n
36
36
X
11.42
21.47
SD
4.08
5.10
df
35
13.689*
.000
* p < .05
4
6
.05
1.
6
.05
2.
6

.05
3.
6

.05
4.
6

.05

1.
6

.05 1 2
1)
2

- 51 -

(Gabler, 2003)
2) 3

Buckley et. al. (2004)
(Problem-Solving)
(Inferencing) (Reasoning)

Gilbert et al., (2000)
2.
6

.05 3
4
1) 1

- 52 -
26 2 - 2558

Gilbert (1995 Gobert & Buckley,

2002)

(Gilbert et al., 2000)
2)

2

Schwarz et al. (2009)

3)

3
.05

1.

2.

1.
2.

- 53 -
. (2554).
5 . ,
, . .
. (2540). . 3. : .
. (2555). .
, 35(1), 1.
. (2554).
. : .
. (2555).
. : .
. (2554). . ( 5). : .
. (2554). -
5 . ,
, . .
Buckley, B. C., J. D. Gobert, A. C. H. Kindfield, P .Horwitz, R. F. Tinker, B. Gerlits, U. Wilensky,
C. Dede, & J. Willett. (2004). Model-based teaching and learning with biologicaTM:
what do they learn? How learn? How do we know? Journal of Science Education and
Technology, 13 (1), 23-41.
Chamrat, S. (2009). Exploring Thai grade 10 chemistry students understanding of atomic
structure concepts and the nature of science through the Model-based approach,
Doctoral dissertation, Kasetsart University, Retrieved from http://www.lib.ku.ac.th/
KUthesis/2552/SuthidaCHA/SuthidaCHAAll.pdf.
Gabler, I. C, & Schroeder, M. (2003). Constructivist methods for the secondary classroom:
Engaged minds. Boston: Allyn and Bacon.
Gilbert, J. K., & C. J. Boulter. (2000). Developing models in science education. New York : Kluwer
Academic Publishers.
Gobert, J. D., & B. C. Buckley. (2002). Introduction to Model-based teaching and learning in
Science Education. International Journal of Science Education, 22(9), 891-894.
Harrison, A. G, & D. F. Treagust. (2000). Learning about atom, molecules, and chemical bonds:
A case study of multiple-model use in grade 11 chemistry. Science Education, 84(3),
352-381.
- 54 -
26 2 - 2558
Khan, S. (2008). Model-based teaching as a source of insight for the design of a viable science
simulation. Technology Instruction Cognition and Learning, 6, 63-78.
Schwarz, C. V. et al. (2009). Developing a learning progression for scientific modeling: making
scientific modeling accessible and meaningful for learners. Journal of Reserarch in
Science, 46(6), 632-654.
- 55 -

4
Effects of Inquiry Based Approach Emphasizing Higher Order
Questions on Covalent Bond in Learning Achievement and Scientific
Reasoning of 10th Grade Students
*
sarunnew@hotmail.com
**
**
***
(Quasi-experimental research) 1)

2)

3)
4)

4
1 2557 2 100
(Cluster Sampling) 2 1 50
1 50

*
** .
***
- 56 -
26 2 - 2558

1. 4

.05
2. 4
.05
3. 4

.05
4. 4

.05
:
Abstract
This study was a quasi-experimental research. The objectives of this research were
1) to compare learning achievement on covalent bond of students after using an inquiry based
approach emphasizing higher order questions with that after using a traditional instruction, 2) to
compare learning achievement on covalent bond of students before and after using the inquiry
based approach emphasizing higher order questions, 3) to compare scientific reasoning on covalent
bond of students after using the inquiry based approach emphasizing higher order questions with
that after using the traditional instruction, and 4) to compare scientific reasoning on covalent
bond of students before and after using the inquiry based approach emphasizing higher order
questions. The participants of this research consisted of two classrooms from 10th grade students
at Chonradsadonumrung School in the first semester of academic year 2014, which were randomly
selected by using cluster sampling. One classroom was an the experimental group (n=50) taught
with the inquiry based approach emphasizing higher order questions whereas the other was a
control group (n=50) taught with the traditional instruction. The research instruments were the
inquiry based instruction emphasizing higher order questions lesson plans, the traditional approach
lesson plans, a learning achievement test, and scientific reasoning test on covalent bond. The
- 57 -

data were analyzed using means, standard deviation, independent samples t-test and dependent
samples t-test.
The research findings were summarized as follows:
1. The post-test mean scores of learning achievement on Covalent Bond of 10th grade
students after using the inquiry based approach emphasizing higher order questions were statistically
significant higher than that after using traditional instruction at the .05 level.
2. The post-test mean scores of learning achievement on Covalent Bond of 10th grade
students after using inquiry based approach emphasizing higher order questions were statistically
significant higher than the pre-test mean scores of that at the .05 level.
3. The post-test mean scores of scientific reasoning on Covalent Bond of 10th grade students
after using inquiry based approach emphasizing higher order questions were statistically significant
higher than that after using traditional instruction at the .05 level.
4. The post-test mean scores of scientific reasoning on Covalent Bond of 10th grade students
after using inquiry based approach emphasizing higher order questions were statistically significant
higher than the pre-test mean scores of that at the .05 level.
Keywords : Inquiry based approach, Higher order questions, Learning achievement, Scientific
reasoning

(, 2551)

.. 2542 ( 2) .. 2545
4 22

(, 2545)

8

2 (..
2552-2561) 1

1.1

50
PISA 2012

47 444
501 2009
425
- 58 -
26 2 - 2558

(
, 2556)

6
2554-2556
27.90 33.10 30.48
(, ...)
50
2
2555

( , :
22 2556)

( , 2555)
5
1) (Engagement) 2)
(Exploration) 3)
(Explanation) 4) (Elaboration)
5) (Evaluation) (,
2546)

(2550)
5 (5E)
80.95

75
(2553)
4
(5E)
80.95
70
- 59 -

( , 2537)

( , 2545)
7 1)
2)
3)

4)

5)

6)

7)

(
, 2545) (Agard,
1977)
5
3
1
2

.01
2
.01

2551
2
.. 2542
( 2) .. 2545
PISA
2012
- 60 -
26 2 - 2558
1.

1.
2.
4
1 2557 9
450
2.
3.
4
1 2557 2
(Cluster Sampling)
4. 100 1
50 1
50

1)
1.
2)

1)
2.

2)

3 4
3.
2551

4.

- 61 -

4.
1 2557 5
3 15
(Quasiexperimental research)
Pretest-Posttest, Nonequivalent
Control Group Design ( , 2554)
2

1
1 Pretest-Posttest,
Nonequivalent Control Group Design
G1 O1 X1 O2
G2 O3 -
O4

G1
G2
O1, O3
X1
O2, O4
1.

7 5
1) 7

2)

3)

4)
7

5)

5
(IOC)
4.20-5.00
(IOC) 0.60-1.00
- 62 -
26 2 - 2558
2.
5E 1)

2)

3)

4)

5)

5
(IOC)
4.20-5.00
(IOC)
0.80-1.00
3.

6

4 30
(IOC)
5 0.80-1.00
(p) 0.25 0.63 (r)
0.22 0.62 0.76
4.

3

4
12 (IOC)
5 0.8-1.00
(p) 0.42 0.65
(r) 0.25 0.52
0.85
1.

2.
3.
4.
- 63 -

1. (X)
(SD)
2.
(IOC) (p)
(r) KR-20
- (Kuder-richardson)
3.
3.1 (t-test for
independent samples)
3.2 (t-test for dependent
samples)

1.

1
n
50
50
30
30
X
24.02
18.94
SD
2.245
8.439*
.000
3.616
* p<.05
1

.05 1
2.
2
2

n
50
50
30
30
* p<.05
- 64 -
X
24.02
13.42
SD
2.245
3.375
20.150*
.000
26 2 - 2558
2

.05 2
3.
3
3
n
50
50
12
12
X
10.02
7.72
SD
1.363
6.650*
.000
2.031
* p<.05
3

.05 3
4.
4
4

SD
50
12
10.02
1.550
50
12
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1.363
19.190*
.000
* p<.05
4

.05 4
- 65 -

2
1)
4

2)
4

1 .
4

.05
.05 1 2

5 1)
(Engagement)
7

2)
(Exploration)
3)
(Explanation)
4) (Elaboration)
5)
(Evaluation)

(2553)

(2542)

- 66 -
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(2536)

(2550)
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(5E)
80.95
.01

(2553)
4
(5E)

70 80.95
.01
2.
4

.05
.05
3 4
5 (5E)

(Dewey, 1956)

5 (5E)

(2536)

- 67 -

(2545)
(2536)

(2533)
6

.05

.01

(2532)

4
1.

2.

- 68 -
26 2 - 2558
. (2545). 2544
. 2. : .
___________. (2546). . :
.
. (2536).
. ,
. .
. (2551). 2551.
: .
. (2536).
. : .
. (2534). .
.
. (2556, 22, ). . .
. (2537).
1. ,
. .
.(2545). . : (.) .
. (2542). . : .
. (2555). .
(.)
. (2553). . :
.
. (2553). 4
(5E) .,
, . .
. (2556). PISA 2012
. : .
. (2554). . 5. : .
. (...). 2
(.. 2552-2561). .
- 69 -

. (2550).
5 . ,
, . .
. (2532).
4. .
. .
. (2533). .
()
Agard, S. (1977). Oral questioning by the teacher : Influence on student achievement in eleventh
grade chemistry. Dissertation Abstracts International. 34, 2(August).
Dewey, J. (1956). The child and the curriculum and the school and society, Chicago: Phoenix
Books.
- 70 -
26 2 - 2558
3

Development of a Flipped-Classroom Learning System Model
through Three Media Formats in Music Skills for
Secondary School Students
*
musicmankob@gmail.com
**
1) 3
2) 3)
5 3
90
(One-way ANOVA) F - Test Fishers Least
Significant Difference (LSD) 95 %
1) 3
2)
3)
:
Abstract
The purposes of this research were to 1) develop of a flipped-classroom learning system
model through three media formats in music skills for secondary school students, and 2) compare
music learning achievement and behaviors of students to music learning. The participants were
*
** .
- 71 -

90 secondary students from three schools in Nakhon Ratchasima province, selected by using the
multi-stage random sampling technique. The statistical data analysis included percentage, mean,
standard deviation F-test by One - Way ANOVA, and Fishers Least Significant Difference (LSD)with
the 95 % confidence level.
The findings of this research were as follows: 1) development of a flipped-classroom learning
system model through three media formats in music skills for secondary school students reported
appropriate at the highest level. 2) There was no statistical different among the three groups at
the .05 level, and 3) the participants in the flipped-classroom reported having good behaviors.
Keywords: Flipped Classroom, Augmented Reality, Facebook, Video Clip, Behavior of Music Learning
21

(Keefe, 2007)

(Blended Learning) (Berrett,
2012; Strayer, 2012)

(Bergmann, Overmyer, & Wilie, 2013)

(Flipped classroom)

(Bergmann & Sams, 2012)
(Communication)
(Internet) (Laptop)
(Smart Device) (Tablet)
(Smart Phone)

(
, 2555)

(Smaldino, Lowther, & Russell, 2012)
(Blended Learning)
(Flipped Classroom)
- 72 -
26 2 - 2558

(Facebook)
(Video Clip)
(Augmented Reality)
21
1.
3
2.
3
3.
3

(Experimental Research)
3

(Classroom) 3

3
1.

3

4
2.
3
(Randomized Control
Group Posttest-only Design)
3
3
2.1

(Cluster Random Sampling)

3 1
2.2

(Stratified Random Sampling)
5
2557
1 3
1 50
2 43 3 38
131
2.3
(Simple Random Sampling)
- 73 -
3 30
90 3
30 1)
2) 3)
3.
3
3
90
1.
3
3
2.

3 2
1) (Classroom)
2)
(Homework)
2.1
3 1)
2)
3)

3
2.1.1
(USB flash drive) DVD-VCD
2.1.2

(Aurasma)

2 . 1 . 3

2.2

(Scaffolding) 1) 2)
3)
4) 3

5)
6) 7)
3. 2
2557 1
2 4
4.
5.
- 74 -
26 2 - 2558
1.
3
2.
3
3.
4.
5.
6.
7.
3
1.
2.
(One - Way ANOVA)

F - Test
Fishers Least Significant Difference (LSD)

95 %
1. 3
1: 3
S.D.
4.85
0.06
(Home Work)
4.83
0.14
(Classroom)
4.78
0.19
4.86
0.12
1
3

(Home Work)
(Classroom)
2.
3
2.1
3
3
- 75 -

2:
SS
15.27
641.70
656.97
16.47
476.20
492.67
0.87
1103.00
1103.87
df
2
27
29
2
27
29
2
27
29
MS
7.63
23.77
F
0.32
8.23
17.63
0.47
0.43
40.85
0.01
* p < .05
2 3
3
2.2 3
3:
SS
0.07
127.40
127.47
34.20
df
2
27
29
2
MS
0.03
4.72
F
0.99
17.10
0.41
1136.60
27
42.10
1170.80
12.07
29
2
6.03
956.90
27
35.44
968.97
17.62
29
2
8.811
2253.50
87
02.90
2271.12
89
* p < .05
- 76 -
0.17
0.71
26 2 - 2558
3 3
3
2.3 3
4:
X
1.
2.
3
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

13.
14.
15.
16.
17.
18.
- 77 -
S.D.
X S.D.
S.D.
2.50 0.50 2.50 0.65 2.58 0.49 2.53

2.58 0.49 2.50 0.50 2.58 0.49 2.56
2.50 0.50 2.58 0.64 2.17 0.55 2.42
2.83 0.37 2.67 0.47 2.17 0.55 2.56
2.58 0.49 2.67 0.47 2.33 0.47 2.53
2.58 0.49 2.42 0.49 2.17 0.55 2.39
2.50
2.17
2.75
1.58
2.83
0.50
0.37
0.43
0.49
0.37
2.33
2.08
2.92
2.83
2.83
0.47
0.28
0.28
0.37
0.37
2.17
2.08
2.83
1.58
2.50
0.37
0.28
0.37
0.64
0.50
2.33
2.11
2.83
2.00
2.72
2.92 0.28 2.92 0.28 2.92 0.28 2.92

2.42
2.92
2.50
2.08
2.50
2.25
2.50
0.49
0.28
0.50
0.28
0.65
0.43
0.55
2.58
2.83
2.58
2.08
2.50
2.17
2.56
0.49
0.37
0.49
0.49
0.50
0.37
0.52
2.50
2.75
2.50
2.25
2.67
2.25
2.39
0.50
0.43
0.50
0.60
0.47
0.43
0.57
2.50
2.83
2.53
2.14
2.56
2.22
2.48

4

3 1)

2)
3)

1.
3

1.1

(Flipped
Classroom Learning System: FCLS)
3
5
1 (Analyze)
6
1) (Goal) 2)
(Learners Context) 3)
(Learners Needs) 4) (Learning
context) 5) (Instruction
List) 6)
(TPACK Framework)
2 (Design)
4
1) (Teaching Strategies)
2) (Purpose of Learning)
3) (Learning Environment)
4) (Assessment for
learning) 2
(Assessment
Individual) (Group
Assessment)
3 (Development)
4
1) (Teaching Strategies)
2) (Media) 3)
(Assessment Tools) 4)
(Try out)
4 (Implementation)
3
1 .
(Classroom)

(Constructivist Theory)
(Social
Constructivism)(Bednar, 1991)
(Collaborative
Learning)
(Learning by Activities)
(Active learning)
(Collaborative Activity)
(Independent
Activity) (Testing
Integrated)
2.
(Homework)

(Connectivism) (Siemens,
2004)
- 78 -
26 2 - 2558
(Social Constructivism) (Bednar, 1991)
(Social Constructivism) (Bednar,

(Active Learning)(Bonwell and Eison, 1991;Guoqing Zhou and Xuefeng, 2014)
1991) (Zone of Proximal
and
(Targeted

Development)
Practice)
(Scaffolding)
(Active
Learning)(Bonwell
Eison,
(Video Lectures)
1991;Guoqing
Zhou and Xuefeng,
2014)(Online
Discussion)
3

(Content)
3.

(Time)
(Scaffolding)
(Smart Learner)
Device)
(Targeted
Practice)
(Teacher
(Video Lectures) (Online (Logistics Media)

(Constructivist Theory)
Discussion)
5 (Evaluation)
(Social Constructivism) (Connectivism)
3. (Time) 4 1)

of Proximal
Development)

(Scaffolding)

(Zone
(Assessment
of individual
learners)
(Scaffolding)

3
2)

(Logistics
(Smart
Device)
Media)

(Performance
Assessment)
(Content)
(Teacher
Learner)
(Constructivist 3) (Quality
5 (Evaluation)
4 1)
Theory) of materials) 4)

(Assessment of individual learners) 2)
(Social Constructivism) (Quality of

(Performance
Assessment)
3)

(Quality of materials) 4)
teaching)

(Connectivism)
(Quality of teaching)
1:
(Flipped
LearningClassroom
System) Learning System)
1:
Classroom
(Flipped
- 79 -

2.
3

3

(Siemens, 2005) (
, 2552)

(Performance Assessment)
(Assessment of individual learners)
3

( , 2556)

3.
3
3.1

3.2

3.3

( ,
2544)

1.
3
1.1 (Teacher)

(TPACK Framework)
- 80 -
26 2 - 2558
1.2 (Learners)

(Learners Context)
(Learners Needs) (Learning
context)
(Instruction List)
(Active learning)
(Collaborative Activity)

1.3
(Learning Enveronment)

3 1)
(Classroom) 2)
(Homework)
3) (Time)
(Scaffolding)

1) (Content)
2) (Smart Device) 3)
(Logistics Media)
(2556)

2.

3.
3
1)
3-4
2) 5-7
3)

4.

1.

(Psycho-motor
Domain)
2.

- 81 -

(Learning
Management System: LMS)
Edmodo, iTunes U,
Moodle ClassStart
3.

4.

5.

21
. (2544). . : .
. (2556).
. . 24(2): 122-136.
. (2555). 21 . CATMagazine. 9(30): 42-43.
. (2552). :
. . 20(3): 47-61.
Bednar, A. K., Cunningham, D., Duffy, T. M., & Perry, J. D. (1991). Theory into practice: How do we
link? In G. J. Anglin (Ed). (2nd ed., pp. 100-112).Englewood, CO: Libraries Unlimited.
Bergmann, J., & A. Sams. (2012). Flip your classroom: Reach every student in every class every
day. Alexandria, VA: International Society for Technology in Education.
Bergmann, J., Overmyer, J., & Wilie, B. (2013). The Flipped class: What it is and what it is
not. (Online) Retrieved from http://www.thedailyriff.com/articles/the-flipped-classconversation-689.php.
Berrett, D. (2012). How Flipping the classroom can improve the traditional lecture. The
Education Digest. 78(1): 36-41.
Bonwell, C. C., & J. A. Eison. (1991). Active learning: creating excitement in the classroom. 1991
Ashe-Eric Higher Education Reports. ERIC.
Keefe, J. W. (2007). What Is Personalization? The Phi Delta Kappan. 89(3): 217-223.
Siemens, G. (2004). Connectivism: A Learning theory for the digital age. (Online) Retrieved from
http://www.elearnspace.org/Articles/connectivism.html.
- 82 -
26 2 - 2558
Siemens, G. (2005). Connectivism: A Learning theory for the digital age. International Journal of
Instructional Technology & Distance Learning. 2(1).
Smaldino, S. E., Lowther, D. L. & Russell, J.W. (2012). Instructional technology and media for
learning, 10th Ed. Boston: MA: Pearson.
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and
task orientation. Learning Environments Research. 15(2): 171-193.
Zhou, G., & J. Xuefeng. (2014). Theoretical research and instructional design of the Flipped
classroom. Applied Mechanics & Materials. 543-547(4312-4315).
- 83 -
21
Interactive Instructional Model via Google Cloud Computing to
Enhance Information and Communication Technology Skills for
Undergraduate Students in 21st Century
*
nuying3125@hotmail.com
**

21

21 5

21

21
(X = 4.52, S.D. = 002) 1)
(X = 4.68, S.D. = 0.05) 2)
(X = 4.58, S.D. = 0.05) 3)
(X = 4.50, S.D. = 0.03) 4) (X = 4.30,
*
**
- 84 -
26 2 - 2558
S.D. = 0.00)
: 21
Abstract
The purposes of this research study were 1) to design an interactive instructional model
via Google Cloud Computing to enhance information and communication technology skills for
undergraduate students in 21st Century and 2) to evaluate the interactive instructional model
via Google Cloud Computing to enhance information and communication technology skills for
undergraduate in 21st Century. The participants in this study consisted of five experts. The research
instrument was a questionnaire. The data were analyzed by mean and standard deviation.
The results of the interactive instructional model via Google Cloud Computing to enhance
information and communication technology skills for undergraduate students in 21st century were
very good appropriate (X = 4.52, S.D. = 002). There are four elements in this model. 1) Interactive
Instructional (X = 4.68, S.D. = 0.05), 2) Google Cloud Computing (X = 4.58, S.D. = 0.05), 3) Assessment
information technology skills (X = 4.50, S.D. = 0.03), and 4) Instructional design (X = 4.30, S.D. =
0.00), respectively. This model could be used to increase learning achievement and efficiency for
teaching and learning.
Keywords: Google Cloud Computing, Interactive Instructional, Information and Communication
Technology skills, 21st Century

11
(.. 2555 - 2559)

(
, 2555)

.. 2554 2563

6

(
, 2554)
21
21
- 85 -

(
, 2555)

3
,
(Hirumi,
2002)

21

Software Services Desktop
Productivity

(Software As A Services: SaaS)

(Wu,
Shen, Wang, Zhu, & Zhang, 2011)

,
(Body of knowledge)

,
( , 2556)

(Access)
(Manage) (Integrate)
(Evaluate) (Create)
(Communication) (California ICT Digital
Literacy Assessments and Curriculum Framework,
2012)
(Social Network)

21

21

- 86 -
26 2 - 2558
1.1 (Analysis)

1.

21
21
2.
1.2 1)

21
2) 3)
1.3 (Design)
3 21
, 1) 2)
5 3)
3
1.4

21

21
1.5

21 3 1)
21 2 2) 3)
2.
1.

21
21
2.1

- 87 -
21
5
(Likert)
2.2

21 5
2.3
21
2
1

21
1. (Introduction/ Motivation)

Google Site
Google Plus
2. (Information)
(content)

Google Site
3. (Activity)

Google Site Google Doc

Google
Plus
4. (Communition)

Google Site

- 88 -

26 2 - 2558
1
21
5. (Evaluate)

(Peer Assessment)

(Authentic Assessment)
(Peer Assessment)

(Access)
(Manage)
(Integrate)
(Evaluate),
(Create)

(Communication)

5

(X = 4.52, S.D. = 0.02)
4 1)
2)
3)
4)

1
- 89 -

1
21
1.
2.
3.
4.
S.D
4.68
4.58
4.50
4.30
4.52
0.05
0.05
0.03
0.00
0.02

( , 2555)

(Hirumi, 2002)

21
- 90 -
26 2 - 2558
. (2554).
.. 2554-2563 . http://www.mict.go.th/.
. (2555).
u-Learning. , 2(3), 90-99.
. (2549). .
57 63.
. (2556). e-Learning
e-Learning online. .
.
. (2555). 21. (21st Century Learning Skills).
http://www.addkutec3.com/wp.../-21.pdf.
. (2555). 11
.. 2555 - 2559. http://www.mua.go.th/~bpp/develop edu_plan plan/
download /higher_/Pla nHEdu11_2555-2559.pdf.
California ICT Digital Literacy Assessments and Curriculum Framework. BASIC OF DIGITAL
LITERACY. Retrieved from http://mn.gov/mnddc/asd-employment /6a-ict-competencies.
html.
Hirumi, A. (2002). A framework for analyzing, designing, and sequencing planned e-learning
interactions. The Quarterly Review of Distance Education,3(2), 141-160.
Wu J., Shen Q., Tong, W., Wang T., Zhu J., & Zhang. J.(2012). Recent advances in Cloud security.
Retrieved from http://ojs.academypublisher. com/index.php/jcp/article/3686.
- 91 -
....
Developing Pharmaceutical Calculation Skills by
Cooperative Learning: STAD Method
*
aoirawee@hotmail.com
.... ()
1 2556 36
4
5 4
12 1 2 4
(One-sample t-test)
.... 30.25
(p<.05) 72.2
....
: ....
Abstract
The objective of this research was to develop pharmaceutical calculation skills using
the cooperative learning STAD method. The participants were 36 first-year pharmacy technique
*
- 92 -
26 2 - 2558
students at Sirindhorn College of Public Health Chonburi in the 2013 academic year. Four lesson
plans were implemented to develop pharmaceutical calculation skills. The data were collected
by a short essay, consisting of four sets of five formative test questions and a set of 12 summative
test questions. The intervention process was carried out two hours a week for four weeks. The
data were analyzed using descriptive statistics and one-sample t-test.
The findings revealed that after applying the cooperative learning STAD method, students
obtained average score of 30.25, which was significantly higher than specified criterion (p<.05).
In addition, 72.2% of students improved their learning achievement scores, passing the specified
criterion. It can be concluded from these results that the cooperative learning STAD method is an
effective approach to develop pharmaceutical calculation skills.
Keywords: Cooperative learning, STAD Cooperative learning,Pharmaceutical calculations, Classroom
action research
( , 2554)

28
10

( , 2549)

(Ansel, 2010)

- 93 -
()
(, 2556)
1

stock solution

1
30

( , 2553)

.
... (Cooperative learning: Student-Teams
Achievement Divisions method, STAD) (Slavin,
1991)
1

....
- 94 -
26 2 - 2558

1 4

stock solution

(
) 1

(
) 1 2
2556
1 38 2
4 36
1.
.... Robert
E. Slavin (1991) 4
5

2.

4

stock solution

1. 4 5

2. 1 4
3 12

(2546)

2
1
- 95 -

(Content Validity)

3

(Item ObjectiveCongruence Index; IOC)
IOC 0.5
(Reliability)
(Cronbachs
Alpha Coefficient)
1 4 0.749, 0.758, 0.717
0.766
0.815

1.
1.1

(Cause and effect diagram)
( , 2552)
1.2

1.3

(Pre-experimental research, onegroup posttest only design)

2.
2.1

5 6
1)
2)
7 6 3
5 4
3)
2.2
(Cooperative learning) ....
(Student Team Achievement Divisions, STAD)
(Slavin, 1991)
4
1
2
3
stock solution
4

STAD 5
1)

40
- 96 -
26 2 - 2558
2)

40
3)

30
5
4)

(2553)

4

0
10
10
10
20
10
30
10
5)

2.3

12
4 3 1
3.

55
10
4.

- 97 -
1.

2.

(One-sample t-test)
3.
1.
(Cause and effect diagram)

(
1)
8 .
(Cooperative learning) ...
(Student Team Achievement Divisions, STAD)

1:
1:

2.2.
.
...
... .
30.25
63.0
63.0

30.25

55 (26.4

55(26.4
)
.05
1
.05
1
1:
(N = 36)
26.4
* .05
X - 98 -
30.25
S.D.
11.93
t
1.94
p
0.03*
26 2 - 2558
1: (N = 36)
26.4
X
30.25
S.D.
11.93
t
1.94
p
0.03*
* .05
10 26
72.2
2:
10
0
()
26
10

....
1
,
(2554)
STAD
5

Zakaria, Chin, & Daud (2010)
....

....

72.2
27.8
(Leikin & Zaslavsky, 1999)

....
(Purwanti, 2013)

. . . .

- 99 -

(
, 2555)

(Slavin, Hanley, Elliott, Chambers &

Cheung, 2013)
1.

2 .
....

3.

1.
....
2.

....
- 100 -
26 2 - 2558
. (2553). : . :
.
, . (2554).
STAD 5.
, 5(2), 1-8.
. (2554). . : .
. (2552). . : .
. (2549). . , 21(4),
359-365.
. (2556). ()
.. 2556.
. (2546).
. : .
. (2551). : .
: .
. (2555).
1.
, 23(3), 151 161.
Ansel, H. C. (2010). Pharmaceutical calculations (13th ed.). Philadelphia: Wolters Kluwer Health/
Lippicott Williams & Wilkins.
Leikin, R., & Zaslavsky, O. (1999). Cooperative learning in mathematics. The Mathematics
teacher. 92(3), 240 246.
Purwanti, D. E. (2013). The comparison between STAD and TGT on students achievement and
motivation senior high school. Proceeding of the Global Summit on Education 2013.
(11 12 March 2013), 990-997.
Slavin, R. E. (1991). Student Team Learning : A Practical Guide to Cooperative learning (3rd ed.).
Washington DC: National Education Association.
Slavin, R. E., Hanley, P., Elliott, L., Chambers, B., & Cheung, A. (2013). Effects of Co-operative
learning and embedded multimedia on mathematics learning in key stage 2: Final
Report. York: Institute for Effective Education, University of York.
Zakaria, E., Chin, L. C., & Daud, M.Y. (2010). The effects of cooperative learning on students
mathematics achievement and attitude towards mathematics. Journal of Social
Sciences. 6(2), 272 275.
- 101 -

4
The Effects of Organizing Inductive and Deductive Learning on
Mathematical Reasoning and Written Communication Abilities in
Numbers Theory of Mathayomsuksa Four Students
*
innovation_love_@hotmail.com
**
***
1)
4
70 2)
4 70
4 1 2557 44
(cluster random sampling) 1)
7 2)
0.84 (t-test
for One Sample)
1.
4 70 0.01
*
** .
*** .
- 102 -
26 2 - 2558
2.
4 70
0.01
:
Abstract
The purposes of this research were 1) to compare mathematical reasoning ability in number
theory for Mathayomsuksa four students after organizing inductive and deductive learning and 2)
to compare mathematical written communication ability in number theory for Mathayomsuksa
four students after organizing inductive and deductive learning.
The particitants, selected by the cluster random sampling technique, were 44 Mathayomsuksa
four students of the academic year B.E 1/2557. The research instruments used in this research
consisted of seven number theory lesson plans and Mathematic reasoning and written communication
ability test with the reliability of 0.84. The statistical techniques established for analyzing the data
were mean, standard deviation, and one sample t-test.
Research results found that:
1. Mathematical reasoning ability in number theory for Mathayomsuksa four after organizing
inductive and deductive learning was higher than the criterion of 70% at the 0.01 level.
2. Mathematical written communication ability in number theory for Mathayomsuksa four
after organizing inductive and deductive learning was higher than the criterion of 70% at the 0.01
level.
Keywords: Organizing Inductive and Deductive Learning, Mathematical Reasoning and Written
Communication Abilities

(Russell, 1999)

(,
2555)
Fensell and Rowan (2001)

- 103 -

(Bicknell, 1999; Campbell

& Rowan, 1997 , 2547)

(Rowan
& Morrow, 1993)

(NCTM, 1989;
Mumme & Shepherd, 1993)

( , 2546,
, 2551,
, 2554)
4

( . ,
24 2557)

(
, 2546)

( , 2542)

(2542)

(Fensell & Rowan, 2001)

- 104 -
26 2 - 2558
/
( , 2556)
1.

4
70
2.

4
70
1.
1.1
4

4
1.2

4/4 1
2557
44 (cluster
random sampling)
2.

31201
4

2.1
2.2
2.3
2.4
3.

1 2557
15 50
13 2
4.
1.
2.
2.1
2.2

- 105 -

Journal
of Education Vol.26 No.2 May - August 2015
(Lardizabal et al., 1970,

, 2550,
, 2551,)
1.
2.
3.
4.
5.
(Lardizabal et al., 1970,

, 2542,
, 2550)
1.
2.
3.
4.
1. :
2. :

3. :
/
4. :

5. :

1.
2.
1:
1:
- 106 -
26 2 - 2558
1.

1.1
7 13
1.2

5
(IOC) 1.00

1.3
(try out) 4
45 .
. 1 2557

1.4
2.

4 10

2.1

20
(Rubric Assessment) (Holistic
Scoring)
2.2 20

5

1.00

2.3
(try out)
4/3 45
10
(PE) 0.33-0.78
0.38-0.85
(Reliability)
- 107 -

( Coefficient)
0.84

2.4
3.

14

4.

1.

2
2.
5.

4/4
5.5.1
1
1
/
5.5.2 2
- 108 -
26 2 - 2558
2
/
6.
1.
4

70 one sample
t-test
2.
4
70
one sample t-test
4/4

one sample t-test

3
44
( 70)
28
- 109 -
X
( 40)
32.47
4.186*
.000

1
32.47
70 0.01
2

4/4

one sample t-test
2
2
( 70)
X
( 40)
44
14
16.93
6.641*
.000
17
16.93
70 0.01
1.

4
70
0.05
1
81.19

(2542)

/
( , 2556)

5
1. 2. 3.
4. 5.
- 110 -
26 2 - 2558
2

3

/

2 3

4

5

4 5

4
70
0.05
(2556)

70
0.01
(2552)

70
0.05
2.

4
70
0.05 2

84.65

- 111 -

(Rowan & Morrow, 1993)

5
1) 2) 3)
4) 5)
3 4 5
3

2

(Mumme & Sheperd, 1993)

4 5

4
70
0.05
(2556)

70
0.01
1.
1.1
1.2
1.3

- 112 -
26 2 - 2558

1.4

2.
2.1

2.2
. (2546).
. . 46(474-475): 54-58.
. (2542). . :
.
. (2542). (General Principles of Teaching). : ...
. (2556). : .
( 17). : .
. (2555). .
3. : 3- .
Fensell & Rowan. (2001). Representation: an important process for teaching and leaning
mathematics. Teaching Children Mathematics. 7(5): 188-302.
Mumme, J., & Shepherd, N. (1993). Communication in mathematics. In Implementing the K-8
curriculum and evaluation standards. The National Council of Teachers of Mathematics.
Russell, S. J. (1999). Mathematic reasoning in the elementary grades. In developing mathematical
reasoning in K-12. Shiff, Lee V. pp. 1-12. Reston Virginia: The National Council of teachers
of Mathematics.
Rowan, T. E., & Morrow, L. J. (1993). Implementing K-8 curriculum and evaluation standards:
reading from the arithmetic Teacher. Virginia: The National Council of teachers of
Mathematics.
- 113 -
*
The Application of Diagnostic Classification Model
for Cognitive Diagnostic Assessment in Solving Linear Equation
Problems of the Secondary School Students
**
suchaew@gmail.com
***

(Diagnostic
classification model)
Embretsons
cognitive design system approach (CDS framework)

1,214
GDINA model
5
16
1,214

* 40
**
*** .
- 114 -
26 2 - 2558
3
1 2

2

:
GDINA model Qmatrix
Abstract
The purpose of this research study was to assess the lower secondary school students
cognitive skills in solving linear equation problems by using a diagnostic classification model. The
diagnostic test was standardizedadministered with 1,214 students and scored in a consistent and
standard manner, by using the Embretsons Cognitive Design System Approach (or CDS framework).
The data from the assessment were analyzed by using diagnostic classification model (GDINA
model). The results showed five cognitive skills and 16 cognitive patterns, which students used
to solve the linear equation problems. The property of equality was the cognitive skill, which the
majority of lower secondary school students had mastered. In contrast, translating word problems
into a system of equations was the cognitive skill, which most of the students had not mastered.
The results also revealed that Mathayomsuksa three students (or equivalent to Grade 9 in junior
high school) had mastered all the cognitive skills more than Mathayomsuksa one and two students
had mastered. In addition, the results showed that male students mastered the cognitive skills
more than female students. Most of the students in the MathematicsSciences academic program
mastered all cognitive skills more than those in the general program.
Keywords: Cognitive diagnostic assessment, Solving linear equation problem, Diagnostic classification
model, GDINA model, Qmatrix
- 115 -
( ,
2542)
2551

1 2

(Cognitive diagnostic assessment : CDA)

(Diagnostic classification models:

DCMs)
(Rupp, Templin, & Henson.

2010)

..1989 (Leighton & Gierl, 2007)
Gierl Leighton (2007)
- 116 -
26 2 - 2558
( Posthoc
Retrofitting)

(Attribute hierarchy method:
AHM)

GDINA model
1.
2.

Embretsons cognitive design system approach
(CDS framework) Embretson Gorin
(Leighton & Gierl, 2007)
- 117 -
G-DINA mode

(De La Torre. 2011)

3
( 1, 2, 3) (, )
(,
)

- 118 -
26 2 - 2558
Embretsons Cognitive Design System

Approach (CDS framework) (Rupp, Templin
Henson
Diagnostic Classification Model (DCM): G-DINA model

(De La Torre. 2011)
( 1, 2, 3)
(2553)
Zheng Zhu (2007)
(,)
(2553)
(-, )

1.

Embretsons cognitive design system approach
(CDS framework) (Rupp,

Templin, & Henson, 2010)
1)
2)

- 119 -

3)
4)
3) Qmatrix

Qmatrix
5)
Qmatrix
1, 2 3
(Purposive sampling)
9
3
(Think aloud protocol)
Qmatrix
6)
7)

(Classical test theory)
(Stratified random sampling)

90
(Item response theory)

(Multistage random sampling) 718
DINA model
8)

(Multistage random
sampling) 1,214

GDINA model
1.
1.1
5
1)
ax + b = c
a, b c (S1)
- 120 -
26 2 - 2558
2) ax + b =
c a, b c
(S2)
3) ax + b
= c a, b c
(S3)
4)
ax + b = c a, b c
(S4)
5)

(S5)
1.2
(Attribute
profile)
16
32
1.3
Qmatrix
1)
Qmatrix

2)
Qmatrix
(Think aloud protocol)
Qmatrix
S1
32 S2 13 S3
13 S4 13 S5
10 Qmatrix
1 Qmatrix
1
2
3
4
5
S1
1
1
1
1
1
S2
S3
S4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S5
0
0
0
0
0
17
18
19
20
21
- 121 -
S1
1
1
1
1
1
S2
S3
S4
0
0
0
1
1
0
1
1
0
1
0
1
1
0
1
S5
1
0
0
0
0
6
7
8
9
10
11
12
13
14
15
16
S1
1
1
1
1
1
1
1
1
1
1
1
S2
S3
S4
1
0
0
1
0
0
1
0
0
0
1
0
0
1
0
0
1
0
0
0
1
0
0
1
0
0
1
0
0
0
0
0
0
S5
0
0
0
0
0
0
0
0
0
1
1
22
23
24
25
26
27
28
29
30
31
32
S1
1
1
1
1
1
1
1
1
1
1
1
S2
S3
S4
1
0
0
0
1
1
0
1
1
0
1
0
0
0
1
1
1
1
1
1
1
1
1
0
1
0
1
0
1
1
1
1
1
S5
1
0
0
1
1
0
0
1
1
1
1
1
0
1.4
1)
(p)
0.221 0.794
0.555
0.187
(r) 0.222 0.507
0.358
0.089
(KR20) 0.807
2)
(b)
-2.447 1.659
0.470
0.776 (a)
1.231 9.524
3.061
1.511
(c) 0.101 0.244
0.191
0.038
3)

DINA model
(ZTransformed Correlation) Log

Odds (LogOdds Ratio)

(di,DINA)
- 122 -
26 2 - 2558
0.0880 0.7586
0.5641
0.1276
4)

GDINA model
2.
2.1
GDINA model

(Proportion Correct)
(ZTransformed Correlation)
LogOdds (LogOdds Ratio)

GDINA model

2 GDINA model
(Proportion Correct)
(ZTransformed Correlation)
.0028
.0059
.0143
.0422
.2332
.0287
2.2

1)
LogOdds
(LogOdds Ratio)
.2081
2.1835
.2548

ax + b = c a, b c
59.23
ax + b
= c a, b c
46.62
ax + b =
c a, b c
- 123 -

27.68

ax + b = c a, b c
17.30
15.07
2)
(Chisquare test)

.01
1

1
3

3)

(Chisquare test)
.01 2

ax + b = c a, b c
ax + b = c a, b
c

3
ax + b = c a, b c
,
ax + b = c a, b c

.01
4)

(Chi
square test)

.01

(Chisquare test) 3
- 124 -
26 2 - 2558
3
GDINA
model

Pearson
Pearson
ChiSquare
ChiSquare
S1 175 242 302 93.354* 387 332 16.460* 445 274
ax + b = c a, b
c
S2 110 201 255 120.251* 292 274 1.563
374 192
ax + b = c
a, b c

S3 40
69
234 279.975* 193 150 8.325*
250
93
ax + b = c a,
b c

S4 20
21
190 318.283* 112 119
.160
202
29

ax + b = c a, b
c
S5 7
11
165 323.478* 85 98
.895
169
14
* .01
- 125 -
Pearson
ChiSquare
111.122*
118.833*
106.032*
165.719*
159.463*
1.
11

( , 2546)
(Law of exercise)

(Bond)

( , 2554,)

2.
(
, 2553) Zheng Zhu (2007)
Penner &
Paret (2007)

- 126 -
26 2 - 2558
1
2
3.
(
, 2553)
1.1

1.2

1.3

2.
2.1
1.
2.2

- 127 -

2.2
2.4

. (2554). . : .
. (2546). (Educational Psychology). :
.
. (2542). 25212542. :
.
. (2553). . 9. :
.
Chang, H., Liu, H., & You, X. (2013). The development of computerized adaptive testing with
cognitive diagnosis for an english achievement test in China. Classification. 30: 152172.
Retrieved from https://internal.psychology.illinois.edu/
Cohen, R. J. (2010). Psychological testing and assessment an introduction to tests &
Measurement. 7thed. New York: McGrawHill.
De La Torre, J. (2011, April). The Generalized DINA model framework. Psychometrika. 76(2):
179199.
Embretson, S. E. (1994). Applications of cognitive design systems to test development. In
cognitive assessment: A multidisciplinary perspective. Reynolds, Cecil R. pp.107135. V.1.
New York: Plenum Press.
Gipps, C. V. (2012). Beyond testing : towards a theory of educational assessment.
New York: Routledge.
KetterlinGeller, L. R. (2009). Diagnostic assessments in mathematics to Support Instructional
Decision Making. Practical Assessment Research & Evaluation. 14(16): 19.
Leighton, J. P., & Gierl, M. J. (2007). Cognitive diagnostic assessment for education theory and
applications. New York: Cambridge University Press.
Penner, A. M., & Paret, M. (2007, August). Gender differences in mathematics achievement
exploring the early grades and the extremes. Social Science Research. 37(1): 239253.
- 128 -
26 2 - 2558
Rupp, A. A., Templin, J., & Henson, R. A. (2010). Diagnostic measurement theory, methods and
applications. New York: The Guilford Press.
Zhu, Z. (2007). Gender differences in mathematical problem solving patterns A review of
literature. International Education Journal. 8(2): 18720.
- 129 -
Enhancing Empathy Through Person-Centered Group Counseling

of Staff in A Rehabilitation Center
*
Chokchai_wee@yahoo.com
**
***

12
4 3 45 12
3

.05
:
Abstract
The purpose of this research was to study effects of person-centered group counseling on
empathy of staff in a rehabilitation center. The participants in this research were caregivers in rehab
drug addiction and rehabilitation of Pianpitak Drug free house who volunteered to participate in
*
** .
*** .
- 130 -
26 2 - 2558
counseling sessions (n = 12). The data collection period was four weeks, three times a week and
45 minutes in each session (12 times in total). The data collection procedure was divided into
three phases: the pre-test, the post-test, and the follow-up. The instruments were the Empathy
Assessment Index (EAI) and the person-centered group counseling program. The data analysis was
conducted by using an Analysis of Variance with Repeated Measures and the Bonferroni technique.
The research result was that the participants demonstrated significantly higher empathy
scores at the .05 level in both the post-test and the follow-up than in the pre-test.
Keywords: Enhancing Empathy Through Person, Center Group Counseling, Durg Addict , Rehabilitation
Center
6

/
(
3
, 2558)

1,008
91 179 (

, 2556)

( , .. 2543
, , Day Top

2555)

.. 2558
- 131 -

12-18

(
, 2553)

14

Empathy
Empathy

Empathy

Empathy
(Cognitive Domain)

(Affective domain)
(Davis,
1994) Empathy

(Cynthia et al., 2011)

(Empathy Assessment Index: EAI)
(Affective
Response)
(Self-Other Awareness)
(Emotion Regulation)
(Perspective Taking)
(Empathic
Attitudes)

(Client
Center)

3
(Genuineness)

2 (Unconditional
- 132 -
26 2 - 2558
positive regard and acceptance)

(Empathy)

( , 2550)
1.

2.

1.
2. (Treatment
variable)
(Dependent variable)
- 133 -

(Single-Factor Experimental
Having Repeated Measures on the Same

3
Elements) (Winner, Brown, & Michels, 1991)
1
1.

2.
12

1.

2.
2

(Pretest)
1.
(EAI)
1.1
3.

12
4.
1.2

(Pretest)
2.
2.1

1.

(Empathy Assessment Index: EAI)
2.
4 3 45
12
- 134 -
26 2 - 2558
(Single Factor
Experimental Having Repeated Measures on the
Same Elements) (Winer, Brown, & Michels, 1991)
(Pretest)
3.
(Follow up)
2-5
9
(Posttest)
(Follow Up)

.05
Bonferroni
2.
2
1.
1.1
1.2
(Repeated Measure Analysis of Variance)

(Empathy
Assessment Index: EAI)
2 1
SD
655
54.58
6.64
552
46.00
10.10
- 135 -
719
59.92
6.14

2
552 46 10.10
655 54.58 6.64
719 59.92 6.14
80
60
59.92
54.58
46
40
20
0
1

1

2

2
54.58 8.58 59.92
54.58
59.92
8.58
13.92
13.92
2.

2.
3
3

Source of variation
df
SS
p
ES

MS
F
Between subject
Source of variation
Interval
Between subject
Error
Interval
Total
Error
* p < .05
* p < .05
Total
11
2
22
35
1420.33
SS
1183.17
11
1420.33
601.50
2
1183.17
3205.00
df
22
35
601.50
3205.00
129.12
MS
591.58
129.12
27.34
591.58
27.34
F
21.64*
21.64*
ES
.000
.663
.000
.663
3
- 136
-

26 2 - 2558
3

(p < .05) 66.3
3.

Bonferroni 4
4

Bonferroni
Posttest-Pretest
Follow up-Pretest
Follow up-Posttest
Mean Difference
8.58*
13.92*
5.33*
Std. Error
1.87
2.78
1.57
p
.002
.001
.018
* p < .05 Adjustment for multiple comparisons: Bonferroni.

4

(p< .05)
(p< .05)
1.

.05
2.

.05

1.

.05 ( 4)
- 137 -

(Sezov, 2002)

(Description of Past Feeling)

()

6
20
7

.

Archer and
Kajan (1973)

100
- 138 -
26 2 - 2558

(Affective Sensitivity Scale)
()

( )

Feshbach (1975)
(Cognitive)
(Affective)
Corey ( 2001 )

(
) 30

() 20

( )

- 139 -

Bergin & jasper (1969)

(Empathy)

()

() 40

(2550)

()

()

() 18

- 140 -
26 2 - 2558

()

100

1.
2.
()

- 141 -

()
( )

1.
1.1

1.2

1.3
- 142 -
26 2 - 2558

2.
2.1

2.2

3 . (2558).
.. 2558. http://www.parliament.go.th/ewtadmin/ewt/
parliament_parcy/download/article/article_20141118095458.pdf.
, , . (2555).
. http://nctc.oncb.go.th/new//attachfiles/research/57_
Prevent_Youth.pdf.
. (2556).
. http://nctc.oncb.go.th/new/images/rebsearch/index.php.
. (2553). . 2. :
.
. (2550) . 416621 . :
.
Archer, J., & Kagan, N. (1973). Teaching interpersonal relationship skills on campus. Journal of
Counseling Psychology.
Bergin, J., & Jasper, L. (1969). Correlates of empathy in psychotherapy: A replication. Journal of
Abnormal Psychology, 74, 477-481.
Corey, G. (2009). Theory and practice of counseling and psychotherapy (8th ed.). Belmont, CA:
Thomson Brooks-Cole/ Wadsworth.
Cynthia A. U., Karen E. G., Fei, C., Jennifer M. G., Alex W. A. & Elizabeth A. (2001). The Empathy
Assessment Index (EAI): A Confirmatory Factor Analysis of Multidimensional Model of
Empathy. Journal of the Society for Social Work and Research, 2(2), 104-124.
Davis M. H. (1994). Empathy: a social psychological approach. Madison, WI: Brown and
Benchmark;
Feshbach, N. D. (1975). Empathy in children: some theoretical and empirical considerations.
Counseling Psychologist.
- 143 -

Sezov., (2002). The contribution of empathy to harmony in interpersonal relationships.
Dissertation Abtracts International. The Sciences and Engineering, 63 (6-B), 3.046.
Winner, B. T., Brown, D. R., & Michels, K. M. (1990). Statistical principles in experimental design
(3rd ed.) New York: McGraw-Hill.
- 144 -
26 2 - 2558

An Analysis of Educational Management of Graduate Curricula in
Educational Research, Measurement and Evaluation, and Statistics
Programs in Thailand
*
Pongthep@buu.ac.th

3

:
* .
- 145 -
Abstract
The purposes of this research were to analyze educational management and to study
the directions of graduate curricula in the educational research, measurement and evaluation,
and statistics programs in Thailand. The results showed that the number of students studied was
diverse, ranging from most to least respectively, was the educational research and evaluation
curriculum, educational measurement and evaluation, educational research measurement and
statistics, and educational research methodology. Gernerally, the suitability of current curricula in
the educational research, measurement and evaluation, and statistics programs were at a good
level. Three aspects of the curricula were found suitable at a very good level. First, the graduates
could use knowledge gained from the field at their work. Second, the participants reported that
they had well-prepared professors. Last, the participants liked the curricula that they currently
studied. Additionally, the participants reported with the minimum average that the graduates
possessed a language ability to use in the ASEAN level. As for the directions of the curricula, the
participants suggested to integrate the curricula with other ASEAN countries, emphasize the use
of English language, assess the curricula standards in ASEAN level, and revise some parts of the
English instruction.
Keywords: Educational Research, Educational Measurement and Evaluation, Educational Statistics

2563
- 146 -
26 2 - 2558

Tyler

(Objective)
(Learning)
(Evaluation)

1.
(Objective)
(Learning)
(Evaluation)
2.

1.

33

- 147 -

2.

1)
1.1

1.2

(Descriptive Research)
2)
(Mixed Methodology)

(Mean) (SD)

(t-test)
(One-way ANOVA)
33 1,100

(Krejcie & Morgan,1970) 285
(Stratified random
sampling)
- 148 -
26 2 - 2558

1
(One-way ANOVA)
SS
df
MS
Sig.
2.327
74.201
76.528
.661
89.862
90.523
.913
87.540
88.453
.643
83.152
83.794
3.622
77.612
81.234
.188
86.148
86.336
.245
88.147
88.393
2.169
106.676
108.846
3
210
213
3
210
213
3
210
213
3
210
213
3
210
213
3
210
213
3
210
213
3
210
213
.776
.353
2.195
.090
.220
.428
.515
.672
.304
.417
.730
.535
.214
.396
.541
.655
1.207
.370
3.266*
.022
.063
.410
.153
.928
.082
.420
.195
.900
.723
.508
1.424
.237
- 149 -
SS
df
MS
Sig.
4.715
124.598
129.313
.529
42.544
43.073
3
210
213
3
210
213
1.572
.593
2.64
.050
.176
.203
.870
.457
* P < .05
1

.05
2
(One-way ANOVA)
SS
df
MS
Sig.
.861
75.667
76.528
.408
90.115
90.523
1.504
86.949
88.453
.931
82.864
83.794
2.918
78.316
81.234
3
210
213
3
210
213
3
210
213
3
210
213
3
210
213
.287
.360
.136
.429
.501
.414
.310
.395
.973
.373
.796
.497
.317
.813
1.211
.307
.786
.503
2.608
.053
- 150 -
26 2 - 2558
SS
df
MS
Sig.
.242
86.094
86.336
1.250
87.143
88.393
4.059
104.787
108.846
.805
128.508
129.313
.461
42.612
43.073
3
210
213
3
210
213
3
210
213
3
210
213
3
210
213
.081
.410
.417
.415
1.353
.499
.268
.612
.154
.203
.197
.899
1.004
.392
2.711*
.046
.439
.726
.758
.519
SS
Df
MS
Sig.
2.398
74.130
76.528
3.805
86.719
90.523
4
209
213
4
209
213
.599
.355
.951
.415
1.690
.154
2.292
.061
* p < .05
2
.05
3
(One-way ANOVA)
- 151 -
SS
Df
MS
Sig.
2.534
85.919
88.453
2.853
80.942
83.794
.839
80.395
81.234
1.376
84.960
86.336
3.594
84.799
88.393
7.453
101.393
108.846
.668
128.645
129.313
1.649
41.424
43.073
4
209
213
4
209
213
4
209
213
4
209
213
4
209
213
4
209
213
4
209
213
4
209
213
.634
.411
.713
.387
.210
.385
.344
.407
.898
.406
1.863
.485
.167
.616
.412
.198
1.541
.191
1.841
.122
.545
.703
.846
.497
2.214
.069
3.841*
.005
.271
.896
2.080
.085
** p < .01
3
.01
- 152 -
26 2 - 2558

(Mean = 4.17)

3

/

(Mean = 4.32)
(Mean = 4.29)
/
(Mean = 4.22)
/
(Mean = 3.91)

(Independent t-test)

.05

(One-way ANOVA)

.05

(Scheffe)

.05
(One-way ANOVA)

.05
(Scheffe)

.05

(One-way ANOVA)

.01
- 153 -

(Scheffe)

.05

(Pearson
Product Moment)

.01

.01

1
40.58
2 30.43
28.99

()

Multivariate

1
27.66 2
20.21 3
18.09 4

13.83
- 154 -
26 2 - 2558
1.
1.1.

/

- 155 -

(
)

Multivariate Analysis

1.2.
21

,

(Holistic)

- 156 -
26 2 - 2558
/ (MOU)

1.3.
/

//

TQF
2.
2.1.

2.2.

Output, Outcome Impact
2.3.

- 157 -
. (2551).
. .
. (2551).
. .
. (2551).
. .
. (2551).
. .
. (2551). .
.
. (2550).
. .
. (2548).
. .
. (2554).
. .
. (2554).
. .
- 158 -
26 2 - 2558
Development of Strategies for Transforming Schools at Basic

Education Level to the Organizations of Peace Culture
*
pinmeechoke@hotmail.com
**
***

(Purposeful sampling) 1
.. 2550 44 5
220 2
44
4 44 2
176

Effect Size

1
2
3
*
** .
*** .
- 159 -

4 5
6

6

1 4 5 6
Abstract
The purposes of this research were to study conditions of school administration at the basic
education level to the organizations of peace culture and to develop strategies for transforming
schools at the basic education level to the organizations of peace culture. The participants of
this study consisted of two groups that were purposefully selected. The first group included 220
administrators, teachers and school committee from 44 schools which were developed in this
case by the Ministry of Education in 2007. The second group comprised of 176 administrators and
teachers from the first 44 schools and 44 general schools, which were from Chiang Rai Primary
Educational Service Area Office 4. The research instruments were questionnaires. The statistics
used for data analysis were mean, standard deviation, and effect size.
The findings were as follows:
The conditions of school administration at the basic education level to the organizations
of peace culture were at the high level. The strategies for transforming schools at the basic
education level to the organizations of peace culture were as follows: (1). to inculcate positive
thinking to increase efficiency of work in the organization (2) to develop the efficiency of school
administration by employing good governance (3) to enhance and support positive discipline for
student development of all skills. (4) to inculcate attitudes of respecting individuals diversity.
(5) to develop the efficiency of mediation system in school, and (6) to support the negotiation by
friends in schools.
The analysis of possibility to use all six strategies in Thai society present with the first 44
schools were possible but different when comparing with the 44 general schools group. There were
4 strategies that they supported together as strategies 1st 4th but only the 5th and 6th of strategies
were impossible in the general schools opinion.
Keywords : Strategies development, Peace culture, Basic education.
- 160 -
26 2 - 2558
3
(, 2554)

(2550)

4 3 3,047
.. 2549 8

40 2-3
. 4

47.9
27.9
10.7

1 3
.6
.1
41.2
2
75.2
89
25 10
- 161 -

44
80 5
2550
(. http://www.
thaigov.go.th/th/culture/item/9643-.html)

44
1.
2.
- 162 -
26 2 - 2558
6.

7.

8.

9.

1.

2.

80
5 .. 2550
44
3.

4.

6

1.

1 //
5.

- 163 -

5 (Likert)

.5
( , 2543)

.20 ( , 2555)
4
44
5 220

6
1.
5
2.
3
3

6

- 164 -
26 2 - 2558
9
1.
..2550 44
4

44

2.

3.
.. 2550
44 2,306

(Purposive Sampling )
44
5 220
.. 2550 1,646
4
1,635
3,281
(Purposive Sampling)

44 2 88

4 44 2
88 176
4.1
4.2
4.3
( - Coefficient)
Cronbach (1990)
4.4 (Needs
Assessment)
Modified Priority Needs Index (PNI Modified)

( , 2548)
5.

(Association)
Batol and Martin (1998)
- 165 -

6.

6.1
3.50
6.2
Effect Size (Howell, 1989)

6 (1)

(2)
(3)
(4)
(5)
(6)

..
2550 44

44
6

1 4
5 6

6
1
2

3
4
5
6

- 166 -
26 2 - 2558

Hibbs (1998)

(2545)

(2546)

3
2 2
2 2
2
10
10

2
3
Baldwin (2002) Total quality
in higher education: The implications of internal
stakeholder perceptions.

(2549)

- 167 -

6

Effect Size

(2546)
1.
2.

- 168 -
26 2 - 2558

3.
1.
2.

. (2548). .
, , .
.
. (2543). . : .
. (2546). : . :
.
. (2555). . ()
http//:www.research.rmutt.ac.th/ pdf.html.
. (2548). . : .
. (2545).
. ,
, . .
. (2550).
. : , .
. (2555). . 6, : .
. (2556). . ()
http://www.thaigov.go.th/th/culture/item/9643.
- 169 -

. (2553).
17 .. 2550
2553. (). http://www.women- family.go.th/wofa/home.
html.
Baldwin, M. (2002). Total quality in higher education: The implications of internal stakeholder
perceptions. Dissertation Abstracts International, 63-05 A, 102.
Batol, K, & Martin, D. (1998). Management. Boston McGre-Hill.
Cronbach, L, J. (1990). Essentials of psychological testing. New York: Harper & Row.
Hanson, E. M. (1996). Education administration and organization behanior. Massachusetts : A
Simon & Schuster.
Hibbs, A. R. (1998). Leadership change and the school principal. Doctoral Dissertation Graduate
School Memorial University of Newfoundland.
Howell, D. C. (1989). Fundamental statistics for the behavioral sciences. Boston: PWS-KENT
Publishing Company.
- 170 -
26 2 - 2558
A Model of Internal Supervision for the Effectiveness Administration

in Small-Sized Primary Schools
*
wanneepirom@hotmail.com
**

3 1)
15 141 2)

(.. 2549-2553)
()
210 210 420

5
0.99
3) 5

4 6 7
3 3

*
** .
- 171 -

: ,
Abstract
This study aimed to identify elements of internal supervision effectively affecting
administration of small-sized primary schools, to develop a model for internal supervision, and to
confirm the effectiveness of the model. This study composed of three phases as follows: 1) reviewing
literature and interviewing 15 experts in order to develop a 141-item questionnaire. 2) the model
of internal supervision was developed through using the questionnaire among 420 participants
from 210 school administrators and teachers in small-sized compulsory schools under the Office
of Basic Education, which passed the second educational assessment (2006-2010) at the excellent
level by the Office for National Education Standards and Quality Assessment (Public Organization).
All participants were selected by the multi-stage stratified random sampling technique and the
sample size followed the Table of Krejcie and Morgan. The research instrument was the 141-item
questionnaire with the 5-level scale with the reliability of 0.99. The data were analyzed by using
percentage, average mean,and standard deviation. 3) The focus group discussion was organized
among five academic experts to confirm the effectiveness of the model.
The results revealed that the model of internal supervision effectively affecting administration
of small-sized primary schools consists of such four elements as Pre-supervision planning by six
indicators, Supervision mission by seven indicators, Assessment and development by three indicators,
and supervision stimulation by three indicators.
Keyword: A model of internal supervision, Small- sized compulsory school

24
2540 (, 2540)

- 172 -
26 2 - 2558

4

( , 2552)

( , 2553)

( , 2555)

( , 2550)

( , 2554)

(
, 2552)

1.
2.
3.
- 173 -

(Glickman, Gordon
& Ross-Gordon, 2001)
(Briggs
& Justman, 1952)
(Oliva & Pawlas,
1997)
(Acheson & Goll, 2003)
(Harris, 1975)
(Copeland & Boyan,
1978)
(Glatthorn, 1984)
(Herzberg, 2005) Two-Factor Theory
(Maslow, 1943)

1. (pre-supervision
planning)
2. (supervision mission)
3. (assessment and
development)
4. (supervision
stimulation)
1.

5
(purposive sampling)

3
3
3
15
2.

(..2549-2553)
- 174 -
26 2 - 2558
(
)
1-18
16,193
1,683

(Krejcie & Morgan, 1970)
(multi-stage stratified random sampling)
420
210
210
3.

5
(purposive sampling)

1
1
1
1

1
5
1

(structured interview)
2

(questionnaire)
2
1
6
2

141

5 (Likert)
5
(IOC)
0.99
(try out)
0.99
3

210
- 175 -

3

1
1.1

(document analysis)
1.2
(content analysis)
1.3

(document analysis) (interview)

(synthesis content)

(focus group discussion)

(conclusion model)

(percentage) (mean) (frequency)
(standard deviation)
(content analysis)
(exploratory factor analysis)
(principal
component analysis: PCA)
1
(pre-supervision planning)
2 (supervision mission)
3 (assessment
and development) 4
(supervision stimulation)
1
(pre-supervision planning)
6

(planning and resource allocation)
(supervision pattern design)
(supervision principle)
(the priority)
(assessment current conditions)
(media and instruments
constructing) 2
- 176 -
26 2 - 2558
(supervision mission) 7

(directing) (techniques)
(supervisory skills)
(Supervision activities)
(monitoring) (classroom
research) (coordination)
3 (assessment
and development) 3

(evaluation)
(feedback conference)
(improvement and development)
4 (supervision stimulation)
3

(participation & networking)
(human relations)
(supervisor roles)

1
2
3
4
4

(
(, 2553)

(2550)

8

(2552)

(PPIE)
4 /
(preparing=P)
(planning=P)
(implementing=I)
(evaluating=E)
(2552)
APFIE
model 5
- 177 -

1
(assessing needs: A) 2
(providing information: P)
3 (formulating plan: F)
4 (implementing: I)
4

5
(evaluating: E)
(Rochelle,
2004)
3

2

1. (pre-supervision
planning)

1.1

(Knowledge Management)
(Knowledge
Management)

(empowerment)

(2552)

(2542)
1.2

(Harris, 1975)
(designing)

1.3

- 178 -
26 2 - 2558

(2543)

1.4

(Harris, 1975)

(prioritizing)
1.5

(Harris, 1975)

(assessing)

1.6

(2553)

2. (supervision mission)

2.1

- 179 -

(Harris, 1975)
(directing)

2.2
(2552)

(2550)
2.3

(coaching)

(...,)

(Katz, quoted in Alfonso, 1981)

(Technical skills)
(Human Skills)
(Conceptual Skills)
2.4

(Briggs
& Justman, 1952)
4
(professional leadership)
(aid teachers growth)
(improvement of
teaching)
(guiding
staff and community relations)
2.5

() (2555)

4

- 180 -
26 2 - 2558
(2550)
2.6

(2553)

2.7

(Harris, 1975)
(coordinating)

(Harris, 1975)

(coordination)

3. (assessment and
development)

3.1

(2551)
(evaluation)
(views)
(preferences) (expectations)

(2550)

8

3.2

(Acheson & Goll, 2003)
(feedback conference)
- 181 -

3.3

(2553)

(2552)
4

4. (supervision
stimulation)

4.1

(2551)
4.2

( , 2550)
(Glickman,
Gordon & Ross-Gordon, 1995)

4.3

(Oliva & Pawlas, 1997)
4
(a coordinator) (a
consultant) (a group leader)
(an evaluator)

1.

- 182 -
26 2 - 2558
2.

3.

4.

. (2552). .

. .
. (2543). . .
: .
. (2555). . http://mystou.files.wordpress.com/
10/12/2013
. (2552).
.
, . .
. (2551). ( 2). :
.
. (2542). . : .
. (2551). : . :
.
. (2554). . : .
. (2550). ( 4). :
.
.
.
. (..).
. (2550). .
. .
. (2552).
.
. .
- 183 -

. (2553). ( 6). :
.
(). (2553). O-NET, I-NET,
V-NET, U-NET,N-NET GAT PAT. https://www.google.co.th/webhp?sourceid
10/12/2013
. (2552). . http://gotoknow.org/blog/sytk50/161981 10/12/2013
. (2553).
2551
2.
. (2550).
: . :
.
(). (2555).
(..2554-2558) (
2554). : .
. (2540).
2540. : .
. (2550). . : .
. (2552). (1). http://panchalee.
wordpress.com/2009/03/30/supervision/ 10/12/2013
Acheson, K., & Gall, M. (2003). Clinical supervision and teacher development : Preserves and inservice applications (5thed). New York : John Wiley & Sons.
Alfonso, R. J., Firth, G. R., & Neville, R. F. (1981). Instructional supervision : A behaviors systems.
Massachusetts : Allyn and Bacn.
Briggs, T. H., & Justman, J. (1952). Improving instruction through supervision. New York : McMillan.
Copeland, W. D., & Boyan, N. J. (1978). Instructional supervision training program.
ClolumbusOhio: Charles E. Merrill Publishing Company.
Glatthorn, A. A. (1984). Differentiated supervision Washington D.C. : Association for Supervision
and Curriculum Development.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (1995). Supervision of instruction: A
developmental approach (3rd ed.). Boston : Allyn & Bacon.
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2001). Supervision and instructional
leadership : A developmental approach (5th ed.). Boston : Allyn & Bacon.
- 184 -
26 2 - 2558
Harris, B. M. (1975). Supervisory behavior in education (3rded.) Englewood Cliffs, New Jersy :
Prentice Hall.
Herzberg, F. I. (2005). Motivation hygiene theory in organizational behavior I : Essential theories
of motivation and leadership. ME Sharpe.
Oliva, P. F., & Pawlas, G. E. (1997). Supervision for todays school (5thed.) New York : Longman
Publishers.
Rochelle, L. D. (2004). The knowledge and competencies of effective school counselor
supervision. Doctoral dissertation philosophy in the graduate school of The Ohio State
University.
- 185 -
The Development of Instructional Administration Model for Private

Kindergarten Schools in Phrae Province
*
Anubalthepkamol_s@hotmail.com
**
1)
2) 3)

4 1)
2)
3 21 3)
(Focus Group Discussion) 8
4) 130

1. 2
11 1. 1
5 1) 2)
3) 4) 5)
2. 2 6
1) 2) 3) 4)
5) 6)

*
** .
- 186 -
26 2 - 2558
2.
(Focus Group Discussion) 8
3. 130

Abstract
The purposes of the study were as follows: 1) to determine components of instructional
administration model for private kindergarten schools in Prare province, 2) to develop the
instructional administration model for kindergarten in Prae province, and 3) to test the applicability
of this model. The research methodology consisted of four steps : 1) analyze documents concerning
the instructional administration model for private kindergarten in order to establish a conceptual
frame work, 2) develop the academic administration model for private kindergarten schools with
the Delphi technique from 21 experts, 3) test the consensus and feedback from eight experts on
kindergarten administrators in Prae province using a group discussion technique, and 4) evaluate
opinions of 130 kindergarten administrators. The analysis of the data was accomplished by using
percentage, mean, and standard deviation. The median and interquartile ranges were also computed
to test each of the agreement postulated in the study.
The results showed that:
1. It was found that there were two major components with 11 sub components of academic
administration for private kindergarten schools in Prare province as follows. The first component is the
scope of academic administration, consisting of five sub components: 1) curriculum and application,
2) instructional activities, 3) teaching materials, 4) assessment and evaluation, and 5) supervision.
The second component is the development process, consisting of six sub components, 6) setting
goals 7) strategy planning, 8) implementing the plan, 9) promoting, monitoring, and supervising,
10) monitoring and evaluation, and 11) reflection, report, and application.
2. Based on the focus group discussion, all eight kindergarten administrators strongly agreed
with the academic administration for the kindergarten model.
3. The evaluation of 130 kindergarten administrators and educational experts found that
the academic administration for the kindergarten model of high level.
- 187 -

Keywords: The Development of Instructional Administration Model; Instructional Administration;
Private Kindergarten Schools
(.. 2199-2231)

( , 2509)

( , 2516) ..
2461

( , 2522)

..2479

(
, 2526) ..2480

..2498
( 2) ..2518
.. 2525
..
2461

2540
..
2542 ( 2) ..2545

..2525

2540 43

..2542
( 2) ..2545 5
3
- 188 -
26 2 - 2558
43

45 18
(2)

.. 2550
..2525 3
1) 2)
3)
2
1)

2) (
, 2528)

(,
2543)

( , 2551)
1.
2.
1.
2.
3.

- 189 -
1.

2
1

5

2
5
2.

21
(Critical incident
technique)
1

3
3
3

(Purposive
Sampling)

(Snowball) 21
- 190 -
26 2 - 2558
(Conceptual Framework)
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
1
1
(Snowball Technique)
3
1 1
4
1
21
2 2
11
(Delphi Technique)
(Purposive Sampling)
- 191 -

2

(Rating Scale Questionnaire)
1.
(Content Validity)

5
(Index of
Congruence: IOC) IOC 0.80 - 1.00
2. (Reliability)
(Try Out)

30

(Coefficient Alpha)
(Cronbach, 1960)
0.9492
3
2
(Median)
(Interquartile Range)

3

(Focus Group Discussion)
- 192 -
26 2 - 2558
4
130
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
46.83
11
63.80
9
47.60
10
69.83
8
79.06
7
84.76
3
80.96
6
70.48
5
86.68
2
86.70
1
82.86
4
1
1 2
3 4
5 6 7
8 9 10
11
- 193 -

2

4
3
2
SD
90.77 9.23
4.91
.291 1
2
3
4
5
6
7
8
9
10
11
79.23
63.08
66.92
69.23
80.00
70.77
69.23
66.92
71.54
74.62
20.77
36.92
33.08
30.77
20.00
29.23
30.77
33.08
28.46
25.38
4.70
4.59
4.66
4.67
4.74
4.70
4.67
4.63
4.70
4.68
.289
.382
.400
.357
.365
.369
.387
.381
.392
.379
75.38 24.62
4.71
.272
2

2 3
4 5
6

7 8
9
10
11
3
11
10
7
2
4
8
9
5
6
1.

2 11
1. 1

5 1)
2) 3)
4)
5) 2.
2
6
1) 2) 3)
4)
- 194 -
26 2 - 2558
5)
6)
2.
(Focus Group
Discussion)
8
3.
130

2
11 1.
1
5 1)
2)
3) 4)
5) 2.
2
6
1) 2)
3) 4)
5)
6)

2

(2540)
(2543)

(2553)
KALAYA Model

- 195 -

(2550)

1.
1.1
1.2
2.
2.1
2.2

. (2509). 32 19, : . .
. (2538).
. : .
. (2551).
.
. .
. (2522).
(..2475 2503).
. .
- 196 -
26 2 - 2558
(2550).
.
: .
. (2543). :
. : . .
. (2528). . :
.
. (2552). : . : .
.
. (2547).
. : ...
Cronbach, L. J. (1960). Essential of psychological testing. New York : Harper International Edition
Harper & Row. Crisco, James Jeffrey.
- 197 -

The Relationship Between Transformational Leadership
of School Administrators and School Culture in Pattaya Municipality,
Chonburi Province

chikazung_6672@hotmail.com

248 (Krejcie
& Morgan, 1970)
2
.25-.86 .
42 .84 .98 .97 (X)
(SD) (t-test)
(Stepwise multiple regression)
1.

*
** .
- 198 -
26 2 - 2558
2.
.05
3.
4.

.05 3 (X4) (X2)

(X3)

= .854 + .304(X4) + .250(X2) + .222(X3)
Z = .366ZX4 + .262ZX2 + .254ZX3
:
Abstract
The purposes of this research were to study the relationship between transformational
leadership of school administrators and school culture in Pattaya Municipality, as well as to predict
school culture from the variables of transformational leadership. The participants used in this
research were 248 teachers who taught in schools under Pattaya Municipality, selected by using
the table of sample size (Krejcie & Morgan, 1970), the stratified random sampling (from school size)
and the simple random sampling technique. The research instruments used in this research were 2
questionnaires asking about transformational leadership of school administrators and school culture.
The discrimination value of the questionnaires were .25 and .86 with the reliability values of .42
and .84 respectively. The statistical devices used in this research were mean, standard deviation,
t-test, and stepwise multiple regression.
The findings were as follows:
1. The transformational leadership of school administrators and school culture under Pattaya
Municipality was rated at moderate level.
2. Comparing transformational leadership of school administrators, as classified by school
size as a whole was significantly different, but when classified by school type as a whole, there
was a non-significant difference.
3. Comparing school culture, classified by school size and school type, there was a nonsignificant difference.
4. There components of transformational leadership of school administrators were
significantly predicted school culture at the .50 level ; they were individualized consideration (X4),
- 199 -

inspiration motivation (X2) and intellectual stimulation (X3). The prediction of raw data equation was
= .854 (X4) + .304(X4) +.250 (X2) + .222 (X3) and the prediction of standard score was Z = .366ZX4
+ .262ZX2 + .254ZX3
Keywords: Transformational Leadership, School Culture

( , 2551)

4 (Charisma)
(Inspiration)
(Intellectual Stimulation)
(Individualized Consideration) (Bass & Avolio,

1990)

(Patterson, 1986 cited in Sergiovanni

& Robert, 1988)

(Patterson, 1986 cited in Sergiovanni & Robert,
1988)

(Owen, 1987)

(Sergiovanni, 1988)

- 200 -
26 2 - 2558
11
2

16,000
10 1
( 11)

( )
( ,
2556)

(, 2556)

1.
2.

3.
4.

5.
6.

1.
2.

3.
4.

5.
- 201 -

6.

1. (Bass & Avolio,
1990) 4 1)
2) 3)
2. 4)

(Patterson, 1986 cited in Sergiovanni, 1988)

3.
10 1) 2)
3) 4)
4. 5) 6)
7)
8) 9)
10)
(2002)

1
- 202 -
26 2 - 2558

1.
2.
3.
4.
1.
1.1
1.2
2.
2.1
2.2
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.

(Bass & Avolio, 1990)
4
(Charisma) (Inspiration)


(Individualized Consideration)
(Patterson, 1986 cited in Sergiovanni,
1988)
10
1) 2)
3) 4)
5) 6)
7)
8) 9) 10)
2.
711

248

- 203 -

(Krejcie & Morgan, 1970)
(stratified random sampling)
3.
3.1)
3.2)
1) (Charisma)
2) (Inspiration) 3)
4)
(Individualized Consideration)
3.3)
1) 2)
3) 4)
5) 6) 7)
8) 9) 10)
1.
11
711
2.
248

(Krejcie & Morgan)

3
1

(Check
List)

(2538) .98

48
3
10

30

(2541)
(Sergiovanni, 1988 cited in Patterson, 1986)
- 204 -
26 2 - 2558

248

1.

2.

1.

2.

t-test One-way ANOVA
3.

4.

t-test One-way ANOVA
5.

(Pearson Product
Moment Simple Correlation)
6.

(Stepwise multiple regression)
1.

2.

.05

3.
4.

.05 3
(X 4)
(X2)
(X3) 65
= .854 + .304(X4) + .250(X2) + .222(X3)
Z = .366ZX4 + .262ZX2 + .254ZX3
- 205 -

3
(X4) (X2)
(X3)

65

1.

(Bass & Avolio, 1990)

(Coach)
(Advisor)

(Owens and
Valesky, 2011)
( )

1)
2)
3)
4)

2.
(Sergiovanni, 1988)
4 1)

2)
3)

4)

(2532)
1)
(Sub Culture)
(Material Culture)

(Non-Material Culture)

- 206 -
26 2 - 2558
2)

3)

4)

(2553)

3.

(Bass, 1988)

(Burn, 1978)

(2540)

(2541)

(Team Spirit)

(2555)

- 207 -

1.
2.

65
3
1.
2.
. (2553).
. , ,
, . .
. (2532). . . ...
. (2541).
12. ,
, . .
. (2555).
. , ,
, . .
. (2540).
. , .
.
. (2538).
. , ,
, . .
. (2556). ,
.
. (2551). . :
.
- 208 -
26 2 - 2558
. (2541). EA 531 . :
.
Bass, B. M. (1998). Transformational leadership: Industrial, military, and educational impact.
Mahwah, NJ: Lawrence Erlbaum Associates.
Bass, B. M., & Avolio, B. J. (1990a). From transactional to transformational leadership: Learning
to share the vision. California: Consulting Psychologists press.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Krejcie, R. V., & Morgan, D. W. (1970). Determinig sample size for research activities. Educational
and phychological Measurement, 30(3), 607-610.
Owens, R. G. (1987). Organization behavior in education (4thed.). Englewood Cliffs NJ:
Prentice Hall.
Owens, R.G., & Valesky, T. C. (2011). Organization Behavior in Education : Leadership and School
Reform (10th edition), New Jersey, Pearson. Education, Inc.
Petterson, J. S. P., & Jackson, P. (1986). Guiding beliefs and our school-district, Productive
School system for a non national world Arlington. VA.,: Association for supervision and
Curriculum Development.
Sergiovanni, T. J. (1988). Supervision human perspectives. (4thed.). New York: McGraw-Hill.
Steffen, P. R. (2002). The Product Life Cycle Concept: Buried or Resurected by the Diffusion
Literature ? Academy of Management Conference, Technology and Innovation
Management Division, Denver, August 2002.
- 209 -
Performance-based Budget Management in Higher Education:

International Perspectives and Their Effects on Thailand
Nantarat Charoenkul*
nuntarat@gmail.com
Abstract
Due to the government policy since 2001 focusing on the efficiency of resource administration
and allocation, a concept of Strategic Performance-based Budgeting System (SPBBS) has been
introduced into Thai educational system at all levels. Such a concept responds to the principles
of educational system management spelt out in the National Education Act 1999, concentrating
on decentralization of authority including financial management and budgeting to educational
institutions at all levels. Through a performance-based budgeting system, each related unit/body
has to participate more in decision making about how to efficiently and effectively use budgets
with transparency and equity. The performance-based budgeting system has been fully translated
into practice in Thai higher education since 2003. Many universities, in the course of becoming
autonomous, have tried to implement such a kind of budgeting system in their institutions to
upgrade the potential of financial resource management of each unit. Therefore, this literature
review paper aims to explore and probe into some global and national views on performancebased budget management and its significance in Thai higher education.
Keywords: Performance-based budgeting system, 7 hurdles, the principles of good governance,
higher education institutions, autonomous universities.
*Assistant Professor Dr., Faculty of Education, Chulalongkorn University
- 210 -
26 2 - 2558
1. Principles and concepts of higher

education management in Thailand
Higher education in Thailand is classified
into associate degree / diploma and degree
levels. The associate degree or diploma level
requires three years of study (totally 90 credits),
offered by state and private vocational as well as
community colleges. The degree level requires
two years of study beyond the diploma level,
while it needs four to six years of study for
those completing secondary education or the
equivalent.
Since the establishment of Chulalongkorn
University (the countrys first higher education
institution) in 1917, the number of tertiary
institutions has increased substantially within
the past decade. There are currently 166 higher
education institutions under the supervision of
the Office of the Higher Education Commission
and 94 specialised educational institutions under
the supervision of other ministries and agencies.
(Office of the Education Council, 2007).
According to Atagi (1998) and Varghese
(2001), as a result of the economic crisis in East
Asia which seriously hit Thailand in 1997, Thai
higher education policy has moved towards
its most drastic reform in nearly a century. To
render universities to be more flexible in terms
of operation at the time of the rapid expansion
of higher education while the governments
supporting funds have been limited, an innovative
way of university administration, known as being
autonomous under the state supervision, has

been introduced.
In coincidence with what was stated by
Atagi (1998), being autonomous means that
universities will be partly freed from the state
control and bureaucratic restrictions on their
financial and administrative autonomy, with their
own salary accounts. With the small amount of
budget allocated by the government, the state
autonomous universities need to mainly depend
on themselves and to be more competitive
to keep pace with the reform and changes.
They need to search for additional and nongovernmental sources of income to supplement
existing subsidies from the government and
taxpayers. This could be achieved by creating
more professional-oriented programmes and
short courses in correspondence to the market
trends and establishing more income-generating
activities either from contracted research,
consultancy or partnerships with the private
sector and external organizations. (AchavaAmrung, 2001; Varghese, 2001). At present, there
are 13 autonomous state universities. While
becoming more economically self-dependent,
these autonomous institutions need to be more
concerned about effectiveness and efficiency of
financial resource management and budgeting.
With reference to the World Bank (1994),
greater institutional autonomy is the key to the
successful reform of public higher education,
especially reform aimed at resource diversification
and more efficient use of resources. The
international experiences from France, Japan,
- 211 -

and the Netherlands, where the government has
granted increased financial autonomy to state
universities to stimulate innovation in research
and teaching, imply that autonomous institutions
are more responsive to flexibility and incentives
for quality improvements as well as efficiency
gains. In Chile, Thailand, and Vietnam, as to
redistribute the costs of higher education, the
government has transferred many powers and
responsibilities affecting costs to institutions,
while establishing policy structures to guide
the development of the system from a greater
distance. To successfully optimise the limited
resources and opportunities granted by the
government, each institution of higher education
has to focus more on the result and output /
outcome. Accordingly, it is worth exploring and
probing into some global and national views on
performance-based budget management, its
significance and responsiveness to the concepts
of good governance, as well as its practicality, in
Thai higher education.
2. Good Governance and International views on a Performance-based

Funding Approach
Apart from being autonomous, higher
education institutions need to be more
accountable for their performance. They need
to be concerned about monitoring the quality
of their training and research outputs, the
relevance of their programmes, and their use of
public subsidies. This requires more sophisticated
evaluation capacity than most governments
have in place today. Countries that rely on

performance-based allocation mechanisms are in
a better position to foster efficient use of public
resources. Nevertheless, performance indicators
are most effective when they are clearly related
to institutional goals and when they are used as
aids in decision-making, not as rigid determinants
of funding. (The World Bank, 1994, 65).
As cited by the Ministry of Education
(2003), a performance-based budgeting system
was introduced into Thai higher education in
2003. It is operated under the concepts of good
governance comprising transparency, justice,
participation from stakeholders, efficiency and
effectiveness, accountability, autonomy, plantarget-regulation settings, decentralization of
power, evaluation with a set of performance
indicators relating to institutional goals, as well
as social responsiveness. (Shattock, 2006). Such
a system has a particular model of management,
in which funds are allocated to each office / unit
based on its performance, outputs or outcome
corresponding to institutional goals / targets.
As discovered by a research team of
university staff under the sponsorship of 21
Thailands University Staff Councils (2001),
the Dearing Report, concerning state higher
education in England, suggests that there should
be justification in budget allocation by reducing
the block grant model that is based on inputs
and concentrating on an effective and efficient
model which is bound with staff performance
and outputs. Whereas universities in Australia
still give an emphasis on budget allocation in
- 212 -
26 2 - 2558
the form of block grants instead of year-byyear payments, on the condition that it needs
to be operated within a three-year task plan,
that is possible to be monitored and assessed,
under the institutional strategic plans. A threeyear planning and budgeting model has been
practised in several Australian universities. At the
University of Sydney, such a model has been
conducted with some block grants allocated as
operational costs by the central government.
Such grants include supporting funds paid
in accordance with the number of full-time
students registering in regular programmes. After
obtaining budget from the central government,
the university then distributes supporting funds in
the form of block grants to each faculty / school
based on the number of staff and students
and the extent to which the faculty / school
strategic plan is consistent with the universitys
(University of Sydney: http://www.usyd.edu.au/
about/orgchart.shtml).
Normally, in planning and budgeting, the
university gives an emphasis on the links between
academic and financial plans. Each faculty /
school operates independently according to its
plans and policy. Nevertheless, it still needs to
hand in monthly administrative and financial
reports to the university, in order that they could
be examined against the plans. A year after these
plans have been translated into action, each
faculty / school needs to assess its objectives,
ways and goals to justify the plans so that they
become consistent with the financial status,
as well as to prepare for the establishment of
long-term plans. At the University of Technology,

Sydney (UTS: http://www.uts.edu.au/ about/
admin.html), information about the problems
of over-budget-limit expenditure of each
school / faculty is added as an appendix to
the universitys monthly administrative report.
Such information could be used as guidelines
and suggestions for budget management of
the university. Griffith University is one of the
institutions in Australia which has modified its
financial and budgeting system by concentrating
on goals, performance and outcome in order
to bring about stability and benefits in terms
of internal business management and planning,
as well as to prepare the university itself for
future growth (Griffith: http://www.gu.edu.
au/about_us/). Such a kind of the abovementioned approaches of budget allocation and
administration support the concept of budget
expenditure based on worthiness, efficiency,
effectiveness, transparency and accountability.
For financial management in higher
education, a critical factor that needs to be
concerned about is cost per unit. On this matter,
the University of Glasgow in England has studied
about a new approach of unit cost calculation
in accordance with a set of standards defined
in a report, known as transparency review.
(University of Glasgow: http://www. Gla.ac.uk/
transparencyreview/intro.html.) Through this
approach, each institution needs to report with
transparency all the expenses for instructional,
research and other activities. For the researchoriented universities, they have to set up a time
- 213 -

allocation method. By applying such an approach,
each university has to calculate the total cost
of instructional, research and other activities at
the institutional level. In this regard, they need
to divide such activities into two groups: the
activities supported by the government and
those financed by non-governmental bodies. The
cost calculation is normally conducted once a
year by each department. The demonstration
of actual unit cost for each activity is beneficial
to the institution as it could help administrators
make the right decision. Also it could bring about
a good opportunity for the institution to inspect
its cost at the sub-unit level. This helps broaden
its opportunity to negotiate for additional
subsidies from patrons or other sources of
funds. Therefore, the knowledge of cost per
unit does help administrators manage their
resources efficiently, effectively, transparently
and retraceably.
3. Principles of Financial and

Budget Management based on the
Concepts of Good Governance in
Thai Education
To promote good governance in
education, a concept of performance-based
budgeting was introduced into the financial
and budget management system at all levels of
education in Thailand in 2003. Later on, it has
been fully translated into practice since 2004.
The concept of performance-based budgeting
perfectly coincides with the ideas on good
governance which cover the following principles

of financial and budget management.
1) Comprehensiveness and discipline
The result of overall problem analysis
and the manifestation of linkages and relations
between components of a system lead to
comprehensiveness and discipline in financial
management and budgeting.
2) Justice
The decision of administrators or
committee members, in charge of monitoring
or changing the way of policy implementation,
needs to be made fairly and accurately in
order to bring about utmost benefits to the
organization.
3) Flexibility
An effective approach of financial
management and budgeting has to be flexible,
transparent and accountable. Above all, it needs
to result in liquidity and attainment of objectives
and goals.
4) Predictability
The policy on operation has to be clearcut, possible and continual. The organization
needs to plan for the resources to be used in
next year and a couple of years to come, so it
could be assured that they will be available in
time of need.
5) Loyalty
Budget allocation needs to be done on
a basis of loyalty, transparency, logicality and
impartiality.
- 214 -
26 2 - 2558
6) Information
Accurate information on resources, cost
per unit and output / outcome helps enable
stakeholders to make decision efficiently.
7) Transparency and responsibility
To promote transparency and
responsibility in financial management and
budgeting of an institution, the Ministry of
Education and the related bodies have spelt
out a set of standards and guidelines for the
implementation of a system of performance /
result-based budget management.
4. Standards of Financial Management

To efficiently operate a performancebased budgeting system, each unit needs
to be well-prepared. The office in charge of
policy making has to cooperate with the other
responsible for monitoring and evaluating. In
order to successfully implement such a kind
of budgeting system, there needs to be an
effective communication between policy makers,
administrators as well as all the staff and the
practitioners in charge of planning, financing
and budgeting. For sustainable development,
the system has to be operated based on the
standards for financial management, called 7
hurdles. Such standards have the details as
follows:
1) Budget Planning starts from strategic
planning of a unit, consisting of a vision, missions,
objectives, outputs, strategies and structures of
programmes. Budget planning focuses on the
formation of a system providing confidence in

the comprehensiveness of resource allocation
processes covering all the crucial activities.
Information derived from the strategic plans
could be used for preparing a Medium Term
Expenditure Framework (MTEF) to anticipate the
limit of budgets available for each year.
2) Output Specification and Costing
Each unit has to specify its activities and
outputs resulting from the activities. It needs
to develop a financial management system
that facilitates the calculation of both direct
and indirect costs. It also needs to use the
information of costs for making decision on
worthiness comparing to the capital and for
evaluating other options which require lower
costs but offer the same outputs or results.
3) Procurement Management
Each unit needs to develop an efficient,
transparent and accountable system of
procurement management which covers all
critical details of procurement.
4) Financial Management and Budget
Control is an indispensable tool for the agility
in budgeting which each unit needs for assuring
the efficiency and effectiveness in budget
consumption. Therefore, each unit needs to
set up a standard of financial management and
budget control. For budget control, there must
be a record of accounts based on an accrual
basis instead of a cash accounting system. In
this regard, accounting structures, important
documents, items and evidence need to be
- 215 -

specified. Moreover, there must be an efficient
system of budget management and control.
5) Financial and Performance Reporting
For financial and performance reporting,
each unit has to determine key performance
indicators (KPIs), a clearly stated system, a
framework and structure of appraisal and
reporting, including dates of reporting. Also, there
needs to be an inspection of the reports in terms
of accuracy. Each report should demonstrate
the relations between factors and actual
performance as well as a periodical analysis of
worthiness of performance so that it could be
used for further planning in time.
5.1 Financial Reporting: the
manifestation of financial status of a unit /
an organization to people concerned in order
that they know the effectiveness of the units
/ organizations performance and its capacity
for managing finance efficiently and effectively.
5.2 Performance Reporting: a
performance agreement between a unit and its
superior office, concerning budgets and goals to
be operated each year.
6) Asset Management
Each unit needs to have an efficient
system of asset management, showing its
responsibility for asset management. On this
matter, the following criteria must be taken into
account.
6.1 Chief executive officers have to
realize the importance of asset management.
6.2 The scope of responsibility for
assets needs to be clearly determined.
6.3 There needs to be a complete

and up-to-date registration of asset in control.
6.4 The service charges incurred from
the use of assets should be appropriately made.
6.5 There should be regulations and
guidelines, leading to the worthy use of assets.
6.6 An option of asset renting should
be considered in place of purchasing.
6.7 A plan of asset acquisition and
replacement should be made in advance with
the consideration of an advance expenditure
framework.
7) Internal Audit
Each unit needs to develop an efficient
system of internal audit, together with a
mechanism that could control and examine the
performance so that it would attain the defined
objectives and goals. In this regard, there should
be an independent section / unit of a suitable
size in charge of internal audit, with its clearly
defined authority and responsibility. Moreover,
there needs to be a comprehensible set of key
performance indicators (KPIs). Nevertheless, the
inspection is not only limited to financing, but
also includes the operation of a unit / programme
/ project / activity, which is considered a process
applied in the assessment of its performance
on the consumption of resources. Such an
assessment is made with the criteria of economy,
efficiency, effectiveness and worthiness. As the
system of performance-based budgeting focuses
on decentralization of the authority on budget
management to operating units, the standard
of financial management, known as 7 hurdles,
- 216 -
26 2 - 2558
is relevant to the budgeting process, comprising budget planning, budget management, as well as
The following diagram shows the linkages between the budget process and the
monitoring and evaluation.
7 hurdles.
The following
diagram shows the linkages between the budget process and the 7 hurdles.
Budget Process
7 Hurdles
Hurdle 1 : Planning
Budget Planning
Hurdle 2 : Output
Specification and Costing
Hurdle 3 : Procurement
Management
Budget Management
Hurdle 4 : Financial
Management and Budget
Hurdle 5 : Asset
Management
Hurdle 6 : Financial and
Performance Reporting
Monitoring and
Evaluation
Hurdle 7 : Internal Audit
Source:Source:
Chaiyasith
Chalermmiprasert (2001, 23)
Chaiyasith Chalermmiprasert (2001, 23)
between Budgeting
research System
/ projects and organization
5. International
perspectives
onon a Performance-Based
5. International
perspectives
policy / strategy. Nevertheless, it has some
a Performance-Based
Budgeting
As a result
of an investigation on the advantages and disadvantages of performancedrawbacks in terms of a high cost of investment
System
based funding, Geuna and Martin (2003) indicate that the main virtue of a result-based
As a result
of an investigation on the for managing human resources and obtaining
approach of funding lies on its ostensible meritocracy, its tendency to improve quality both
advantages and disadvantages of performance- a reliable information system to support the
of funding
based funding, Geuna and Martin (2003) indicate full implementation of such a kind
12
that the main virtue of a result-based approach approach and a risk of the occurrence of a
of funding lies on its ostensible meritocracy, phenomenon where academics devote more
its tendency to improve quality both in time to conduct mainstream research rather
instruction and research, its provision of greater than producing an original and innovative piece
accountability as well as stronger connection of work and focus on research at the expense
- 217 -

of teaching (in case the rewards for research are
greater than those for teaching).
To tackle with the above-mentioned
limitations of the performance-based funding,
Jongbloed and Vossensteyn (2001) suggest that,
instead of a single use of quantitative indicators
such as the number of degrees awarded and
the number of research publications, the input
indicators and a number of qualitative indicators:
the quality of research and the extent of its
contribution either to each institution, the
society or the nation and the integration of
teaching and research, also need to be brought
into consideration of all the persons concerned
when deciding on the budgets to be allocated
to each institution.
The research conducted by Frolich
and Klitkou (2006) to verify the efficiency of a
performance-based budgeting system reveals
that, in Norway where the main feature of funding
mechanisms is output-oriented, almost half
of the institutional block grants are allocated
according to the number of credits, graduates
and publications produced. Accordingly, all
institutions of higher education are encouraged
to increase the quality of their educational
programmes and research to broaden the
possibility to receive additional funds from their
government. However, this performance-based
funding model still needs to be periodically
monitored to assure that academic staff and
researchers do devote more time to research
activities and to international publications of
their research work, while maintaining the quality

of their teaching tasks.
From the cited international perspectives
on the performance-based budgeting approach,
it can be summarized that, in spite of its
remarkable advantages in terms of the provision
of a stronger linkage between the performance
or outputs / outcome and the organization
strategies / policies and greater accountability
as well as transparency in management of
budget and other resources, this result-based
funding has some limitations that any institutions
applying or planning to use it need to be aware
of while implementing a performance-oriented
system. Or they may have to consider another
option such as a hybrid approach, which is based
partly on performance to create incentives and
some essential improvements and partly on
educational size to minimize costs.
6. Factors leading to
Success in the Management of
a Performance-Based Budgeting
System
To successfully manage a performancebased budgeting system, each organization /
unit has to be concerned about the following
factors (Office of the Policy and Budget Planning,
unidentified year of publication):
1) A strategic plan which is formulated
with a clearly determined goal, operational
guidelines that are carefully prioritized, as well
as its systematic connection with the outcome
presented in the form of a strategy and output;
- 218 -
26 2 - 2558
2) Leadership of the administrator, who
needs to have a strong determination and
possesses characteristics of a change agent.
He / She has to be able to motivate and drive
the staff to laboriously work to achieve the
objective of the organization and to earnestly try
to improve their work continuously. Moreover,
he / she needs to have expertise in the tasks
under his / her responsibility, possess the skills
of data analysis, have self-confidence and drive
towards success, have a strong desire to lead and
motivate, have loyalty, as well as be united with
his / her subordinates. (Sukhothai Thammadhirat
Open University, 2001, 223-224).
3) Participation from staff in the
organization / unit in every stage of management,
starting from setting a strategic plan, translating
it into action, and producing the output /
outcome in accordance with the plan. The more
participation the organization gains from the staff,
the stronger teamwork it can raise. Unity between
administrators and staff serves as a driving force
towards creativity, efficiency and effectiveness.
4) Staff perception and understanding
of the performance-based budgeting system.
All the staff concerned need to be imparted
with knowledge and skills that enable them to
formulate a strategic plan and a Medium Term
Expenditure Framework (MTEF). The development
of staffs knowledge and understanding of the
matters related to the organization / unit is a
crucial stage in institutional management. It has
an effect on operations taken in the organization
/ unit as a whole in terms of efficiency and
effectiveness. It also enables the organization to

properly adjust to any changes and helps reduce
work problems.
5) Operations taken in accordance with
the performance-based budgeting system as
a strategic action plan and a medium term
expenditure framework are made. For the
implementation of the system based on 7
hurdles, there should be a group of staff
distinctly assigned to take responsibility of each
task in order to maintain accountability.
6) Constant supervision, monitoring and
upgrading knowledge and skills of the staff.
7) Continual development and
improvement to bring about management tools
and operational process, as well as output of
high quality.
In addition, a number of qualitative
indicators need to be considered, apart from
the quantitative ones, to prevent injustice and
inequity in the allocation of budgets to any
institutions.
7. Conclusion
A performance-based budgeting system
apparently manifests the linkage between the
used resources and budgets and the output /
outcome, on the condition that any management
approaches could be applied to strengthen
collaboration between administrators, staff,
communities, as well as other stakeholders
who need to share the responsibility of tasks to
efficiently and effectively attain the goal spelt out
by the organization / unit. Efficiency concentrates
- 219 -

on producing the utmost outputs / benefits
while saving the time and wasting the fewest
number of resources. Effectiveness focuses on
generating results as defined in the organization /
unit policy and goal which need to be consistent
with those of the government. Therefore, the
performance-based budgeting system requires
a systematic method of management, the
formulation of the organization / units goal
and strategic plans, a system of assessment
that needs to be conducted systematically and
accountably, as well as participation from the
stakeholders within and outside the organization
/ unit. Nevertheless, the lessons learnt from
the international perspectives concerning the
significance of a performance-based budgeting
approach and its limitations provide a thoughtprovoking idea of how to efficiently operate such
an approach in various contexts. To effectively
implement a performance-based budgeting
system in an institution of higher education, a
study of how such a kind of budgeting system
functions and any problems arising from the

application of the system in the context of a
developing country like Thailand, where the
reform of financial management and budgeting
is in progress, needs to be conducted in order
to quest for an administrative approach or a
model of the performance-based budgeting
system that would fit in with and be applicable
to the autonomous state universities, that tend
to increase in number from time to time.
8. Acknowledgements
This literature review paper is part of
a research project on Development of an
Administrative Model of Performance-Based
Budgeting for Institutions of Higher Education
The research project has been sponsored
by the Thailand Research Fund (TRF) in
collaboration with the Office of the Higher
Education Commission (OHEC), Ministry of
Education of Thailand, to whom the researcher
would like to express thankful appreciation.
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Varghese, N.V. (2001). Impact of the Economic Crisis on Higher Education in Thailand, in N.V.
Varghese, Impact of the Economic Crisis on Higher Education in East Asia: Country
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- 222 -
26 2 - 2558

*
An Assessment of the Master of Education Program in Mathematics
Teaching, Faculty of Education, Burapha University
**
nack555@hotmail.com
1)
2)
3)
7
34 21
5

1.
2.

3.

* 2558
** .
- 223 -

:
Abstract
This research study was conducted with the aims at 1) examining graduates and students
opinions towards the Masters of Education (M.Ed.) program in mathematics teaching, 2) studying
opinions of supervisors and related personnel to the performance of graduates from the program,
and 3) investigating opinions of the program administrative committee for the program. The
population of the study were categorized into four groups i.e. 1) seven graduates from the M.Ed.
program in mathematics teaching, 2) thirty-four current students of the program, 3) twenty one of
the program graduates supervisors and related personnel, and 4) five members of the program
committee. The research instruments were questionnaires and construct interviews. The research
results found that:
1. The graduates and the students ranked the appropriateness of the M.Ed. program in
mathematics teaching curriculum in high level,
2. The graduates supervisors evaluated the program graduates performance in high level,
and
3. The five committee members of the program expressed that the philosophy of the
program, the program objectives and structure, and the program courses were of appropriateness
and practical application. However, the number of credits of the educational foundation courses
should be reduced. There should be new courses in relation to innovations in pedagogies and
new mathematics teaching methodologies. Also, more and up-to-date materials and media used
for mathematics teaching should be provided. The overall quality of the graduates was satisfying,
which met the program objectives.
Keywords: Program assessment Masters of education program in mathematics teaching

(.. )

2554
2/2554 16
.. 2554
18 .. 2554
1)
2)
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4)
/
5)
6)

- 224 -
26 2 - 2558
7)

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( , 2556)

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- 225 -
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2.

34
4.
3.

21
- 226 -
26 2 - 2558

5.

6.

7.

8.

9.
1.
Stufflebeam et al. (1971)

(2539)

(2554)

(2556)

(2557)

2.
Taba (1962)
- 227 -

(2537, 2554)
1.

2.

3.

4.

(2539)

1.

2.

3.

4.

1.

2.

3.

3.
(2556)

1.

2.

3.

- 228 -
26 2 - 2558

4.

5.

3
1.

5
1 /
(Checklist)
2 5

5
(Rating Scales)

5
4
3
2
1
2.

2

1
(Checklist)
2

5
(Rating Scales)

5
4
3
2
1
3.

2
1

(Checklist)
2

- 229 -

1.

2.

3.
2

4.
2
1.
2.

1.

4.51-5.00
3.51-4.50
2.51-3.50
1.51-2.50
1.00-1.50

2
2.
1
1.
3
2.
1

3. 2

- 230 -
26 2 - 2558

1
3

1
1

1.
2.
3.
4.
4.50
4.18
4.42
4.47
4.41

0.51
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0.56
0.55
1
(m=4.41, s=0.55)

2

2
2

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2.
3.
4.35
4.47
4.77
4.48
- 231 -
0.55
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2

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1.

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3
435611
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402672
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- 232 -
26 2 - 2558

(2554) (2545)

2.

(m=4.48, s=0.48)

(2548)

3.

(2545)

3
3
4
- 233 -

2554

1.

2.

- 234 -
26 2 - 2558
. (2539). : . : .
. (2556). . 2. :
.
. (2537). : . : .
__________. (2554). . 2. : .
. (2557). : . Retrieved from http://www.
edu.tsu.ac.th/major/eva/filesjournal/scan1.pdf.
. (2545). . : The Knowledge
Center .
. (2545).
. .
. (2548).
. : .
Stufflebeam, D. L., et al. (1971). Educational Evaluation and Decision Making. Itasca, Illinois:
Peacock Publishing.
Taba, H. (1962). Curriculum Development: Theory and Practice. New York: Harcourt Brace &
World, Inc.
- 235 -
A Comparison of Teaching Efficacy, Commitment to Teaching

Profession and Satisfaction with Program Effectiveness of Preservice
Teachers under 5 Year-Program Curriculum and under 4+1 YearProgram Curriculum
Prawit Erawan*
prawit.e@msu.ac.th
Abstract
The problems of teacher qualities have been taken into consideration for decades in Thailand.
That is the reason why to change the policy of teacher preparation by revising the curriculum
of teacher production from the 4 year- program to 5 year-program and 4+1 year-program. The
purpose of this research was to compare the results of the curriculum of teacher productions on
teaching efficacy, commitment to teaching profession and satisfaction with program effectiveness
of the preservice teachers under both curricula with different fields. Participants included 322
Thai preservice teachers in 12 universities. MANCOVA reveals that when GPAX score is deleted
both curricula the preservice teachers studied are different and different fields (science and social
sciences) are not correlative. The tests of between-subjects effects appear that the preservice
teachers under 5 year-program curriculum has higher in all variables and all majors.
Keywords: Teaching Efficacy, Commitment to Teaching Profession, Satisfaction with Program
Effectiveness, preservice teachers Curriculum
1. Introduction
Regarding education, a teacher is very important active participant in the school as the
teacher is a person who plays the crucial role in developing a student in all aspects. That is why
teacher qualities are quite significant; moreover they are related to variables of personality traits
*Associate Professor Dr. Faculty of Education, Mahasarakham University
- 236 -
26 2 - 2558
as well as working experiences. The researchers
have tried to study the correlation between
a teachers teaching variable and a students
studying variable (Greenwood & Maheady, 1997).
It appears that the teacher must have knowledge
in teaching fields along with teaching skills or
good teaching, employing teaching method
appropriate with the student, being able to put
his own fields fit for standardization including
effective or successful teaching defined as
teaching efficacy or learning efficacy and learning
achievement of the student (Berliner, 2005 ;
Fenstermacher & Richardson, 2005). The previous
findings revealed that teaching efficacy was a
very important variable related to the teachers
performance in the classroom and the students
achievement (Ross, 1992) and also related to
commitment to teaching profession (Coladarci,
1992; Evans & Tribble, 1986). The former research
on preservice teachers revealed that those
educated from the university were said that
they had both knowledge and skills but unable
to apply them in the classroom effectively;
especially, while confronting with an aggressive
student or that with opposed behavior. Some
of them who were opposed had left the class
along with the feeling out of confidence for being
a teacher absolutely (Redmon, 2007). Besides,
the researchers investigation revealed that the
preservice teachers who enrolled course work
with different teaching practice experiences had
different teaching efficacy. (Lin & Gorell, 2001 ;
Woolfolk-Hoy, 2000)
In Thailand, the problems of teacher

qualities have been taken into consideration
for decades by the Ministry of Education and
identified for the policy of promoting teacher
qualities in the National Education Act in 1999.
Hence, the function of the Ministry of Education
is to contribute a systematic developing and
producing process for the teacher with proper
qualification as well as standardization of
advanced teaching profession through supervising
and coordinating the teaching institutions to
produce and develop the teacher, to get ready
and stable for new teacher management and
current teacher development continually. That
is the reason why in the year 2003, the Ministry
of Education changed the policy of the teacher
production by revising the curriculum of teacher
production from the 4 year- program to 5 yearprogram or known as Bachelor of Education
Degree (5 year-program curriculum). The first
group of preservice teachers has been enrolled
since 2004 over the belief that 1 year more for
the study is able to train them for the sake of
intensive academic and expert in teaching as
advanced profession which returns the faith of
teaching profession in Thai society.
The teachers curriculum of 5 yearprogram is a kind of Bachelors Degree that the
teacher student has to spend the time for course
work study intensively for 4 years and teaching
experience practice through teaching practice in
the school recognized by the Teachers Council
of Thailand for another year. After preservice
teachers finish teaching practice in last yea, the
- 237 -

teacher license will be provided. Apart from the
teachers curriculum of 5 year-program, there
is another curriculum named the Certificate of
teaching profession which is provided to the one
who graduated from Bachelors Degree on other
fields. He has to study on both teaching course
work along with teaching practice in a school at
the same time for I year or as known as The
teachers curriculum of 4+1 year-program.
The university has to provide the instruction
as well as practice on teaching profession in
accordance with teaching professional standard
identified by the Teachers Council of Thailand
(Office of the Secretary to the Teachers Council
of Thailand, 2007). The teachers curriculum of
4+1 year-program has been employed for the
problem solution of lacking science teachers in
the country. However, the enrollment of the
universities is set for preservice teachers of both
2 curricula covering major fields; science fields
i.e. mathematics, physics, chemistry, biology,
computer and so on and social sciences fields i.e.
Thai language, English language, social studies,
music, fine arts and so on. Regarding the products
through both two curricula, there has not been
any researches or evaluations shown accurately
which one is suitable and produced teachers
more. Besides, the preservice teachers under
science fields and social sciences fields maintain
different values of being the teacher or not.
This research aims to compare the results
of the curricula of teacher productions on teacher
qualities which are very important i.e. teaching
efficacy, commitment to teaching profession
and satisfaction with program effectiveness. It

reveals that they are very important variables to
predict the student achievement and the sense
of competence (Bakar, et al, 2008 ; Chuene,
Lubben, & Newson, 1999 ; Tschannen-Moran
& Hoy, 2001) of the preservice teachers under
both 2 curricula with different fields which will
be beneficial to make use of the results to
review the policy of teacher production and the
curriculum of teacher production revision.
2. Literature Review
Pre-service Teachers efficacy

The issue of teachers efficacy is of
importance as teacher preparation programs
throughout the world attempt to address
shortages of qualified, competent teachers.
Teacher efficacy has been found to be one of
the important variables consistently related to
positive teaching behavior and student outcomes.
(Woolfolk & Hoy, 1990; Henson, 2001). Although
teacher efficacy has been documented over more
than 20 years as being highly related to teacher
performance in the classroom, researchers have
shown that teachers perceptions of their selfcapability to educate students are significantly
and positively related to teacher behaviors
that enhance student achievement, studies
on teacher efficacy, also noted that teaching
efficacy among pre-service teachers in school is a
complex, pluralistic and multi-faceted enterprise
(Bakar, et al, 2008).
Teaching efficacy can be modified
through experiences preservice teachers have
- 238 -
26 2 - 2558
during their undergraduate program. Modification
can occur when they have opportunities
to successfully experience activity, see the
modeling of effective teaching ad learning
strategies, and receive positive verbal persuasion
(Morrell & Carroll, 2003). Woolfolk-Hoy (2000)
demonstrated that pre-service teachers had
strong efficacy beliefs throughout their course
work and prior to the formal student teaching
experience, and explained that the pre-service
teachers who participated in the study had a
year-long practicum prior to the formal student
teaching experience in which they were able
to practice teaching in a supportive, protected
environment. Once that support was taken
away during the student teaching semester
and teaching environments became more
complex, efficacy levels dropped. Clift & Brady
(2005) found that the influence of pedagogical
methods courses and field experience courses
throughout teacher education programs on preservice teachers thoughts and beliefs about
their teaching practice. This finding demonstrates
the advantages of field experience courses early
in a teacher education program. These early
field experiences provide pre-service teachers
with the opportunities to gain experiences
through observation, simulation, tutoring, and
small group instruction opportunities-all which
can influence the development of pre-service
teachers efficacy levels and teaching skills.
Gurvitch and Metzler (2009) explained
the field-based practicum teachers who
experienced challenging yet authentic teaching
situations during their field experience practica

demonstrated an increase in their self-efficacy
levels prior to the student teaching semester.
The pre-service teachers attained a mastery
experience in the form of successful teaching
performance in authentic environments,
ostensibly contributing to a strengthening of
their efficacy beliefs regarding teaching physical
education in authentic school settings. This study
demonstrated that providing pre-service teachers
with early and frequent authentic teaching
opportunities eventually fostered stronger
teaching efficacy, once initial challenges were
met in their teaching.
Teaching efficacy and commitment to
teaching profession
With the study of Bandura (1986) as
a theoretical base, efficacy of teaching and
teacher efficacy was first conceived as the extent
to which teachers believed that they could
control the reinforcement and environment
in classroom. Teacher efficacy, which refers to
the extent to which a teacher feels capable
to help students learn, can effect teachers
instructional efforts in area such as choice of
activities, level of effort, and persistence with
students (Tschannen-Moran & Hoy, 2001). If
teachers are self-efficacious, they will be more
likely to plan appropriate activities, persist with
students who are having difficulties, and expend
considerable effort to find appropriate teaching
materials (Ware & Kitsantas, 2007). Teachers with
high self-efficacy beliefs are more likely than
teachers with a low sense of self-efficacy to
- 239 -

implement didactic innovations in the classroom
and to use classroom management approaches
and adequate teaching methods that encourage
students autonomy and reduce custodial control
(Cousins & Walker, 1995), to take responsibility
for students needs and manage classroom
problems (Chacon, 2005; Allinder, 1994), and to
keep students on task (Podell & Soodak, 1993).
In turn, teacher efficacy relates and influences
performance, commitment, and professional
retention (Darling-Hammond, 2003, TschannenMoran & Hoy, 2001, Ware & Kitsantas, 2007).
Previous research also found that teachers
sense of efficacy is related to their satisfaction
with their choice of profession. In addition,
teachers who report high teacher efficacy may
affect teachers perceived commitment to the
profession and collaborative relationships with
colleagues, school, and parents (Caprara, et al,
2003; Coladarci, 1992; Imants & Van Zoelen, 1995;
Weiss, 1999). Ware & Kitsantas (2007) found that
the work environment can enhance commitment
to teaching in schools. That commitment is
enhanced when teachers believe that they have
efficacy to enlist the support of their principals,
influence policies at their schools, and control
their instruction.
In 1998, Tschannen-Moran and others
complied various research results under
Banduras social learning theory studied on the
perception of teachers efficacy and found that
there are consistent components of perception
of teachers efficacy in two dimensions; personal
teaching efficacy or PTE and the perception of
general teaching efficacy or GTE. Both of two

dimensions are little correlative as general
teaching efficacy is the second component
of expectation according to Banduras social
learning theory (1986). The results were able
to explain about motivation not much because
the results expected were occurred from the
persons evaluation related to the possibility
of others successes in the similar situations
(Tschannen-Moran, Woolfolk Hoy & Hoy, 1998).
Regarding measuring general teaching efficacy,
the three factors were covered for measurement;
the self confidence in instructional strategies,
the classroom management, and the student
engagement (Bakar et al, 2008 ; Klassen et al,
2009 ; Robert, Harlin & Ricketts, 2006 ; TschannenMoran & Woolfolk Hoy, 2001) Hence, this research
is to measure teaching efficacy of preservice
teachers on these three factors through the
applied instrument from the tools created by
Bandura (1982); Tschannen-Moran, Woolfolk Hoy
& Hoy (1998); and Bakar, et al (2008) .
The Curriculum of Teacher Production
in Thailand
The teacher production in Thailand has
been changed since 2003 under two types of
curriculum; Bachelors Degree in Education ( 5
year-program curriculum) and Bachelors Degree
plus Certificate of Teaching Profession (4+1 yearprogram curriculum). According to 5 year-program
curriculum, the student has to spend 5 years for
Bachelors Degree in Education along with the
teaching license for teaching profession but the
4+1 year-program curriculum is opened for the
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26 2 - 2558
one with Bachelors Degree on other fields (4
years) wishing to study beyond the Bachelors
Degree on teaching professional courses for 1
more year and able to hold the teaching license
for teaching profession as well.
The university opening for teaching
profession field has to design a curriculum,
course lists, and teaching methods providing
to the teacher student educated based on two
elements under the standard of the Teachers
Council of Thailand i.e. teaching knowledge
standard and teaching experience standard. The
first standard includes 9 aspects; 1) languages
and technology for teachers, 2) curriculum
development, 3) learning management, 4)
psychology for teachers, 5) measurement and
evaluation of education, 6) administration and
management in the classroom, 7) educational
research, 8) innovation as well as educational
information and technology and 9) being a
teacher. The second standard is focusing on
teaching experience through practice teaching in
the school not less than 1 academic year. They
are two elements of the standard required for the
teacher student to pass for the teaching license.
3. Method
Participants
In Thailand, there are 25 universities
opening for teachers curriculum of Bachelors
Degree (5 year-program) as well as certificate of
post Bachelors Degree (4+1 year-program). The
participants of this research are 322 preservice
teachers in 12 universities through multi stage
random sampling classified into 78 males

(24.2%) and 244 females (75.8%), 166 under
5 year-program (51.6%) and 156 under 4+1
year-program (48.4%), 123 under science and
technology (38.2%) and 199 under humanities
and social sciences (61.8%). All of them are under
the fifth academic year of 2009 with 1 semester
of teaching experience in the school. Both groups
are still practice in the schools recognized by
the Teachers Council of Thailand under the
similar backgrounds as well as environments
including supervision through the same sets of
the university instructors.
Measures
The data collection is treated through
The Teaching Efficacy Test applied from the
tools created by Bandura (1982) ; TschannenMoran, Woolfolk Hoy & Hoy (1998) ; Baker,
et al (2008). It is a form of five-point Likert
scale (4=the most, 3=more, 2=some, 1=least,
0=none) covering 24 items and over all reliability
estimate of teaching efficacy questionnaire is
a =.94, and item-total correlation is from .57
to .72. In terms of commitment to teaching
profession measurement, the researcher has
treated through the tool applied from the ones
belonging to Caprara, et al (2006) ; Ware &
Kitsantas (2007) ; Bakar, et al (2008) in the form
of five-point Likert-type response scale ranking
from 1 (strongly disagree) to 5 (strongly agree)
covering 12 items with reliability of a = .94 and
item-total correlation from .72 to .86. Regarding
satisfaction with program effectiveness, it is
conducted through the 19 items constructed
- 241 -

questionnaire by the researcher which is in
the form of five-point Likert scale ranked from
1 (least reality) to 5 (most reality) to measure
the curriculum objectives, courses studied,
teaching-learning activities, teaching techniques
and teachers suggestions, evaluation, research
in the classroom, and teaching skills trained.
The preservice teachers compare what they
have got from the program applying into the
real classroom situations for more or less. The
reliability estimate of the questionnaire was
alpha = .95 and item-total correlation is from
.63 to .77.
Design and Analysis

Two kinds of students program (5 yearprogram vs. 4+1 year-program) were crossed with
two kinds of students major (science major vs.
social sciences major) to form a 2 x 2 between
subjects factorial design. The independent
variables included students program and
students, major with three dependent variables:
teaching efficacy, commitment to teaching
profession, and satisfaction with program
effectiveness. In this study, GPAX score of
preservice teachers was collected and served
as covariate in MANCOVA analysis. All statistical
tests were performed with alpha at .05.
4. Results
Descriptive Statistics
The means and standard deviations are reported in Table 1.
Table 1: Descriptive Statistics for Teaching Efficacy, Commitment toTeaching Profession, and
Satisfaction with Program Effectiveness
Teaching
Efficacy
Program
Major
Mean
5 years
Science
Social Sciences
Total
Science
Social Sciences
Total
Science
Social Sciences
Total
2.96
2.94
2.95
2.59
2.77
2.73
2.85
2.84
2.84
4+1 years
Total
- 242 -
Standard
Deviation
.36
.47
.41
.45
.41
.43
.42
.44
.43
N
87
79
166
36
120
256
123
199
322
26 2 - 2558
Commitment
to Teaching
Profession
5 years
4+1 years
Total
Satisfaction
with Program
Effectiveness
5 years
4+1 years
Total
Science
Social Sciences
Total
Science
Social Sciences
Total
Science
Social Sciences
Total
4.22
4.21
4.22
3.88
3.99
3.97
4.12
4.08
4.10
.51
.62
.56
.60
.64
.63
.56
.64
.61
87
79
166
36
120
156
123
199
322
Science
Social Sciences
Total
Science
Social Sciences
Total
Science
Social Sciences
Total
4.08
4.08
4.08
3.66
3.77
3.75
3.96
3.90
3.92
.35
.51
.43
.53
.52
.52
.45
.54
.51
87
79
166
36
120
156
123
199
322
With regard to the teaching efficacy the

5 year-program (Mean5years = 2.95) had teaching
efficacy higher than the 4+1 year-program
(Mean4+1program = 2.73). Further, science major
students in the 5 year-program (Mean5years = 2.96)
had teaching efficacy higher than their counterparts
under the 4+1 year-program (Mean4+1program = 2.59),
and also social sciences major in the 5 yearprogram (Mean5program = 2.94) seemed to have
teaching efficacy higher than their counterparts
in the 4+1 year-program (Mean4+1program = 2.77).
With regard to commitment to teaching
profession the 5 year-program (Mean5program = 4.22)

committed higher than the 4+1 year-program
(Mean4+1program = 3.97). Both science major and
social sciences major of student under the 5
year-program outperformed their counterparts in
commitment to teaching profession scale. With
regard to satisfaction with program effectiveness
the 5 year-program (Mean5program = 4.08) were
satisfied with their program higher than the 4+1
year-program (Mean4+1program =3.75). Both science
major and social sciences major of student under
the 5 year-program seemed to have satisfaction
- 243 -

higher than their counterparts in satisfaction with
program effectiveness scale.
MANCOVA Tests
A multivariate analysis of covariance
(MACOVA) was conducted with program and
major of student group as independent variables,
the teaching efficacy, the commitment to
teaching profession, and the satisfaction with
program effectiveness as dependent variables,
and GPAX score as covariate. The Wilks Lambda
estimate was used to determine the main effects.

The results indicated that there was a main
effect for students program (Wilks Lambda =
11.550; p = .000) and for students major (Wilks
Lambda = .571; p = .634). There was not an
overall interaction between the program and
the major (Wilks Lambda = 1.070; p = .362). The
covariance analysis indicated that none of the
covariate (GPAX score) was significant: education
(Wilks Lambda = 2.948; p = .003) (Table 2).
Table 2: MANOVA Tests

Effect
GPAX
Program
Major
Program*Major
Philais Trace
Wilks Lambda
Hotellings Trace
Philais Trace
Wilks Lambda
Hotellings Trace
Philais Trace
Wilks Lambda
Hotellings Trace
Philais Trace
Wilks Lambda
Hotellings Trace
Value
.027
.973
.028
.099
.901
.110
.005
.995
.005
.010
.990
.010
F
2.948
2.948
2.948
11.550
11.550
11.550
.571
.571
.571
1.070
1.070
1.070
The between-subjects analysis showed

that there was a significant difference between
the 5 year-program of student and the 4+1
year-program in terms of the teaching efficacy
(F (1, 321) = 22.166; p = .000), commitment to
teaching profession (F (1, 321) = 13.511; p =
.000), and satisfaction with program effectiveness
(F (1, 321) = 32.728; p = .000). There was no
Sig.
.003
.003
.003
.000
.000
.000
.634
.634
.634
.362
.362
.362
Partial EtaSquared
.027
.027
.027
.099
.099
.099
.005
.005
.005
.010
.010
.010
significant difference between the science major

and social sciences major of student for teaching
efficacy, commitment to teaching profession,
and satisfaction with program effectiveness. With
regard to the program of students and major
of student interaction, there was no overall
interaction for all of dependent variables (Table
3).
- 244 -
26 2 - 2558
Table 3: Tests of Between-Subjects Effects
Source
Dependent Variable
df
Program
Teaching Efficacy
Commitment to Teaching Profession
Major
Teaching Efficacy
Program*Major
Teaching Efficacy
Teaching Efficacy
Total
5. Discussion
Multivariate analysis of covariance
reveals that when GPAX score is deleted both
curricula the preservice teachers studied are
different (5 year-program curriculum and 4+1
year-program curriculum) and different fields
(science and social sciences) are not correlative
(Wilks Lambda=1.070; p=.362). The tests of
between-subjects effects appear that teaching
efficacy, commitment to teaching profession,
and satisfaction with program effectiveness of
the preservice teachers under 5 year-program
curriculum are different from those of which
under 1+4 year-program curriculum as those
under 5 year-program curriculum has higher
in all variables and all majors. The research
1
1
1
1
1
1
1
1
1
322
322
322
Mean
Square
3.924
4.876
7.586
.305
.132
.151
.534
.249
.136
Sig.
22.166
13.511
32.728
1.724
.366
.653
3.015
.691
.588
.000
.000
.000
.190
.545
.420
.083
.406
.444
Observed
Power
.997
.956
1.000
.258
.093
.127
.410
.132
.119
results indicate that the 5 year-program make

them have teaching efficacy and commitment
to teaching profession higher than those under
4+1 year-program curriculum that opens to
those with Bachelors Degree in different fields
for teaching profession program for one more
year along with practice teaching. As the 5 yearprogram curriculum group is trained for teaching
profession skills in the classroom through
the courses in relation to teaching profession
continuously since the first year till teaching
efficacy has been occurred and effected to
the students forming commitment to teaching
profession. It indicates that creating teaching
efficacy and commitment to teaching profession
to the preservice teachers takes a long time and
continuity until they have their experiences and
- 245 -

have seen good models. This is in accordance
with Bandura (1997) proposing that experiences
contribute to teaching efficacy; moreover, they
are not from the performance capabilities but
from seeing performing the task. Besides, the
effects of social persuasion are influenced
to work operation (Gurvitch & Metzler, 2009)
including the research finding shown that the
study of courses in relation to teaching effects
to teaching efficacy (Clift & Brady, 2005). Hence,
studying teaching profession program spending
longer time is able to create experience and
social persuasion effects to teaching efficacy of
the preservice teachers.
The research result is also in accordance
with Ware & Kitsantass findings (2007) that
teacher efficacy beliefs are related to professional
commitment of the teacher. Besides, it reveals
that teaching efficacy and commitment to
teaching profession are related and effected from
different programs. The other research result
shows that if the teaching efficacy is promoted
through the feedback and support of making a
decision on teaching of the teacher including
collaborating on ideas of the teacher effected
to commitment to teaching profession of the
teacher as well. (Ingersoll, 2001 ; Weiss, 1999)
This result reveals that satisfaction with program
effectiveness is related to teaching efficacy and
commitment to teaching profession being in
accordance with Bakar, et al (2008) who treated
the study on Malaysian preservice teachers and
found that satisfaction of science preservice
teachers with teacher training program is related
to attitude towards the teaching profession

and teaching efficacy. However, the data
analysis shows that satisfaction with program
effectiveness of preservice teachers under each
of both programs are different as those under 5
year-program curriculum have higher satisfaction
(F(1,321)=32.728; p=.000). It shows that the
program effectiveness effected to teaching
efficacy and commitment to teaching profession
which makes both groups different. It is reflected
that the curriculum of 4+1 year-program should
be revised for more effectiveness.
Having treated the tests of betweensubjects effects, it reveals that those under the
fields of science are not different from those
under the fields of social sciences (Table 3) and
the means as well as standard deviations of both
the group under 5 year-program curriculum and
the one under 4+1 year program curriculum are
very close (Table 1). The result indicates that
pedagogical method is important and effected
to teaching efficacy as well as commitment to
teaching profession of the preservice teachers.
The curriculum design is covered 3 group courses
including 1) major courses, 2) general education
courses, and 3) methods of teaching and teaching
profession courses. Hence, studying courses on
method of teaching is very important and it
should change the way of teaching major courses
by convincing the students learn how to learn
more than before such as science. Friedrichsen
(2001) viewed that studying science courses
traditionally should be changed through inquirybased instructional strategies for the students are
- 246 -
26 2 - 2558
able to have better learning new fields of science
and might be effected to teaching efficacy as well
as creating their confidence in teaching more. It is
in accordance with Posnanski (2007) who found
that redesigned geoscience content courses into
constructivist-based course effected to teaching
efficacy and the confidence in being a teacher
in the future of preservice teachers. This point
of view may lead to revise the curriculum of
teaching profession under 4+1 year-program by
revising courses in Bachelors Degree program
through the method of learn how to learn as
it is focused on methodology more than the
content and also revise the instructors methods
of teaching from content lecture to teaching
strategies.
6. Conclusion
This research indicates that the preservice
teachers under 5 year-program of teaching
profession curriculum have teaching efficacy,
commitment to teaching profession and
satisfaction with program effectiveness more
than those under 4+1 year-program curriculum,
hence, it should pave the way to review and
revise the teacher production in Thailand at
least 3 aspects. The first aspect is to consider if
it is necessary to produce teachers under 4+1
year-program of teaching profession curriculum
or not. It may be better as such a kind of program

to open for the current teachers for professional
development only, and should not open to
the students with Bachelors Degree who are
not teachers based on the result outcomes
showing its difference from those under 5-year
program of teaching profession curriculum
accurately. The second aspect refers to the
project of production of the teachers in sciences
major who are lack in Thailand through the
grants for students with Bachelors Degree in
science with good grades for 1 year of teaching
profession curriculum study. It is running as a
special project of the Ministry of Education which
should be reconsidered and revised by taking
teaching efficacy and commitment to teaching
profession in consideration along with recruiting
the students for study as well as for the degree.
Moreover, there must be the revision of courses
concerning teaching method designs that are
stronger than the 5 year-program curriculum. And
the last aspect is that the university producing
teachers must contribute and develop the
instructors to design courses focusing on learning
process of learn how to learn more to create
teaching efficacy and confidence in teaching for
preservice teachers and it is also effected to
commitment to his teaching profession in the
future as well.
- 247 -
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Appendix
Teaching Efficacy
A. Approaches to students are;
1. Creating motivation to interest the students for study
2. Making students self confidence for ability of working better
3. Stimulating students to realize the significance of the study
4. Stimulating students to have analytical thinking on various evidences
5. Promoting creative thinking to students
6. Helping and reteaching weak students to be able to study better
7. Developing learning achievement in the class teaching for higher level
8. Managing learning activities appropriate with the ability and interest of the students
individually.
- 250 -
26 2 - 2558
B. Teaching Strategies are;
9. Questioning to expand the students knowledge
10. Answering hard questions of the students
11. Explaining or giving examples to make students understand what they learn
12. Adjust the lessons appropriate with the level of students learning
13. Employing teaching strategies in the classroom effectively,
14. Evaluating learning results with different methods
15. Stimulating students needs for next lessons
16. Managing activities for students working together.
C. Classroom Management are;
17. Controlling students behaviors while teaching
18. Having students following regulations of the class
19. Coping with the students behavior problems or disturbing others in the class
20. Managing the class system for group study
21. Responding appropriately to the students with risk behaviors
22. Preventing behavior problems caused from outside the class
23. Solving problems at once if the students commit problems while teaching
24. Managing students who stop or dont do the learning activities turn to do so.
Commitment to profession
1. Teaching is fun
2. I choose to study teacher profession as I am interested it by myself
3. Im happy when I teach the students
4. Im satisfied with being a teacher
5. The teachers work is not too hard for me
6. Teaching is challenged for me
7. I feel concerned being a teacher
8. The negative image of society towards a teacher is not affected to my decision for being
a teacher
9. I choose to study for a teacher without the others persuasion
10. I choose to study for a teacher without concerning to the payment to get in return
11. Im proud of teacher profession
12. Im satisfied with working in the school.
- 251 -

Satisfaction with program effectiveness
1. Whatever studied is in accordance with my learning objectives
2. The contents studied are up to date and in accordance with real situations
3. The courses studied are covered the work in reality in school
4. Learning activities promote being a good teacher to me
5. The knowledge perceived is enough for teaching in the classroom
6. Teaching techniques are really able to make use in the classroom
7. The instructors methods are able to be models, 8. The instructors suggestions are
possibly able to follow
9. Learning experiences are applied in teaching
10. Techniques of learning evaluation are authentic in practice
11. Research in the classroom is possible to follow
12. I have trained from the instructor till I have skills enough to employ in the school and
they are
12.1 Speaking and communicating
12.2 Conveying ideas through writing
12.3 Making a decision and problems solving facing
12.4 Being a good member of the team and working in team
12.5 Working by oneself confidently
12.6 Learning how to work in school seriously
12.7 Applying technology in teaching and working
12.8 Planning and managing working system
12.9 Having analytical thinking reasonably and scientifically
12.10 Coping with emotion and stress caused from teaching and working operation in
the school.
- 252 -
26 2 - 2558
*
Health Promotion Guidelines for Mahidol University Employees
**
gamolporn.son@mahidol.ac.th
***
wanchalee.nor@mahidol.ac.th
1)
2)
(Pender, 1996)
400

/

/
1)
2)
/

3)
*
** .
*** .
- 253 -

:
Abstract
The research titled Health Promotion Guidelines for Mahidol University Employees
aimed to 1) study perception, knowledge, and health promotion behaviors of Mahidol employees
2) study factors affected health promotion behaviors of Mahidol University employees by using
Penders framework (Pender, 1996). The participants in this study were employees who work at
Mahidol University (Salaya campus) (n = 400). Stratified random sampling and systematic random
sampling were used to select the participants. A questionnaire was used as an instrument of this
research. Data were analyzed by using descriptive statistics (frequency, percentage, mean, and
standard deviation), and inferential statistics which is multiple regression, were used to analyze
factors affecting health promotion behaviors of Mahidol University employees (Salaya Campus).
The results showed that the perception on policy/ project related to health promotion of
Mahidol employees was overall at a high level. The healthcare knowledge of Mahidol employees
was overall at a high level, especially in the aspect of food safety knowledge. In addition, health
promotion behavior of Mahidol employees was at a high level as well. As per factors affecting
health promotion behaviors, it found that the perception on policy/ project related to health
promotion of Mahidol employees was the only one factor that affected health promotion behavior
of Mahidol employees.
Based on the findings in this study, guidelines were as follows 1) Mahidol University should
implement health promotion policy by specifying it as core value of Mahidol University. This will
make Mahidol employees concern of their healthcare. 2) Each Faculty should formulate health
promotion policy and implement it by arranging health promotion activity during the working day
in order to promote the employees participation, good relationship among colleagues, and happy
workplace. 3) Mahidol University should set up a healthcare center to promote health perception,
body of knowledge related to exercise behavior and activities, recreation, as well as manage stress
from workplace.
Keywords: Guidelines, Health Promotion, Mahidol University Employees
- 254 -
26 2 - 2558

(2541)

.
.. 2550 4 .. 2551 - .. 2552

15 28.4 40.7

.
3 .. 2546 -2547
90
34.4
40.7 22.5
28.4 (, 2553)

9 (.. 2544-2549) 10 (..
2550-2554)

- 255 -
1.
2.
(Pender, 1996)

(2006)

(2554)

(2547)
(2540)

(2541)

- 256 -
26 2 - 2558

6 .
-
-
-

106
25
1
3,804 28,340
32,144 ( 10
2 /
, 2557)
Taro Yamane (Yamane, 1973)
395 400 14
Likert scale
3
(Stratified Random Sampling)
6 . 47
(System Random sampling)
4

35
(Pender, 1996)
7 5
5
6 7
- 257 -

5
Likert scale

(Content validity)
0.5

0.89

(Descriptive Statistics)

4.21 - 5.00 /
3.41 - 4.20 /
2.61 - 3.40 /
1.81 - 2.60 /
1.00 - 1.80 /

(Inferential Statistic)
(Stepwise Multiple
Regression Analysis Multiple Regression
54.1
55.9

37.3
20,000-29,999
48.4
() 71.9
26.8

(BMI)
78.9
1 46.9

67.2

53.74
1:

/

/

3.61
/
55.9 31-40
- 258 -
26 2 - 2558

4.15 ()

-
3.96
()

3.93 ()

2.90
1
6 .

37.52 (
47 )

()
8.01
7.00
( )

(
3.88)

3.78

4.30
4.05 ()
3.87 ()
()
3.37
2:
(Multiple Regression Analysis)

Stepwise
Y =
X1 = /
X2 =
6 .
- 259 -

1
X1
X2
-.596**
.047
-.114*
1
X1
X2
* 0.05 ** 0.01
1 /
(X1)
6 . -.114 0.05

(Variance inflation factor : VIF)
VIF 1.013 10
2
Model
/
(X1)
R = 0.596 ; R2 = 0.356 ; Adjust R2 = 0.354
B
6.934
-.873
Std. error
.214
.059
Beta
-.596
t
32.343
-14.802
P-value
.000
.000
2

(R2) 0.356 /

35.6 B /
-.873

6 .
- 260 -
26 2 - 2558
/

/

/

16

/

Road show /

6 .
6 .

/ /
//
- 261 -

(Perceived benefits
of action)

( )

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Walker, S. N., & Sechrist. (1997). The health-promoting lifestyle profile ll. Development and
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- 267 -
(Book Review)
(Plagiarism)
How to Write the Academic Work Production? No Piracy & Plagiarism
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Reference
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.
.
.
.
.
.
.

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