Journal of Education Mahasarakham University

Promoting Digital Literacy for Junior high school students by Electronic Book

Anchalee Srikolchan — 2025-09-29

This study aimed to promote digital literacy through the use of electronic books. The research methodology comprised four phases: 1) examining teachers' and students' experiences with electronic books and digital literacy, 2) designing and developing electronic books to enhance digital literacy, 3) quality assessment and piloting, and 4) dissemination and implementation of the digital literacy-promoting electronic books. The target groups included 50 lower secondary school teachers and 1,000 lower secondary school students in Bangkok. Research instruments included semi-structured interviews and questionnaires for both the electronic book development process and evaluation of implementation outcomes. The study employed content analysis for qualitative data and descriptive statistics for quantitative data.

The research resulted in the development of five electronic books promoting digital literacy, accessible in both online and offline formats. These books were designed with content addressing three aspects of digital literacy: Media Literacy, Information Literacy, and Digital Literacy. The books featured cartoon-style presentations with narratives reflecting common and ongoing situations encountered by students, designed based on interests identified through analysis of student experiences. Following implementation, students reported that the electronic books helped raise awareness about selecting reliable information at the highest level (Mean = 4.78, SD = .49), followed by improved ability to discriminate information before sharing it (Mean = 4.64, SD = .51), increased knowledge of protective measures against digital media threats (Mean = 4.59, SD = .36), and heightened awareness of appropriate information presentation in the digital world (Mean = 4.54, SD = .46).

Payment Efficiency by E-Payment System of Mahasarakham University

Sunantha Aueisiritrakoon — 2025-09-29

education. Data collection was done through questionaires responded by 118 staff about duty accounting and financial of Mahasarakham university. Statistics employed for analyses of the data included frequency percentage mean standard deviation and F-test (ANOVA).

Staff about duty accounting and financial of Mahasarakham university had opinions about efficiency by E-payment system of Mahasarakham university at a high level. Staff about duty accounting and financial of Mahasarakham university with different age education experience and saraly not had opinions efficiency by E-payment system about accurate, promptness and transparency. Staff about duty accounting and financial of Mahasarakham university with different saraly had different opinions about the save of efficiency by E-payment system

The Development of Scientific Reasoning and Scientific Mind of Grade 4-5 Students with Multilevel Learning Unit Through Science Technology and Society (STS Approach)

Krittapat Yingkla — 2025-09-29

This research aimed to develop the scientific reasoning ability and scientific mind of nine 4th and 5th-grade students at Thangfan School, Surin Province, during the first semester of the 2024 academic year. The study utilized a multi-grade learning unit and a Science, Technology, and Society (STS) approach. The established criterion for success was that 70% of the students should achieve at least 70% of the total score for both aspects.

This study employed a 3-cycle action research design. The research instruments comprised: 1) implementation tools: lesson plans; 2) reflection tools: learning management recording forms, behavior observation forms, student interview forms, end-of-cycle scientific reasoning tests, and end-of-cycle scientific mind tests; and 3) assessment tools: a 24-item scientific reasoning test and a 20-item scientific mind test. Quantitative data were analyzed using mean, standard deviation, and percentage, while qualitative data were analyzed through content analysis.

The research findings revealed that:

1.Scientific Reasoning Ability: Students achieved an average score of 74.53%, with 7 students (77.78%) passing the set criterion, exceeding the predetermined goal. The highest average score was observed in the explanatory reasoning component, at 83.33%.

2.Scientific Mind: Students achieved an average score of 77.40%, with 8 students (88.89%) passing the set criterion, also surpassing the predetermined goal. The highest average score was found in the value of science component, at 88.14%.

Development of Mathematic Problem-Solving Ability and Learning Achievements in Addition Subtraction Fraction and Mixed Number of Fifth Grade by Team Game Tournament Technique with Quizizz

Sirilak Chankong — 2025-09-29

The objectives of this research were to 1) develop a cooperative learning by Team Game Tournament technique integrated with the Quizizz in Addition Subtraction Fraction and Mixed Number of Fifth Grade to meet effectiveness criteria of 80/80 standard scores 2) study mathematic problem-solving ability in Addition Subtraction Fraction and Mixed Number of Fifth Grade by Team Game Tournament Technique with Quizizz and 3) compare the pre- and post-learning achievement in Addition Subtraction Fraction and Mixed Number of Fifth Grade by Team Game Tournament technique with Quizizz. The sample consisted of 16 Fifth Grade students who were studying in the first semester of the academic year 2024 at Wat Nathimukharam School by purposive sampling. The instruments were 1) a lesson plan by the Team Game Tournament technique integrated with the Quizizz 4-hour learning plan. 2) Mathematic problem-solving ability observation form and 3) achievement test. Mean, Standard Deviation and one-sample t-test. The research findings showed that: 1) the development of learning management by the Team Game Tournament technique integrated with the Quizizz had an efficiency of 81.41/80.25. 2) The mathematic problem-solving ability was at a good level (= 2.51, S.D. = 0.51). and 3) The learning achievement was posttest higher than pretest signified with a progression percentage of 20.90.

The development of learning achievement in mathematics using Polya’s problem-solving process with Bar Models for grade 4 students

ขวัญฤทัย บุญตน — 2025-09-29

The objectives of this research were: 1) to compare the mathematics learning achievement of Grade 4 students against the 75% criterion, and 2) to examine the satisfaction of Grade 4 students learning through the mathematics problem–solving learning activities based on Polya’s problem–solving process combined with bar models. The instructional activities were systematically designed based on Polya's problem-solving process, which consisted of four key stages: 1) Understanding the Problem, 2) Devising a Plan, 3) Carrying Out the Plan, and 4) Looking Back. To improve students' cognitive processing, bar models were introduced as visual-representational aids to aid in the interpretation of numeric relationships buried inside word problems. This technique improved students' capacity to grasp issue structures and use systematic thinking throughout the problem-solving process. The samples in this study were 15 Grade 4 students from Ban Dong Daeng Nong Phia Khan School in the second semester of the 2024 academic year. The sample was selected using cluster random sampling. The research instruments included 1) 12 lesson plans for mathematics problem – solving learning activities using Polya’s problem – solving process combined with bar models 2) a mathematics achievement test containing 30 multiple – choice items with four options each and 3) a satisfaction questionnaire on learning through Polya’s problem – solving process combined with bar models, comprising 12 items on a 3 – point rating scale. The statistical methods used for data analysis included percentage, mean, standard deviation, and hypothesis testing using the nonparametric Wilcoxon Signed Rank Test.

The research findings were as follows: 1) Grade 4 students who participated in learning activities using Polya’s problem–solving process combined with bar models demonstrated mathematics learning achievement significantly higher than the 75% criterion at the .05 level. 2) Grade 4 students who participated in learning activities using Polya’s problem–solving process combined with bar models reported an overall satisfaction level classified as high.

Management of Learning Resources Affecting the Result of Active Learning Management of Teachers in Schools Under the Phetchaburi Secondary Educational Service Area Office

jitsukho roaring — 2025-09-29

The purposes of this research were to study: 1) the level of learning resource management that influences active learning management among teachers in schools, 2) the level of active learning management among teachers in schools, and 3) how learning resource management affects active learning management in these schools. The sample consisted of 278 school administrators and teachers from secondary schools in Phetchaburi Province, selected through simple random sampling. The research instrument was a five-point Likert scale questionnaire, with a reliability coefficient of 0.943. Data were analyzed using percentage, mean, standard deviation, and stepwise multiple regression analysis. The findings revealed that: 1) The level of learning resource management among teachers in schools was rated high. 2) The level of active learning management among teachers was also high. 3) The learning resource management affecting teachers’ active learning management has a regression coefficient (R) of 0.599, with a predictive efficiency of 35.90% at the .01 level of statistical significance. The resulting predictive equation in raw scores is: _tot = 2.190 + 0.212(x₁) + 0.180(x₂) + 0.116(x₄)

A Study for the Development of Policies and Measures to Prevent Cyberbullying Against Women, Children, and Youth

Nattapol Praditphonlert — 2025-09-29

This study aims (1) to investigate the forms, causes, and behaviors related to cyberbullying against women, children, and youth, as well as its impacts across legal, economic, social, and technological dimensions; and (2) to develop preventive measures against cyber harassment, with the goal of promoting constructive and safe use of digital media and information technology. A mixed-method research design was employed, including in-depth interviews with key informants—such as family members, educators, child psychology experts, and representatives from government and civil society sectors (no fewer than 40 participants) and a nationwide survey using questionnaires with at least 1,600 respondents.

The findings reveal that cyberbullying often involves the abuse of power, manifested through offensive posts, messages, images, or video clips aimed at insulting, humiliating, or undermining the confidence of victims. Such actions result in significant emotional and social consequences. Most victims tend to remain silent or avoid confrontation, a reaction that may be misinterpreted as indifference and lead to repeated targeting. The study recommends the implementation of systematic preventive mechanisms and the enhancement of digital literacy skills among women, children, and youth to empower them to engage in the online world safely, responsibly, and with resilience.

Flipped Classroom Learning Management with Demonstration Technique on Learning Achievements in the Home Electrician Learning Unit Career Course for Grade 11 Students

aniruth manothum — 2025-09-29

The objectives of this research were to 1) compare the learning achievement before and after learning using flipped classroom learning management with demonstration techniques in the home electrician learning unit career course and 2) to study satisfaction toward flipped classroom learning management with demonstration techniques in the home electrician learning unit career course. The research sample consisted of 26 students from grade 11, selected by using a cluster random sampling technique. The research instruments included flipped classroom learning management with demonstration techniques, a learning achievement test, and a student satisfaction questionnaire. The statistics used in this research were means, percentages, standard deviations, and one sample t-tests. The results were as follows: 1) the learning achievement score after learning through the flipped classroom learning management with demonstration techniques in the home electrician learning unit career course was higher than the pretest with a statistical significance at the .05 level and 2) the students’ satisfaction toward flipped classroom learning management with demonstration techniques in the home electrician learning unit career course was at a high level.

The Development of a mathematics learning management model to develop high-level thinking skills, additional mathematics 4 for mathayom 5 students at Kaengkrowittaya school.

Wiyada Theeratkhunakorn — 2025-09-29

The objectives of this research are 1) to study basic data, 2) to develop learning management models, 3) to compare advanced thinking skills, and 4) to study the results of the evaluation of the use of The data sources and samples are related documents and research. There were 5 teachers, 3 qualified teachers, 36 students of Grade 11 students at Kaengkrowittaya school for the academic year 2024, and 5 experts to monitor learning styles. The tools used are group conversation transcripts and interviews , participatory meeting recordings. The learning management model draft assessment. There were 10 learning management plans with the highest level (=4.68, S.D = 0.47). Satisfaction with the learning management model. Confidence was 0.80. Data analysis, mean, standard deviation, and percentage

The results of the research showed that:

1. From research, group discussions, and interviews with qualified people. It is found that the effective development of advanced thinking skills should be integrated with open learning. Cooperative learning and reflection through activities that connect with real situations. Emphasis on analytical thinking and systematic problem-solving. However, the results of the students' self-assessment showed that the level of advanced thinking skills was low (= 2.10, S.D.= 0.49).

2. Mathematics Learning Management Model to Develop Advanced Thinking Skills. Additional Mathematics 4 for Grade 11 students has 6 components: 1) Principles, 2) Objectives, 3) CIPPAR-style learning process, 4) Role of teachers and students, 5) Support system, 6) Response principles. It is appropriate at the highest level.

3. Students who learn with the developed model have statistically significantly higher advanced thinking skills after school than before school at the .05 level.

4. The satisfaction of Grade 11 students was the highest overall.

Development of Inquiry-Based Learning with Storytelling in Science Subjects for Grade 1 Students

Aorasa Antatin — 2025-09-29

The purpose of this research was to 1) develop Inquiry-based learning with storytelling in Science Subjects for Grade 1 Students to be efficient according to the criterion of 75/75. 2) Compare analytical thinking for Grade 1 students before and after learning with Inquiry-based learning with storytelling. The sample of 30 people in Grade 1/2 of Lakmuang Mahasarakham School, second semester of academic year 2024, was selected by cluster random sampling. The research instruments used were 1) 7 lesson plans for Inquiry-based learning with storytelling. Expert opinion ratings for it range from 4.45 to 4.56. 2) Analytical thinking test for Grade 1 Student, 15 questions. difficulty value ranged from 0.39 to 0.75, the item discrimination power ranged from 0.23 to 0.32, and the reliability of the entire analytical thinking test using the Kuder - Richardson Method's KR-20 was 0.87. The statistics used for data analysis were percentage, mean, and standard deviation. and hypothesis testing Dependent samples t-test

The results of the research show that 1) efficient of the Inquiry-based learning with storytelling in Science Subjects for Grade 1 Students was 77.27/78.44, meets the standards criteria of 75/75. 2) Grade 1 students received Inquiry-based learning with storytelling the post-test showed a significantly higher score than the pre-test at the .05 level.