Journal of the Association of Researchers

Thais Analysis Rum Wong Tam Lueng Thong Band Thai Folk Dance Song in Nong Tamlueng Sub-district, Phanthong District, Chonburi Province.

Apitchart Detsupa — 2026-04-16

This research article performs an analysis. The Rum Wong Tum Lueng Thong Band in Nong Tumlueng Sub-district, Phanthong District, Chonburi Province, is a research study on folk songs in the eastern region of Thailand. The objective is to study the history, roles, and musical performances of the band using qualitative research methods and ethnomusicological approaches for data collection and analysis. Content analysis presented in a descriptive style. The study found that the Rum Wong Tum Lueng Thong Band was established in 2006 by a group of brass band musicians residing in Nongtumlueng Sub-district, Phanthong District, Chonburi Province. At its initial establishment, the ensemble comprised approximately 9–10 musicians and an additional 5–10 dancers. Its primary function was to provide musical performances for ordination ceremonies. Subsequently, it evolved into a Ram Wong performance troupe, which could also be adapted into a Ruk Thung band (Thai country music) configuration. It later developed into a Ram Wong dance ensemble that could also be adapted into a Ruk Thung music band format. The roles and functions of the Ram Wong Tam Lueng Thong Troupe involve providing musical performances to accompany Ram Wong dancing at various festive events. The ensemble typically selects fast-tempo Ruk Thung songs and performs within Nong Tamlueng Subdistrict, Phan Thong District, Chon Buri Province. In addition, at present, the troupe has expanded the scope of its engagements to include performances in other areas of neighboring provinces. The musical performance practices of the Ram Wong Tam Lueng Thong Troupe involve rehearsal and repertoire transmission through 3 methods: oral instruction, Thai musical notation, and Western musical notation. A set of performance repertoire consists of 5 songs, which are used for one performance suite or one cycle of Ram Wong dancing. In a single night, approximately 10–15 cycles are presented, totaling about one and a half hours of performance time.

Research on the Heterogeneity of Project-Based Teaching Effectiveness in Higher Vocational Colleges in Henan Province, China

Guoqiang Li — 2026-04-16

This study examined the implementation effectiveness of Project-Based Learning (PBLE) in higher vocational education using a structural equation modeling (SEM) approach, with emphasis on differences between teachers’ and students’ perceptions. A quantitative cross-sectional survey was conducted among teachers and students from higher vocational colleges in Henan Province, China. PBLE was conceptualized as a multidimensional construct consisting of Project Task Completion, Team Collaboration Ability, Teacher Guidance Effectiveness, Project Authenticity, Self-Efficacy, and Transferable Professional Competency. The results indicated that PBLE was implemented at a moderate to high level, though significant heterogeneity existed across groups. Project Task Completion and Team Collaboration Ability emerged as strengths, while Project Authenticity and Transferable Professional Competency showed weaker effects. The findings highlight the context-dependent nature of PBLE and emphasize the importance of authentic projects and teacher professional development.

A Study on Improving the Quality of College Chinese Teaching in Higher Vocational College in China: A Case Study of Southwest China

Zhu Lili — 2026-04-16

This study aimed to examine the influencing factors of classroom teaching quality in College Chinese courses offered in higher vocational colleges in Chengdu, China, and to identify key approaches for quality improvement. A quantitative research design was employed using a questionnaire survey administered to vocational college students. Structural Equation Modeling (SEM) was applied to analyze the relationships among institutional factors, teacher-related factors, instructional factors, learner-related factors, and classroom teaching quality.

The results reveal that classroom teaching quality is significantly influenced by multiple dimensions. Instructional factors, particularly teaching methodologies and teacher–student interaction, exert the strongest effect on teaching quality, followed by teacher-related factors, learner-related factors, and institutional factors. The proposed model explains a substantial proportion of variance in classroom teaching quality, indicating strong explanatory power.

These findings highlight the necessity of a systematic and integrated approach to improving College Chinese classroom teaching quality in higher vocational education and provide empirical evidence to support curriculum reform, teacher professional development, and institutional quality enhancement.

Nanjing College's Development and Innovation in Digital Education Under the Strong National Strategy of Innovation and Technology

Ge Wu — 2026-04-16

This study aims to examine the mechanisms influencing digital education innovation in higher education institutions within the regional innovation system of Nanjing, China. It focuses on identifying key factors and analyzing the relationships among motivation mechanisms, operational logic, resource matching, and innovation outcomes based on the Triple Helix and Regional Innovation System perspectives.

A quantitative research design was employed. Data were collected from administrators and faculty members involved in digital education initiatives, and analyzed using Structural Equation Modeling (SEM).

The results indicate that both motivation mechanisms and operational logic have significant positive effects on digital education innovation, with operational logic exerting the strongest influence. Additionally, resource matching fully mediates the relationship between digital education development and innovation outcomes, suggesting that digital initiatives contribute to innovation only when strategic objectives, human capital, financial resources, and technological infrastructure are properly aligned. The model explains 38.2% of the variance in innovation outcomes.

The findings highlight the importance of effective governance, collaborative processes, and strategic resource alignment in promoting sustainable digital education innovation in regional higher education institutions.