Authors:Iratrachar Amornpipat Pages: 1 - 10 Abstract: This study examined the pilot safety behaviours' effects on the perception of organisational safety culture among Royal Thai Army pilots. Data were collected from a sample of 202 Royal Thai Army pilots. A questionnaire was used as a research instrument to collect data. Data collected were then analysed using descriptive statistics and stepwise regression analysis. This study indicated that the four dimensions of safety behaviour, namely: intra-family relationship, job characteristics, health, and self-discipline are moderately correlated with the organisation's perceived safety culture (r = 0.59). The regression analysis shows that the safety behaviours in terms of self-discipline in aviation and job characteristics affected the organisation's perceived safety culture with a statistical significance level of 0.05. PubDate: 2021-09-02 Issue No:Vol. 8 (2021)
Authors:Korapun Tantivejkul, Artnarong Manosuttirit , Thanawat Wannaprapha Pages: 11 - 24 Abstract: The purposes of this research were as follows: 1) to develop lessons based on blended learning for a Thai for Communications Course, focusing on receptive skills development; 2) to compare the learning achievements between two groups of learners: one using the normal learning method and the other using the blended learning method; and 3) to assess the learner ‘s’ satisfaction among the group that took the blended learning lessons. The sample consisted of 60 learners from the 1st Year Naval Rating Students of the 2019 academic year, drawn from the Naval Rating School using the simple random sampling method. The learners were divided into two groups: one group of 30 using the normal learning method and the other group of 30 using the blended learning method. The instruments used in this research were: 1) blended learning lessons for the Thai for Communications course with the focus on receptive skills development that has undergone quality evaluation by experts on its content, technique, as well as measurement and evaluation; 2) a learning achievements test; and 3) a learner ‘s’ satisfaction survey for the group that took the blended learning lessons. The results of this research were: 1) the content, instructional media, as well as the measurement and evaluation of the blended learning lessons for the course received a “satisfactory” level of quality in its evaluation by the experts, with the averages of 4.72, 4.49, and 4.70 respectively; 2) the group that took the blended learning lessons had an average of 25.77 learning achievement, which was higher than that of the group taking the normal learning lessons, with a statistical significance of 0.05; and 3) the learners taking the blended learning lessons had a high satisfaction with an overall average of 3.67. PubDate: 2021-09-02 Issue No:Vol. 8 (2021)
Authors:สรัลพร ถนัดรอบ, Tharinthorn Namwan Pages: 25 - 38 Abstract: This research aims to: 1) study the current states, the desirable conditions and the priority needs of competency in curriculum administration and learning management for teachers; and 2) to develop a program to enhance competency in curriculum administration and learning management for teachers. The sample was 472 school administrators and teachers under the Surin Secondary Educational Service Area Office. The sample was derived by stratified random sampling. The research tools were: 1) a set of questionnaires to assess the current state and the desirable conditions of competency in curriculum administration and learning management; 2) an interview form; and 3) a program assessment form. The statistics were analyzed by using frequency, percentage, mean, standard deviation, reliability, and Modified Priority Needs Index. The results showed that: 1) The overall current states of competency in curriculum administration and learning management for teachers were at a high level. The overall desirable conditions were at the highest level. As for the priority needs for development, ordered from most to least were: Classroom management, Measuring and evaluating learning outcomes, Utilization, and development of innovative media, Learning design and organization, Learner-centered learning organization, and Curriculum construction and development. 2) The development program to enhance competency in curriculum administration and learning management for teachers under the Surin Secondary Educational Service Area Office was divided into 2 parts. The first part was the development program, which is organized into 6 parts: Principles, Objectives, Program Structure, Development methodology, Techniques and tools, and Measurement and assessment. The program content consisted of 6 modules: 1) Curriculum construction and development; 2) Learning design and organization; 3) Classroom management; 4) Learner-centered learning organization; 5) Utilization and development of innovative media; and 6) Measuring and evaluating learning outcomes. The second part was the program evaluation, which found that overall, the program content was highly appropriate and could be realistically implemented. PubDate: 2021-09-02 Issue No:Vol. 8 (2021)
Authors:สมพร โกมารทัต Pages: 39 - 49 Abstract: This quantitative research is aimed at studying the expectations of foreign language learning management in the training of graduates for the digital age (or Graduates 4.0, according to the Thailand 4.0 National Strategy) and to compare expectations regarding the management of foreign language learning from the perspectives of learners and instructors. The population and samples were learners and instructors at the undergraduate level from universities in Bangkok and its vicinity. The questionnaire was the main research tool. Statistical tools used for data analysis were percentages, mean scores, standard deviation, and the Independent–sample t-test analysis. The research results showed that: 1) Learners and instructors had consistent opinions on the expectations and goals of foreign language learning for the digital age, focusing on individual skills in communications, listening, speaking, reading and writing (Interpersonal Communication), to interpret and analyze what is perceived and communicated (Interpretive Communication), and to present information and communicate ideas (Presentation Communication). This graduates’ foreign language program is a course that integrates knowledge and language, with an emphasis on language competencies and the utilization of blended learning as the main principle of learning management; and 2) The expectations for foreign language learning management from the perspective of the learners and instructors did not differ. PubDate: 2021-09-02 Issue No:Vol. 8 (2021)
Authors:สกุลกาญจน์ นิยมพลอย, Fuangarun Preedeedilok, Chanyapat Wiphatthanananthakul Pages: 50 - 63 Abstract: The purpose of this research was to study the conceptual framework of national security, the national security strategy, and Royal Thai Army commissioned officer’s competency. The research was a qualitative research, which utilized conceptual framework evaluation and in-depth interviews. There were 10 research informants including 5 military experts, 2 Royal Thai Army commissioned officers who are involved in research regarding commissioned officers’ competency or national security, and 3 Royal Thai Army commissioned officers who graduated from Chulachomklao Royal Military Academy or from abroad. Research instruments consisted of a conceptual framework evaluation form and Semi-structured interview form. Content analysis from the evaluation and interview was used. The research findings indicated that: 1) There was a change in the national security context that occurred at the global, regional, and national levels, where each level was interrelated. The threat model composed of traditional and non-traditional threats. The actor could be both a state and non-state. Threat patterns changed with technological advances. Finally, the change in security threat models affected military operations; 2) According to the National Security Strategy, the Royal Thai Army’s missions could be classified into 3 groups: (1) National defense, (2) maintaining order and domestic security, and (3) Non-military operations; and 3) The Royal Thai Army commissioned officers had 5 competencies: (1) Leadership, (2) Operational skills, (3) General knowledge, (4) Readiness for change, and (5) Language skills. PubDate: 2021-09-02 Issue No:Vol. 8 (2021)
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