Publisher: Mahasarakham Rajabhat University (Total: 4 journals)   [Sort by number of followers]

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Journal of Educational Measurement Mahasarakham University
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 0858-5520 - ISSN (Online) 2651-1444
Published by Mahasarakham Rajabhat University Homepage  [4 journals]
  • Variable-Length Computerized Classification Testing in Psychological
           Assessment

    • Authors: Chanita Phimsri, Naruedom Phimsri
      Abstract: Variable-Length Computerized Classification Testing (VL-CCT) aims to classify persons into groups. For example, a group of examinees are classified into a depression or non-depression group. VL-CCT is a computerized testing appropriate to be applied in psychological assessment because it is a testing process that examinees are given test items of different numbers or different test lengths, depending on their individual ability. However, at present, VL-CCT has not been used much in psychological testing and assessment, due to its complexity of algorithm and requirement on adequate item bank for the testing process. This article presents the definition, the main components of the VL-CCT development process, as well as a guideline on development of VL-CCT for application in psychological testing, all of which will be beneficial as they will help reduce problems in the traditional paper-pencil testing such as in duration, consumables, and also in human resources which are limited.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • The Effects of Socially Desirable Responding on Quality of Moral Test for
           Grade 4 - 6 Students

    • Authors: Kaewarun Lousriku, Nuchwana Luanganggoon
      Abstract: The objectives of this research were 1) to develop and verify the quality of the moral test for grade 4–6 students that the researcher had developed, 2) to study grade 4–6 students' responses to the moral test, as the grade 4–6 students were divided into groups by their responses to the social desirability test, and 3) to compare the pre-grouping quality and the post-grouping quality of the moral test that the researcher had developed for grade 4–6 students, based on their responses to the social desirability test. The sample consisted of 848 students who were studying in grade 4–6 in the academic year 2020 in the schools under Mahasarakham Educational Service Area Offices, obtained through multistage random sampling. The research tools were: a moral test for grade 4–6 students that the researcher had developed—¬¬a 3-choice situational scale with 32 items, and a student characteristics test for primary school students: a social desirability responding scale developed by AREA SIG research group, Faculty of Education, Khon Kaen University—¬¬a 5-point rating scale, with 20 items.
      The research results are as follows:
      1) The moral test for grade 4–6 students consisted of 32 items and was divided into 5 parts: honesty, responsibility, patience, discipline, and gratitude. The construct validity of the test showed that the moral test for grade 4–6 students was consistent with the empirical data, having the Chi-Square = 46.435, df = 44, P-value 0.3723 RMSEA = 0.014, 0.030, CFI = 0.997, TLI = 0.995, the item-total correlation between 0.183 to 0.423, and Cronbach's alpha coefficient = 0.795.
      2) The grade 4–6 students' responses to the moral test were classified into 5 groups according to the results of social desirability responses, from very low-socially desirable response to very high-socially desirable responses (SDR1-SDR5). It was found that the SDR5 had the highest mean of 84.22, and the SDR1 had the lowest mean of 75.36. When each group's moral test results were compared, it was found that the scores were different, with statistical significance at the .05 level.
      3) The comparison of the pre-grouping quality with the post-grouping quality of the moral test for grade 4–6 students that was developed by the researcher, based on their responses to the social desirability, revealed that when considering the common item slope parameter (αi) before grouping the test takers according to their social desirability responding, it was from -0.65 to 1.39; and after grouping the test takers according to their social desirability responding, it was from 0.18 to 1.28. When considering the Category threshold, (βij) of each item, before grouping β1 was from -15.62 to 0.04, β2 was from -3.91 to 13.52, after grouping β1 was from -5.27 to -0.95, β2 was from -2.16 to 4.02, and it was ordering threshold. The results of information functions of the moral test for grade 4–6 students showed that the value before grouping was higher than after grouping within the same estimated test takers' ability.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Growth Mindset Intervention in Teaching and Learning: Meta-Analysis

    • Authors: Salilthip Laothong Sutthisomboon, Pimurai Limpapath
      Pages: 13 - 17
      Abstract: In this study, meta-analysis was employed as to examine the effect sizes of growth mindset interventions on students’ learning achievement and outcomes. Based on the inclusion criteria (Prisma, Moher et al., 2009), master’s theses and doctoral dissertations in English publication, across the globe, from the years 2010 to 2019 were accumulated to find the effect sizes of growth mindset interventions on students’ learning achievement and outcomes. After passing all of the inclusion criteria, ten of the master’s theses and doctoral dissertations in full-text were obtained with the pretests and posttests scores that appeared in the quasi-experiments using growth mindset interventions on achievement and outcomes, in teaching and learning, with the samples of students at pre- to high school levels. Accordingly, the Comprehensive Meta-Analysis Software (CMA, version 3.0) was applied to calculate the effect sizes (Hedges, 1985) of the growth mindset interventions on learning achievement and outcomes, by choosing random-effects model for the mean effect sizes, with a confidence interval of 95%.A new finding was found related to the growth mindset interventions in teaching and learning in that motivation was reported to have the largest effect with g = 1.53 and the significant level of p = 0.00. According to the result, it appeared that growth mindset interventions, effectively, helped intrinsically motivate students to challenge themselves in achieving their ultimate goals for better learning outcomes. Thus, it was recommended that growth mindset interventions should be integrated into higher education in order for higher levels of students to intrinsically challenge themselves to achieve their ultimate goals for better outcomes in a realm of both living their lives and learning effectively.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of Diagnostic Test and Activity Packages to Enhance Thai
           Language Reading and Writing Abilities for Grade 3 Students

    • Authors: Kamonpat Jaiyeakyen
      Pages: 28 - 42
      Abstract: The objectives of this study were 1) to develop and find the quality of a diagnostic test of Thai language reading and writing abilities for grade 3 students, 2) to find the efficiency of activity packages in improving Thai language reading and writing abilities of grade 3 students to meet the 80/80 criterion, and 3) to compare the pre-learning and post-learning achievements of grade 3 students after learning with the activity packages designed to improve Thai language reading and writing abilities.
      The sample for this study comprised 357 grade 3 students who attended primary schools in the Nonthaburi Primary Educational Service Area Office 2 in the academic year 2020, chosen through multistage random sampling; the Krejcie and Morgan method was used to determine the sample size. The instruments used in this research consisted of 1) a survey on reading and writing deficiencies of grade 3 students, 2) a diagnostic test of Thai language reading and writing abilities for grade 3 students, 3) 10 activity packages to enhance Thai language reading and writing abilities for grade 3 students, and 4) a pre-learning test and a post-learning test of Thai language reading and writing abilities for grade 3 students.
      The results were as follows:
      1. The diagnostic test of Thai language reading and writing abilities for grade 3 students had the content validity from 0.8 to 1.00, the difficulty from 0.20 to 0.80, the discrimination from 0.20 to 0.80 and the reliability from 0.80 to 0.85.
      2. The efficiency of the activity packages in improving Thai language reading and writing abilities of grade 3 students was 82.50/81.33, which met the criterion.
      3. The comparison of the pre-learning and post-learning achievements of grade 3 students after learning with the activity packages designed to improve Thai language reading and writing abilities revealed that the post-learning achievements were higher than the pre-learning achievements, with statistical significance at the .05 level.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of Assessment Tools for Learning Management in STEM Education

    • Authors: Krittaphat Wongma, Yaowalak Jittakoat
      Pages: 43 - 59
      Abstract: The research objectives were 1) to create and develop assessment tools for learning management in STEM Education, and 2) to find the relationships between each of the assessment tools for learning management in STEM Education. The research methodology was divided into two phases. The first phase dealt with creation of the assessment tools for learning management, using literature review and focus group discussion. The sample consisted of teachers, educational supervisors, experts in evaluation and educators, totaling 30, obtained through purposive sampling. The second phase dealt with trying out and implementing the assessment tools. The sample of the tryout stage consisted of 406 science and mathematics teachers in lower secondary schools and 9,697 students from 215 schools nationwide. The sample of the implementation stage comprised 272 teachers from the tryout stage and 6,238 students who were not in the tryout stage, from 144 schools nationwide. Both of the samples were obtained through cluster sampling. The statistics used to check the quality of the research tools were discrimination and Cronbach's alpha coefficient, and the Pearson product-moment correlation coefficient was used to find the relationships between them. The research results revealed that the assessment tools for learning management in STEM Education comprised 3 quantitative tools as follows: 1) the self-assessment form for learning management in STEM Education, 2) the students' perception assessment form for learning management in STEM Education, 3) UTOP class observation, and 4) 1 qualitative tool, which was the interview form for the teacher’s process of learning management. Regarding the quality of the research tools, the discrimination ranged from 0.28 to 0.66, the Cronbach's alpha coefficient ranged from 0.58 to 0.94. The relationships of UTOP and the self-assessment had the Pearson’s correlation coefficient ranging from .08 to .69, a low to moderate level of correlation. Also, the UTOP and the students' perception assessment had the Pearson’s correlation coefficient ranging from .11 to .89, a low to high correlation level, with statistical significance at the .05 level. Therefore, it can be concluded that the assessment tools which consisted of the self-assessment form, the students' perception assessment form, the interview form and the classroom observation could reflect authentic learning management in STEM Education and can be effectively applied to teacher and student development.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of a Local Education Provision Model and Educational Quality
           Indicators of Excellence

    • Authors: Chaiyot Chaoranong
      Pages: 76 - 91
      Abstract: This research aimed to (1) develop a local education provision model and educational quality indicators of excellence, and (2) examine the consistency of the local education provision model and the educational quality indicators of excellence with empirical data. The model and the indicators were developed by interviewing 15 experts and reviewed by a focus group discussion of 8 professionals. Then the model conformance with the indicators of excellence was verified, based on the empirical data collected from a sample of 640 administrators of child development centers under the Department of Local Administration nationwide, obtained through multistage random sampling. The consistency of the educational quality indicators of excellence with the empirical data was verified, using the data collected from 780 persons. The data were analyzed by using confirmatory factor analysis of AMOS program. The results were as follows:
      1. The local education provision model of excellence consisted of 7 elements and 39 indicators as follows: 1) leading the organization, consisting of 7 indicators; 2) strategic planning, consisting of 5 indicators; 3) focusing on learners and stakeholders, consisting of 5 indicators; 4) measurement, analysis and knowledge management, consisting of 7 indicators; 5) focusing on teachers and personnel, consisting of 4 indicators. 6) process management, consisting of 4 indicators; and 7) outcomes, consisting of 7 indicators.
      2. The results of the second order confirmatory factor analysis of local education provision indicators of excellence (EDPEX) showed that the model was well consistent with the empirical data. The chi-squared (2) value was 881.99 at 519 degrees of freedom (df). The probability (p) was 0.00. The GFI was .95. The CFI was .99 and the RMSEA was 0.03. According to these results, all 39 indicators proved to be valid quality indicators of excellence for the Local Education Provision Model and can therefore be used as quality indicators for further local education provision for excellence.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of Learning Management Model Basing on Contemplative Education
           and Coaching Approaches to Promote Ability in Classroom Research of
           Pre-service Teachers

    • Authors: Chitaporn Iamsaard, Patcharin Jansongsang
      Pages: 92 - 108
      Abstract:
      This research aimed 1) to develop a learning management model basing on Contemplative Education and Coaching Approaches to promote classroom research ability of pre-service teachers and 2) to try out and evaluate the learning management model. There were 4 phases of the study. Phase 1 dealt with the study of the baseline data of learning management in classroom research ability for pre-service teachers. The sample consisted of 192 pre-service teachers from 7 programs of Suratthani Rajabhat University, who had previously passed a research course, obtained through simple random sampling. Phase 2 dealt with development of a learning management model basing on the results from Phase 1. Phase 3 dealt with trying out and evaluation of the model with a sample of 62 early childhood education program students who enrolled in a classroom research course in the second semester of the academic year 2020, obtained through two-stage cluster sampling. In the first stage the early childhood education program students were purposively chosen. Then these students were divided into two groups—experimental group and control group—using classroom as the sampling unit. And Phase 4 dealt with improvement and development of the model. The research instruments were a questionnaire inquiring problems and needs, a questionnaire to measure research ability, a satisfaction questionnaire, and a suitability assessment form. The statistics used were the mean, standard deviation, t-test (dependent samples) and t-test (independent samples).
      The research indicated that: 1) The model that was developed had 3 main parts. Part 1: general information of the model, comprising rationale, objectives, basic concepts and theories, target groups, learning substances, steps of organizing learning activities, length of time; Part 2: 6 plans of learning management, including formulating research problems, creating innovation, research instrument development, using innovation, analyzing research result and writing up a report. Each unit included 5 steps of organizing learning activities as follows: learning awareness (L), inquiry (I), engagement (E), sharing (S) and modification (M); and Part 3: implementation of the developed model. On the whole, the model was evaluated as having the suitability at the highest level, and it was called LIESM MODEL. 2) The classroom research ability of pre-service teachers after the experiment was higher than before the experiment, with statistical significance at the 0.05 level. 3) The pre-service teachers who studied with the model had higher classroom research ability than those who studied with the normal learning management model, with statistical significance at the 0.05 level, and 4) The pre-service teachers’ satisfaction with the model was at the high level.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • A Comparative Study of Undergraduate Admission Processes of the School of
           Science, King Mongkut,s Institute of Technology Ladkrabang

    • Authors: Choojai Kuharatanachai
      Pages: 109 - 124
      Abstract: This research aimed to compare the student selection systems, namely the Quota System, the Direct Admission System, and the Admissions System, in which 943 students were selected for further study at the School of Science, King Mongkut's Institute of Technology Ladkrabang, in the academic year 2016 in the fields of applied mathematics, industrial chemistry, industrial microbiology, applied physics, computer science, and applied statistics, using the students’ general information and learning achievements. The data utilized in this research were collected from the students who were admitted into the Institute in the academic year 2016. They comprised students’ general information and their grades in general education courses and specific required courses taken during the academic year 2016 to 2019. The statistics employed in the analysis of data included the test of independence, the analysis of variance, the Kruskal-Wallis Analysis of Variance by Ranks, and the correlation analysis.
      The research results revealed that:
      1. From a total of 943 students admitted for study at the Faculty of Science in the academic year 2016, most of the admitted students were from the Quota System, followed by the Direct System at the rate of 51.01 percent and 31.39 percent, respectively. The proportion of students who did not present themselves was 6.17 percent.
      2. Upon their graduation, there was no difference between the grade point average (GPA) of the students admitted via the Admission System, the Quota System, and the Direct System.The relationship between students’ high school study performance and their graduation GPA is 0.404 which is considered as a low relationship.
      3. The students admitted by the Quota System for study in the fields of applied mathematics and computer science had the lowest scores in the linguistics subjects. In comparison, the students admitted by the Direct System for study in applied physics had the lowest scores in humanity studies subjects. Meanwhile, the students admitted by the Quota System for study in applied statistics had the lowest scores in linguistics, statistics, and computing groups of subjects.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Effects of the Social Desirability Responses on Quality of The Social
           Responsibility Test for Grade 7 Students

    • Authors: Nut Buaphan, Nuchwana Luanganggoon
      Pages: 125 - 142
      Abstract: This research aimed to 1) develop and verify the quality of a social responsibility test of grade 7 students, 2) investigate the responses to the social responsibility test of the test takers who responded to the social desirability form differently, and 3) compare social responsibility test results to find the quality of the test that the researcher has developed, before and after grade 7 students responded to the social desirability. The participants were 787 grade 7 students under the Office of Secondary Education Service Area 25 in the academic year 2020, obtained through multistage sampling. The research instruments were 1) a social responsibility test developed by the researcher for grade 7 students. It was a situational test with 33 items, and 2) a secondary school students' characteristics test: a social desirability responding by AREASIG Research Group, Khon Kaen University. It was a rating scale questionnaire with 35 items. In developing this social responsibility test, the quality of the test was checked by using analyses, basing on the Classical Test Theory (CTT), as follows: 1) the content validity was considered by experts, 2) the construct validity was analyzed with confirmatory factor analysis: CFA, 3) the discrimination was analyzed with Item-total Correlation, the reliability was analyzed with Cronbach’s Alpha method, and the quality was verified with the Item Response Theory (IRT). The research findings were as follows: 1) The social responsibility test for grade 7 students consisted of 4 components: responsibility for family, responsibility for friends, responsibility for school, and responsibility for community. The quality according to experts’ judgment showed that CVR value was 1.00. The confirmatory factor analysis showed that the results from the students' social responsibility test were consistent with the chi-square of 38.727, df of 29, P-Value of 0.1070, RMSEA of 0.035, SRMR of 0.021, CFI of 0.995, and TLI of 0.991. The discrimination values were between 0.238 and 0.653 and had a significant relationship at the .01 level. The Cronbach's alpha coefficient = 0.947. The Item Response Theory (IRT) had the slope parameter (i) of all the items from 0.30 to 1.96, and the threshold parameter (ij) of each item had an ascending order of values. 2) The results of the social responsibility test, which were classified according to the test taker groups that responded to the social desirability differently, could be divided into 5 groups (SDR1-SDR5). It was found that the group with the highest average scores of the social responsibility was the SDR5, with the score of 82.74. On the other hand, the group with the lowest average score of the social responsibility was the SDR1, with the score of 71.98. When comparing the differences in responses among the five groups by One-way ANOVA analysis, it was found that they were significantly different at the .01 level. 3) The comparison of the quality of the social responsibility test, devised by the researcher, for grade 7 students between before and after grouping students with socially desirable response scores from the socially desirable responding test which was based on the Classical Test Theory (CTT) revealed that the discriminations before SDR grouping varied from 0.227 to 0.584, and from 0.305 to 0.611 after SDR grouping, The Cronbach's alpha reliability was = 0.865 before grouping and = 0.861 after grouping, respectively. In terms of quality according to the Item Response Theory, the common slope parameter (αi) which was higher than 0.65, was seen in 27 items before grouping, and in 28 items after grouping, and regarding the threshold parameter values (i), 1 and 2 distributed towards both positive and negative sides in 7 items before grouping and in 8 items after grouping. However, all questions in the social desirability responding, both before and after grouping, had ascending 1 and 2 values.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Project Performance Evaluation of Short-Term Chinese Language Learning in
           the Republic of China, Bachelor of Education Program in Chinese, Faculty
           of Education, Valaya Alongkorn Rajabhat University under the Royal
           Patronage

    • Authors: Noppol Jankrajangjaeng, Parisala Jeefu
      Pages: 143 - 159
      Abstract: The objectives of this research were 1) to evaluate the primary factors of the short-term Chinese language learning project in the Republic of China, 2) to evaluate the operation of short-term Chinese language learning project in the Republic of China, and 3) to evaluate the project performance outcomes of the short-term Chinese language learning project in the Republic of China. The sample consisted of 68 individuals, obtained through purposive sampling and quota sampling. The sample was divided into 2 groups. Group 1 comprised 1) executives, 2) lecturers in charge of the project, and 3) 3rd year students of the academic year 2016–2018 as project participants, obtained through purposive sampling. Group 2 comprised the parents of the 3rd year students of the academic year 2016–2018, obtained through quota sampling. The instrument for data collection was a project evaluation form, according to Stake’s model. It consisted of three aspects: antecedents, transactions, and outcomes.
      The research results revealed the project performance evaluation of short-term Chinese language learning in the Republic of China according to the Stake’s evaluation model as follows: 1) Regarding the antecedents, on the whole, they were in the highest level, having the mean of 4.31, or 86.20 percent, and it was considered as passing the 80 percent evaluation criterion; 2) Regarding transactions, on the whole, they were in the highest level, having the mean of 4.55, or 91.00 percent, and it was considered as passing the 80 percent evaluation criterion; and 3) Regarding the outcomes, on the whole, they were in the highest level, having the mean of 4.64, or 92.80 percent, and it was considered as passing the 80 percent evaluation criterion; Furthermore, the evaluation result of the congruency between the intended and the observed states revealed that they were congruent, and it was considered as passing the 80 percent evaluation criterion in all 3 aspects of antecedents, transactions, and outcomes. This indicated that the project performance had the desired quality and achieved the goals.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of Indicators of Strength Characteristics of Chinese Language
           Teachers for Chinese Language Student Teachers in Northern Rajabhat
           Universities

    • Authors: Bunsikan Tangpakorn
      Pages: 160 - 174
      Abstract: The objectives of this research were to 1) develop indicators of strength characteristics of Chinese language teachers and 2) verify the consistency of structural equation model of indicators developed by the researcher with empirical data. The research employed a mixed method combining the quantitative research and qualitative research in the form of dominant-less dominant design through exploratory sequential design. The qualitative research was conducted by using structured interviews with a group of 7 experts in teaching the Chinese language, in teaching teachership and Chinese teachers in educational institutions who were purposively chosen to be sources of data for seeking and selecting indicators. Meanwhile, the quantitative research employed a questionnaire to assess the importance of strong characteristics of Chinese teachers by collecting data from two samples of 428 participants who were purposively chosen. They were 1) 200 student teachers in Chinese Language Teaching Program in Northern Rajabhat Universities, who had passed the practicum in the academic year 2020, for the exploratory factor analysis, and 2) 228 student teachers in Chinese Language Teaching Program, who had the practicum in the academic year 2020, for the confirmatory factor analysis. For data analysis, descriptive statistics and inferential statistics were used through ready-made statistical programs (SPSS and AMOS).
      The results revealed that:
      1) Four components and 18 indicators were developed, all of which were suitable and could be used to assess the constituents of strength characteristics of Chinese language teachers for student teachers in Chinese Language Teaching Programs in Northern Rajabhat Universities.
      2) The developed structural equation model was consistent with the empirical data at a good level, having the chi-square = 119.11, df = 110, P-value = 0.26, Relative 2 = 1.08,
      GFI = 0.98, AGFI = 0.96, CFI = 0.99, RMSEA = 0.02. The weights of the four components were positive and were between 0.69 and 0.97, with statistical significance at the .001 level. The Well-informed Teachers factor loading had the highest value, showing that the Well-informed Teachers component could better describe strength characteristics of Chinese language teachers for student teachers in teaching the Chinese language in Northern Rajabhat Universities than other elements.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Internal Evaluation-focused Capacity Development Approach for the Task
           Force Working in Strategic Operation to Empower Network Members and
           Leaders of Specific Populations with Unique Needs and Contexts (2561 –
           2563 B.E.) Thai Health Promotion Foundation

    • Authors: Praphaphan Un-ob, Naphat Prapasuchat, Weeraboon Wisartsakul, Supathida Siriwong
      Pages: 175 - 188
      Abstract: This research aimed to study the capacity development approach designed for the effectiveness improvement of internal evaluation which would enable the task force of the strategic operation to empower network members and core leaders of special population groups, under the Office of Health Support for Specific Populations (Office 9) of the Thai Health Promotion Foundation.The action research was applied to develop an approach of internal evaluation capacity which consists of two components: 1) essential content for internal evaluation and 2) appropriate learning process for internal evaluators. The capacity development process was based on the knowledge on the Essential Evaluator Competencies by King, et al, and the Adult Learning Theory by Knowles. This research was conducted to develop the capacity of 20 target participants from 4 relevant projects. The reflection of the implementation and the synthesis for comprehension were conducted with After Action Review and content analysis processes. Data were analyzed for improvement and replenishment of the capacity development approach to make it appropriate for the target group.
      The results were as follows: The Internal Evaluation-focused Capacity Development Approach should have 1) key content such as concepts, roles and functions of internal evaluators, models of evaluation, swot analysis, etc. and 2) learning process that is adjusted to match participants’culture and be consistent with the nature of learning of the project task force. It should be a combination of theory and practice, having a mentoring system to support the learning, in order to enable the target groups to apply it in their work and to practically solve problems of well-being of specific populations. Therefore, the Office 9 and the NHSO should support application of Internal Evaluation-focused Capacity Development Approach in the development of the internal evaluation capacity of the project task force under other strategies and/or other offices of the NHSO. Also, there should be on-line research in internal evaluation capacity in order to make it applicable in internal evaluation capacity development of the project task force during the COVID-19 pandemic and beyond.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of a Measure of Student’s Scientific Argumentation Skills:
           An Application of Construct Modeling

    • Authors: Parinya Mutcha, Putcharee Junpeng
      Pages: 189 - 204
      Abstract: The research aimed to (1) develop a construct map of scientific argumentation skills of lower secondary school students, and (2) develop and verify the quality of the measure for assessment of scientific argumentation skills. The sample consisted of 514 lower secondary school students in the academic year 2020 under the Secondary Education Service Area Office 25, obtained from the total population of 31,744 students using multistage sampling. The development of the assessment measure followed the construct modeling approach which had four steps: 1) developing a construct map of scientific argumentation skills; 2) designing items; 3) determining an outcome space; and 4) analyzing data through the MRCML model based on Wright Map. The results were as follows:
      (1) The construct map of scientific argumentation skills featured two dimensions, namely development of argumentation elements and use of scientific knowledge. The former had 4 levels, ranging from level one—drawing an irrelevant conclusion, to level four—able to construct a counterclaim with justification. The latter also had 4 levels, ranging from level one—explaining with irrelevant scientific content or the student cannot recall scientific content, to level four—the student can use complex scientific knowledge to explain the matter.
      (2) The measure for assessment of scientific argumentation skills consisted of 22 open-ended questions using dichotomous scoring (0-1) and polytomous scoring (0-3); 12 of the questions measured development of argumentation elements while the rest were concerned with the use of scientific knowledge.
      (3) The results of the verification of the measure reflected validity evidences. It was found that: on the aspect of the validity of the content of the questions, their difficulty covered the range of students' skills; that is, they could explain scientific argumentation skills; on the aspect of students’ responses, it was found that the students could understand the content or situation of the questions as intended in this study; and the aspect of internal structure, the questions could be employed to measure scientific argumentation skills (Infit MNSQ range of 0.74 to 1.35) through the multidimensional model which was consistent with students’ responses, with statistical significance (2=17.8, df=2, p<.001). The AIC and BIC of the multidimensional model were lower than those of the unidimensional model. Considering validity evidence, the EAP/PV reliability of both dimensions of the argumentation construct was 0.89, which was in the acceptable range, and the standard errors of measurement was low, having SEM 1 (development of argumentation elements) in the range of 0.38 – 0.56 while SEM 2 (use of scientific knowledge) in that of 0.58 – 1.87.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • A Construction of Diagnostic Tests and Guidelines for Solving Deficiencies
           in Learning Mathematics on the Topic of Surface Area and Volume for Grade
           9 Students

    • Authors: Pantong Charleekrua, Oranuch Wara-asawapati srisa-ard
      Pages: 205 - 219
      Abstract: The purposes of this research were 1. To explore students’ deficiencies in learning mathematics on the topic of Surface Area and Volume, 2. To construct diagnostic tests in learning mathematics on the topic of Surface Area and Volume, and 3. To study guidelines for solving deficiencies in learning mathematics on the topic of Surface Area and Volume. The sample consisted of 420 grade 9 students in the second semester of the academic year 2020 of 8 schools under the Secondary Education Service Area Office, Chaiyaphum, obtained through multistage random sampling. The research instruments were two tests. Test 1 was for finding out learning deficiencies. It was a gap-fill test with 40 items and was given to a sample of 100 students. The results of Test 1 were used to create Test 2 which was a 4-choice test with 40 items and was given to students twice. For the first time, it was given to 150 students to determine the item difficulty and the item discrimination. Then, 10 items were eliminated from Test 2. The 30 items that remained were given to 170 students. This test was later used as the diagnostic test on the topic of Surface Area and Volume for grade 9 students. The target consisted of 5 teachers with expertise in mathematics and 10 grade 9 students from Phukhiao School, Chaiyaphum, obtained through purposive sampling. The instruments were 2 sets of semi-structured interview questions: the first set, consisting of 12 questions, was used with the teachers, and the second set, consisting of nine questions, was used with the students. The statistics employed in data analysis were percentage, the mean, and standard deviation.
      The results of the research were as follows:
      1. The students’ deficiencies in learning mathematics on the topic of Surface Area and Volume for grade 9 students were: the lack of understanding of three-dimensional shapes’ features, of 3-dimensional visualization, and of the unfolding of three-dimensional shapes; the inability to memorize the formula due to lack of teachers’ demonstration, therefore, the students could not find the area and volume of various shapes; inability to solve the problems on the topic of Surface Area and Volume; and the lack of understanding of the relations between 3-dimensional shapes.
      2. The diagnostic test in learning mathematics for grade 9 students was a 4-choice test with 40 items, after being given for the first time to 150 students, it was found that: the item difficulty ranged from 0.12 to 0.77, the item discrimination from -0.18 to 0.72, and the content validity was 1.00. After this step, 30 items were chosen for the test to be given for the second time. After the test was given for the second time to 170 students, it was found that the item difficulty ranged from 0.31 to 0.75, the item discrimination from 0.21 to 0.73; all 30 items were valid, with the reliability of 0.90. Regarding the validity, calculated from the correlation between the score of the second diagnostic test and the students’ mathematics GPA of 5 semesters starting from grade 7, was 0.72, which was statistically significant at the 0.01 level.
      3. The guidelines for solving deficiencies in learning mathematics on the topic of Surface Area and Volume for grade 9 students were as follows:
      3.1 The teacher must review the previous lesson before introducing a new one in every class.
      3.2 The teacher should complete the lesson of both surface and volume of each shape first before moving to the new shape. Also, teaching of a chapter should be completed within that semester.
      3.3 At the beginning of the lesson on shapes, the teacher should give a summary that there are 2 types of prisms, pyramids, cylinders, and cones while there is only one type of spherical shapes. Moreover, the teacher should emphasize that quadrilateral shapes with right angles are divided into 3 types.
      3.4 The teacher should use songs in teaching to grab students’ attention. In addition, the instructional media should be realia or media that can give vivid images, the example of which is using the GSP program to show the three-dimensional pictures of geometric shapes.
      3.5 The class should involve dividing students into groups for sharing knowledge and exchanging of ideas. The students should also be assigned to present or discuss ideas in front of the class.
      3.6 There should be remedial teaching for the students with learning deficiencies, determined by the diagnostic test, to help them to achieve higher learning outcomes.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Needs in Managing the General Education Section of Phra Pariyattidharma
           Schools toward Excellence

    • Authors: Phrachoedsak Srijan, Saowanee Sirisooksilp, Putcharee Junpeng
      Pages: 220 - 234
      Abstract: The objectives of this research were (1) to study the current state and desired state of the General Education Section of Phra Pariyattidharma Schools, and (2) to study the needs in managing the General Education Section of Phra Pariyattidharma Schools toward excellence. The sample used in the research composed of school managers, school directors or school acting directors, school deputy directors, and teachers working in the general education section of Phra Pariyattidharma Schools, totaling 1,352. The instruments in this research were (1) a need assessment form, which was a 5-point rating scale with the dual response format of 30 items to collect the data in details on the present school management and the desired school management, with the discrimination between 0.51 and 0.83 and Cronbach's Alpha Coefficient of 0.95, and (2) a field note. The analysis of data employed descriptive statistics, t-test (independent samples) and Modified Priority Needs Index (PNIModified).
      The research results revealed that:
      (1) On the whole, the current state of management of Phra Pariyattidharma Schools was in the average level ( = 3.13, S.D. = 0.78). When each aspect was considered, it was found that the highest mean fell on the aspect of outcomes ( = 3.16, S.D. = 0.81), followed by the aspect of organization leading ( = 3.15, S.D. = 0.82), and the aspect with the lowest mean was students and stakeholders ( = 3.10, S.D. = 0.49). Regarding the desired state of managing Phra Pariyattidharma Schools toward excellence, on the whole, it was in the high level ( = 4.39, S.D. = 0.58). When considered by aspect, the aspect of the outcomes had the highest mean ( = 4.39, S.D. = 0.58), followed by the aspect of organization leading ( = 4.41, S.D. = 0.60), and the aspect with the lowest mean was students and stakeholders ( = 4.37, S.D. = 0.63), respectively.
      (2) The overall results of the assessment of needs in managing the General Education Section of Phra Pariyattidharma Schools toward excellence revealed that the administrators and teachers had a difference between the needs in the current state and the needs in the desired state, with statistical significance at the level of .01 (PNIModified = 0.371). When each aspect was considered, it was found that the aspect with the highest development need was the aspect of students and stakeholders (PNIModified = 0.40), followed by the aspect of planning (PNIModified = 0.40) and performance (PNIModified = 0.407), and the aspect with the lowest development need was the aspect of personnel (PNIModified = 0.39), sequentially.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Multilevel Structural Equation Modeling of Self-directed Learning of
           Nursing Students

    • Authors: Patcharaporn Thabmali, Aphisit Tamsat, Teerut Suksakulwat
      Pages: 235 - 249
      Abstract: The research aimed to study the effect of social support of nursing instructors on learning styles and self-directed learning of nursing students. The sample consisted of 371 nursing students from 21 nursing educational institutions, selected through simple random sampling. A 5-point rating scale questionnaire with 76 items was used in collecting data on 1) learning styles, 2) social support from nursing instructors and 3) self-directed learning. All of the components had high reliability ( > .80). The data analysis employed multilevel structural equation modeling (MSEM).
      The research found that the multidimensional structural equation model was consistent with the empirical data ( 2(35) = 50.606, p = .048, CFI = .989, TLI = .984, RMSEA = .035, SRMRw = .015 and SRMRb = .115). The model of the nursing student level revealed that the learning styles could explain the variation of self-directed learning at 73.0%. Meanwhile, the model of the nursing instructor level revealed that the learning styles of nursing students and social support from nursing instructors could explain the variation of self-directed learning of nursing students at 80.7%. The results of the effect analysis showed that self-directed learning of nursing students was directly affected by social support of nursing instructors, but not with statistical significance ( = .134, p = .388), while it had indirect effect through learning styles of nursing students ( = -.594, p = .015). Therefore, the development of self-directed learning of nursing students should begin with organizing for learning and teaching in accordance with a learning style in which the nursing instructors give partial support to enable nursing students to develop themselves together effectively.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of a Program Theory to Evaluate the Policy of Managing
           Education for the Life-Quality Improvement Based on
           Environmentally-Friendly Approaches

    • Authors: Purit Wachabandit, Sirichai Kanjanawasee, Duangkamol Traiwichitkhun
      Pages: 250 - 264
      Abstract: This research aimed to develop a program theory to evaluate the policy of managing education for the life-quality improvement based on environmentally-friendly approaches in schools under the Office of the Basic Education Commission. The development comprised 3 steps: Step 1, drafting the preliminary program theory conceptual framework from the study of related documents and researches with document synthesis, Step 2, adjusting the program theory conceptual framework in the light of comments and suggestions of intended users by synthesizing data from semi-structured interviews, Step 3, checking the feasibility of the program theory from the data collected from the actual performance of the schools under the case study by comparing the performance of the school, using the data recorded. The results revealed that the program theory for evaluation of the policy of managing education for the life-quality improvement based on environmentally-friendly approaches consisted of 9 factors and 25 indicators. That is, Part 1, evaluation of policy implementation comprised: 3-factor interventions which were policy communication, policy monitoring, and resource support; 3-factor determinants which were understanding the policy, attitude and acceptance of the policy, and policy setting in schools; and 1-factor outcome which was policy-based organizing for learning. Part 2, policy outcome evaluation comprised: 2-factor outcomes which were environmental change from learning and environmental literacy in the students.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Comparison of Q-Matrix Validations for a Cognitive Diagnostic Test between
           Expert Judgement Method and PVAF Index Method

    • Authors: Warute Phiwngam, Nhabhat Chaimongkol
      Pages: 265 - 281
      Abstract: The purpose of this research was to compare the quality of two Q-matrix validation methods which were the expert judgement method and the PVAF index method, for a cognitive diagnostic test. The cognitive diagnostic test in this research was a 4-choice test which contained 40 questions. Each item aimed to measure one to three attributes. The sample of this research consisted of 225 grade 10 students in Bangkok, in the academic year 2020. The result of this research was obtained by using G-DINA Model as a cognitive diagnostic model. The R Program was applied to analyze the quality of Q-matrix with PVAF index method.
      The result of this research showed that the Q-matrix validated by the expert judgement method could measure the students’ attributes more accurately than the PVAF index method, based on the developed Q-matrix, as the expert judgement method could specify Q-matrix without any misspecifications. Meanwhile, the PVAF index method showed only 22 items (55.0%) from 40 items that were correctly specified, compared to the developed Q-matrix, and 9 items (22.5%) were incorrectly specified, compared to the developed Q-matrix, and there were 9 items (22.5%) that attributes could not be specified.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Factor Analysis of Research Competency of Secondary School Teachers under
           the Office of the Basic Education Commission in the Northeast

    • Authors: Wallaya Khotnarin , Jatuphum Ketchatturat , Pattrawadee Makmee
      Pages: 282 - 292
      Abstract: The objective of this research was to analyze the factors of research competency of secondary school teachers under the Office of the Basic Education Commission in the Northeast. The sample consisted of 500 teachers from 63 secondary schools in the Northeast, obtained through multistage random sampling. The research tool was a research competency test, with 90 items. The analysis of data employed descriptive statistics, Pearson's correlation coefficient and a confirmatory factor analysis of the Mplus 7.0 program. The results of the research revealed that 1) the research performance measurement model of secondary school teachers under the Office of the Basic Education Commission in the Northeast consisted of 3 components (1) research knowledge (2) attributes of teacher researchers, and (3) research skills. 2) The results of the consistency examination of the secondary school teachers’ research competency measurement model showed that the model was consistent with the empirical data, by considering the chi-square value (2) = 10.325 at degrees of freedom (df) = 6, significance level = 0.112, comparative fit index (CFI) = 0.974, Tucker-Lewis Index (TLI) = 0.964, Root Mean Square Error of Approximation (RMSEA) = 0.043, Standardized Root Mean Square Residual (SRMR) = 0.012. The results indicated that this tool could be used to assess the teachers’ research competency.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Designing of the Diagnostic Report of Mathematical Proficiency Level
           Through Real Time Digital Learning Platform

    • Authors: Sineenart Phaengkham, Patcharee Junpeng, Samruan Chinjunthuk, Prapawadee Suwannatrai, Metta Marwiang, Chaiwat Tawarungruang, Jaruwan Thuanman
      Pages: 293 - 310
      Abstract: The study was intended to analyze students’ multidimensional response patterns for creating transition points of mathematical proficiency levels and to design the student real time diagnostic report of mathematical proficiencies. The respondents were 1,559 grade 7 students. The research instrument was a 4-choice objective test on 3 topics, namely number and algebra, measurement and geometry, and statistics and probability, through a package of diagnostic tools in an online testing system—"eMAT-Testing.”
      The results are presented below.
      1. The transition points for mathematical proficiency levels, from the analysis of the students’ response patterns, which were used to design the student report covered two dimensions: mathematical procedures and conceptual structures, in three substances. In each substance the student’s proficiency in each dimension could be classified into 5 levels and 4 transition points.
      2. The student diagnostic report of mathematical proficiency level using real time digital learning platform was composed of 2 parts: 1) the individual report for students and parents, displaying personal information, earned scores and feedbacks to indicate the student’s current proficiency level, areas of improvement, and channels of additional learning; 2) the report for teachers, educational institutions, and educational service areas, showing students’ overall results.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of an Automatic Item Generation System for Item Bank
           Classified by Content and Difficulty Levels: Application of Assessment
           Engineering Concepts

    • Authors: Surachai Raksombat, Piyathip Pradujphom, Kanok Panthong
      Pages: 311 - 330
      Abstract: The objectives of this research were 1) to create a mathematics item model in mathematics of grade 7, and 2) to develop an automatic item generation system for item bank classified by content and difficulty levels in mathematics of grade 7. The research was conducted in 2 phases. Phase 1 dealt with creating a mathematics item model in mathematics of grade 7. Phase 2 dealt with development of an automatic item generation system and to organize the item bank for grade 7, classified by content and difficulty levels in mathematics of grade 7.
      The results showed that:
      1. The mathematics item model in mathematics of grade 7 that was created consisted of 5 main parts: 1) stems, 2) elements, 3) options, 4) auxiliary Information and 5) keys. The items appropriate for creating an item model were 203 questions and were used to create 10 item model formats. On the whole, the item model was valid and passed the criteria.
      2. The development of an automatic item generation system for item bank classified by content and difficulty levels in mathematics for grade 7 was carried out in the form of a web application which can be used via the Internet at https://www.aig-system.com. The overall program was suitable at a high level and accepted by the experts. The evaluation of the efficiency of the program was at a very good level, satisfying the program's users.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Development of the Factors and Indicators of Academic Leadership of the
           Head Teachers of Academic Affairs in General Education Private Schools in
           Bangkok

    • Authors: Suraphat Thanyawongse, Chainarong Suvarnasara, Warunee Lapanachokdee
      Pages: 331 - 345
      Abstract: The objectives of this research were 1) to develop academic leadership factors and indicators of the head teachers of academic affairs in general education private schools in Bangkok, 2) to validate and confirm the academic leadership factors and indicators of the head teachers of academic affairs in general education private schools in Bangkok. The population consisted of 708 head teachers of academic affairs in general education private schools in Bangkok, 237 of whom were selected to be in the sample. The instrument was a questionnaire. Data analysis employed frequency, percentage, the mean, standard deviation and confirmatory factor analysis.
      The research results revealed that the academic leadership factors and indicators of the head teachers of academic affairs in general education private schools in Bangkok consisted of (1) student development, with 4 indicators, (2) educational personnel development, with 3 indicators, (3) upgrading educational standards, with 4 indicators, (4) supervision, with 4 indicators, and (5) educational assessment, with 3 indicators. The validation of the levels of practice of academic leadership factors and indicators of the head teachers of academic affairs in general education private schools in Bangkok indicated that the practice of all indicators was at the high level. The confirmatory factor analysis of the model was consistent with the empirical data with both the first order and the second order, as shown by the statistics as follows: chi-square =121.61, df = 114, p=0.29, CFI = 1.00, GFI = 0.95, AGFI= 0.92, RMSEA = 0.017, RMR = 0.011.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Designing Open-Ended Question Scoring for Assessment of Student
           Mathematical Proficiency Levels Through Digital Technology

    • Authors: Apinya Fiothong, Putcharee Junpeng , Prapawadee Suwannatrai, Samruan Chinjunthuk, Chaiwat Tawarungruang
      Pages: 346 - 362
      Abstract: The study aimed to (1) analyze students’ multidimensional response patterns for determining cut scores for assessment of mathematical proficiency levels on the topic of Measurement and Geometry, and (2) to design and assess the quality of open-ended question scoring for assessment of mathematical proficiency levels through digital technology. Design research was applied. The sample consisted of 528 grade 7 students. The research instrument was an open-ended question test on the topic of Measurement and Geometry through diagnostic tools in an online testing system—"eMAT-Testing.” The analysis of the collected data employed the MRCML model.
      The results were as follows:
      1. On determining cut scores of mathematical proficiency levels by defining criterion zones on Wright Map, it was found that mathematical processes featured five levels with four cut scores, ranging from the lowest to highest as follows: -2.30, -0.43, 0.78, and 1.15, respectively. Similarly, conceptual structures consisted of five levels with four cut scores, including -2.76, 0.11, 0.46, and 1.16, respectively. Such cut scores can be employed to determine proficiency ranges, scale scores, and raw scores as criteria for assessment of mathematical proficiency in each dimension.
      2. In terms of designing the open-ended question scoring through digital technology, it featured five parts, namely (1) input, (2) process, (3) processing, (4) output, and (5) assessment reporting. The assessment of its quality through standards-based assessment and heuristic assessment conducted by experts showed that: (1) the standards-based assessment on all 3 aspects— accuracy, utility, and feasibility—were rated with the highest level of assessment. (2) Based on the heuristic assessment, the overall system had the highest level of suitability; visibility of system status was rated with the highest level of assessment, while aesthetic and minimalist design obtained the lowest level of assessment.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
  • Test of Gender Invariance of the E-learning Acceptance Scale of College
           Students during the COVID-19 Pandemic

    • Authors: Akadet Kedcham, Tatchapong Sattabut
      Pages: 363 - 379
      Abstract: This research aimed to 1) assess the reliability, construct validity of the E-learning acceptance scale and 2) test gender invariance of the E-learning acceptance scale. The sample consisted of 400 students of the Faculty of Management Science of Bansomdejchaopraya Rajabhat University; power analysis for structural equation modeling was used to determine the sample size. Stratified random sampling based on gender using secondary dataset of e-learning effectiveness evaluation was used. Frequency, percentage, the mean and standard deviation, Pearson’s correlation coefficient and multi-group confirmatory factor analysis were used to analyze the data.
      The results yielded that 1) the E-learning acceptance scale was composed of 3 constructs: perceived ease of use, perceived usefulness and intention to use e-learning, with high reliability of 0.91, 0.92 and 0.93 accordingly. The confirmatory factor analysis demonstrated that the measurement model labeled a high quality of construct validity (2=32.93, df=24, p-value=0.11, CFI=.99, RMSEA=0.03), and 2) the E-learning acceptance scale featured strict gender invariance.
      PubDate: 2022-06-16
      Issue No: Vol. 28, No. 1 (2022)
       
 
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