SSRU Academic Journal of Education

Developing problem-solving thinking skills of kindergarten students year 2 Watwetawanthummawat school by organizing creative art activities through the engineering design process

Panyapha Lalee, Manita Thongsukh, suphanwadee waiyaroop, Thitikan Thitisoponsak — Tue, 09 Dec 2025 00:00:00 +0700

This research is a quasi - experimental research with the objective to create and determine the effectiveness of creative art activities through the engineering design process to develop problem-solving skills of students in kindergarten 2 at Watwetawanthummawat School with 80/80 criteria and to compare the problem-solving thinking skills of students in kindergarten 2 students at Watwetawanthummawat School before and after the implementation of creative art activities through the engineering design process. The sample group for this research consisted of 20 kindergarten 2 students selected from a total of 40 students. The sampling method used in this research was purposive sampling, chosen because the students had pre-existing issues with problem-solving thinking skills. The research instruments included: 12 lesson plans for creative art activities incorporating the engineering design process, which achieved the highest level of quality with an average mean 4.93 and an Index of Item-Objective Congruence (IOC) of 0.30. A problem-solving thinking skills assessment form, which demonstrated content validity with a Content Validity Index (CVI) ranging from 0.67 to 1.00. The statistics employed for data analysis were the Mean, Standard Deviation, and Validity. The results showed that the creative art activities through the engineering design process to develop the problem-solving thinking skills of Kindergarten 2 student at Watwetawanthammawat School were effective at 84.10 /80.42, which passed the 80/80 criterion as required. After organizing creative arts activities through the engineering design process, it was statistically significantly higher than before the event at the level of .05

Development of Management Strategies to Promote and Develop Organizational Strength Children’ s Student Council Youth in School According to the Concept of Promoting Student Leadership in to Practice in the Secondary Educational Service Area Office Bangkok 1 under the Office Bangkok 1 under the Office of the Basic Education Commission

Sarayut Thisrichai — Tue, 09 Dec 2025 00:00:00 +0700

The objectives of this research were: 1) to study the current and desired conditions of promoting and developing the strength of student council organizations for children and youth in educational institutions under the Bangkok Secondary Educational Service Area Office 1, Office of the Basic Education Commission; 2) to develop strategies for promoting and developing the strength of student council organizations for children and youth in educational institutions under the Bangkok Secondary Educational Service Area Office 1, Office of the Basic Education Commission; and 3) to evaluate the results of implementing the strategies for promoting and developing the strength of student council organizations for children and youth in educational institutions under the Bangkok Secondary Educational Service Area Office 1, Office of the Basic Education Commission. This research employed a mixed-methods approach. The sample consisted of 201 participants. The instruments used in this study were questionnaires, strategic evaluation form and satisfaction assessment forms. The statistics used for data analysis were percentage, mean, standard deviation, and PNI_modified.
The research findings revealed that: 1) the current condition of promoting and developing the strength of student council organizations for children and youth in educational institutions under the Bangkok Secondary Educational Service Area Office 1 was at a high level overall, while the desired condition was at the highest level overall; 2) the strategies for promoting and developing the strength of student council organizations for children and youth in educational institutions comprised 4 main strategies, 9 sub-strategies, and 35 implementation methods; and 3) the overall evaluation of the implementation of the strategies for promoting and developing the strength of student council organizations for children and youth in educational institutions was at a high level.

Need Assessment in Executive Function Skills Early Childhood Development under Sakonnakhon Primary Education al Area Office 1

Wipada Kunsonnan, Akkaluck Pheasa, Pornthep Steannoppakao — Tue, 09 Dec 2025 00:00:00 +0700

The purpose of this research were: 1) Study Executive Function Skills in early childhood; 2) study the current state of Executive Function Skills in early childhood development; 3) Study and assess the needs for developing Executive Function Skills in early childhood; 4) Study guidelines In developing Executive Function Skills in early childhood. The sample group used in the research consisted of 359 early childhood teachers, obtained from multi-stage sampling. The research tools were questionnaires, using a 5-level rating scale. Statistics used in data analysis included percentages, means, and standard deviations, and the index of prioritizing essential needs. (PNI_modified)
The findings were as follows; 1. The components of Executive Function Skills in Early Childhood Development consisted of 6 components which are 1.1) Working Memory Skills 1.2) Inhibitory Control Skills 1.3) Cognitive Flexibility Skills 1.4) Attention Skills 1.5) Emotional Control Skills and 1.6) Self – Monitoring Skills. 2. The current state of Executive Function Skills in Early Childhood Development at a moderate level, and the desired state of Executive Function Skills in Early Childhood Development un under Sakonnakhon Primary Educational al the Area Office 1 were at a highest level. 3. The needs Assessment in Executive Function Skills in Early Childhood Development under Sakon Nakhon Primary Educational al Area Office 1. Overall, PNI_modified was 0.517. When considering each side in descending order, it was found that working memory skills PNI_modified were 0.727, Inhibitory Control Skills PNI_modified were 0.521, Cognitive Flexibility Skills PNI_modified were 0.481, and Attention Skills were PNI_modified 0.399 emotional regulation PNI_modified and Self-assessment PNI_modified were 0.378, respectively. 4. Guidelines for Developing Executive Function Skills for Early Childhood Success; 4.1) Working Memory Skills Teachers should provide opportunities for young children to think, question, observe, make decisions, and take action on their own. A variety of activities should be organized to promote the development of working memory skills. These activities should be engaging, stimulating, and include repetition or revisiting of concepts to encourage children to think consistently. 4.2) Inhibitory Control and Reflective Thinking Skills Early childhood teachers should possess accurate knowledge on how to develop children’s inhibitory control and reflective thinking skills. Children should be guided to regulate their own desires, remain patient, and resist various temptations around them. Teachers can organize activities that simulate real-life situations and include reflective discussions based on those situations, helping children adjust their thoughts and responses appropriately as circumstances change. 4.3) Cognitive Flexibility Skills Early childhood teachers must have a correct understanding of how to foster children’s cognitive flexibility. Integrated learning activities should be designed to stimulate this skill, enabling children to adapt quickly to new situations. Activities should encourage children to ask questions, think beyond conventional boundaries, and respond flexibly to various contexts.

Guidelines for Developing and Promoting Professional Learning Communities of Highland Schools in Remote Areas Under Tak Primary Educational Service Area Office

Natthawadee Nimnual, Pruettipol Pruettikul — Tue, 09 Dec 2025 00:00:00 +0700

The purposes of this research were to study the conditions, the problems and the Guidelines for Developing and Promoting Professional Learning Communities of Highland Schools in Remote Areas Under Tak Primary Educational Service Area Office. The samples consisted of 320 educators who were 66 school administrators and 254 teachers. The respondents consisted of 17 experts. The research instruments were a questionnaire and an interview. The data were analyzed using frequency distribution, percentage, mean and standard deviation.
The results revealed that (1) In general, the conditions of promoting a professional learning community were at the high level. The highest mean were collaborative support and leadership. The problems of promoting a professional learning community were found that the schools did not appoint the committee for promoting a professional learning community (PLC). (2) The guidelines for promoting a professional learning community of schools in the highland area were as follows: 1) the schools should set a meeting for organizational structure setting and appoint the committee for promoting a professional learning community of schools. 2) the schools should encourage teachers to create the innovation for solving instructional problems. 3) the administrators and teachers set Memorandum of Understanding (MOU) for innovation development. 4) the school announced teachers’ performance and tasks and also assigned teachers’ jobs. and 5) the administrators should support teachers for vocational learning community, learning exchange and cooperate my innovation development for solving instructional problems.

The Guidelines Leadership Development in the Vuca World of School Administrators Under Sakon Nakhon Primary Educational Service Area Office 3

krittiya Intisaen, Suphirun Jantarak, Wannika Chalakbang — Tue, 09 Dec 2025 00:00:00 +0700

This research objective for study 1) component of leadership in the VUCA world of school administrators 2) Study The current state and the condition that should of leadership in a VUCA world for educational administrators 3) Study the assessment of the need for VUCA world leadership of school administrators and 4) Study the guidelines for developing VUCA world leadership of school administrators under the Office of Sakon Nakhon Primary Educational Service Area 3. The sample group of this study comprised 335 participants used in this research consisted of school administrators and teachers under Sakon Nakhon Primary Educational Service Area Office 3. Research tools included a questionnaire with a 5-level rating scale Statistics used included frequency, percentage, mean, standard deviation and Modified Priority Need Index (PNI_modified). By researching needs assessment, the results of the research found that 1) Components of leadership in VUCA world of school administrators include 4 elements: vision, understanding, clarity, and agility. It is appropriate at the highest level. 2) The current state of VUCA world leadership of school administrators, the overall level was at a moderate level (=3.40, S.D.=0.98) and the condition that should VUCA world leadership of school administrators, overall, was at the highest level (=4.51, S.D.=0.41). 3) The results of the assessment of the need for VUCA world leadership of school administrators. When considering each side in descending order, it was found that understanding (PNI_modified = 0.34), clarity (PNI_modified = 0.34), vision (PNI_modified = 0.33) and agility (PNI_modified = 0.31). and 4) The guidelines for developing VUCA world leadership of school administrators consisted of 5 aspects: 1) simplification (PNI_modified) 0.39 2) empathy (PNI_modified) 0.37 3) creating a vision (PNI_modified) 0.36 4) communicating the vision (PNI_modified) 0.34 and 5) delegation of authority (PNI_modified) 0.32.

A Study of the Needs for Social Intelligence Development of the Younger Generation

Sutthiporn Thanthong, Amporn Makhanong, Duchduen Bhanthumnavin — Tue, 09 Dec 2025 00:00:00 +0700

The objectives of this research were 1) to study the current conditions and needs regarding the social intelligence of undergraduate students, and 2) to examine the essential needs for developing their social intelligence. This study was a part of the development of a social intelligence enhancement program for the young generation, based on social intelligence theory and social exchange theory, the target group included final-year undergraduate students entering the workforce, whether through professional training or actual employment. The research population consisted of 440 third-year undergraduate students from Faculty of Education, Suan Sunandha Rajabhat University. The research samples comprised 210 students selected for a survey through simple random sampling, and 10 students selected for interviews through quota sampling, drawn from both a group without experience and a group with experience in part-time work, with 5 students from each group. The researcher utilized a questionnaire and a structured interview form. The analysis involved calculating the mean, standard deviation, PNI modified analysis, and content analysis. The research findings revealed that the overall current condition of social intelligence among the students was at a moderately high level (= 4.21, S.D.= 0.37) meanwhile, the need for developing social intelligence was at a high level (= 4.21, S.D. = 0.37) 2) The areas with the highest essential needs for development were the ability to analyze the underlying thoughts and needs embedded in others’ verbal and nonverbal communication and the ability to think of or select appropriate social behaviors (PNI modified = 0.32) Conversely, the ability to analyze emotions implied in others’ verbal and nonverbal communication showed the lowest essential need (PNI modified = 0.26). Furthermore, most of the interviewees faced issues related to social intelligence. All of them agreed that social intelligence was essential for living in society, and they needed to develop social intelligence in all aspects.

The Quality System Management of World-Class Standard School under the Secondary Educational Service Area Office Kanchanaburi

Nitima Rujirekhasuwan, Pongsak Ruamchomrat — Tue, 09 Dec 2025 00:00:00 +0700

This research aimed to study and compare the quality management of international standard schools classified by work experience and school size. The sample consisted of 278 teachers selected through stratified random sampling. The research instrument was a five-point rating scale questionnaire on quality management practices, with content validity ranging from 0.67 to 1.00 and a reliability coefficient of 0.97. The statistical methods used for data analysis included percentage, mean, standard deviation, one-way analysis of variance (ANOVA), and t-test. The findings were as follows 1) The overall quality management of international standard schools, as well as each aspect, was at a high level. When ranked from highest to lowest, the aspects were: quality of school administrators, management systems, basic factors, and development networks, respectively. 2) The comparison of quality management classified by work experience showed no significant differences overall or in any aspect. However, when classified by school size, there were statistically significant differences at the 0.05 level, indicating that extra-large schools demonstrated higher levels of quality management practices than large schools.

The Effects of Cooperative Learning Management by CIRC Technique on Reading Comprehension Ability in Thai Language of Prathomsuksa 3 Students

Woranuch Bualong, Bantita Insombat — Tue, 09 Dec 2025 00:00:00 +0700

The purposes of this research were to 1) compare the reading comprehension ability of students before and after receiveding the cooperative learning management by CIRC technique, 2) compare the reading comprehension ability of students after receiving the cooperative learning management by CIRC technique with the criteria of 70 %. The sample consisted of 30 Prathomsuksa 3 students at Nakhon Sawan Rajabhat University Demonstration School. The research instruments included 1) the lesson plans with the highest level of appropriateness, 2) the 30 items of reading comprehension ability test with the validity between 0.67- 1.00, the difficulty between 0.23- 0.80, the discrimination between 0.20 - 0.64, and the reliability as 0.81. Data were analyzed by using mean, standard deviation, t-test for dependent sample and t-test for one sample. The research findings were as follows: 1) the students who received the cooperative learning management by CIRC technique had the reading comprehension ability after learning higher than before statistically significant at the .05 level 2) the students who received the cooperative learning management by CIRC technique had the reading comprehension ability after learning higher than the criteria of 70 % statistically significant at the .05 level. For the next research suggestions: 1) should be expanded the scope of the population to compare the results of the cooperative learning management by CIRC technique. 2) should be conducted the research on the effects of the cooperative learning management by CIRC technique with other subjects.

The Organization of Psychological Learning Activities to Promote Positive Thinking in the Science and Art of Creating Happiness Course for Students at Mahasarakham Rajabhat University

Chotika Thamviset — Tue, 09 Dec 2025 00:00:00 +0700

This research aimed to 1) study the effects of psychological learning activities on the positive thinking of students at Mahasarakham Rajabhat University enrolled in the course "The Science and Art of Happiness," and 2) compare the students' positive thinking before and after participating in these activities. The sample consisted of 119 students at Mahasarakham Rajabhat University who were enrolled in course 826622012, "The Science and Art of Happiness," during the second semester of the 2023 academic year, selected using purposive sampling. The research instruments included six psychological learning activities and a 32-item positive thinking measurement scale with a reliability coefficient of α = .861. Data were analyzed using the mean, standard deviation, and the Wilcoxon Signed-Rank Test. The results showed that 1) Mahasarakham Rajabhat University students demonstrated an overall high level of positive thinking. When considering each aspect separately—including listening to and respecting others, optimism, courage in facing problems and obstacles, self-confidence, individuality, and emotional control—all were rated at a high level. Furthermore, 2) the students' positive thinking was significantly higher after participating in the psychological learning activities compared to before, at the p < .05 level of statistical significance.

The Development of Reading and Analytical Thinking Skills in the Thai Language Course by Cooperative Learning Using the STAD Technique at the 6th Grade Level, Sri Banglang Wittayanusorn School, Districk Bannang Sata, Yala Province

Muhammadsahid Salaming, Yamilah kila, Nuraazian Toryib, Narongsak Rorbkorb — Tue, 09 Dec 2025 00:00:00 +0700

The objective of this study was to compare the learning achievement of Grade 6 students before and after instruction using the STAD (Student Teams–Achievement Divisions) cooperative learning technique. The sample for this research was obtained through cluster random sampling, using the classroom as the sampling unit. The participants were 24 Grade 6 students from Sree Banglang Witthayanusorn School. The research instruments included five lesson plans for teaching analytical reading in the Thai language subject for Grade 6 students. Each plan was implemented for two hours, totaling ten hours of instruction. A learning achievement test on analytical reading in Thai language for Grade 6 students, consisting of 30 multiple-choice items with four options. The test was administered both before and after the implementation of the lesson plans. The content validity of the test was verified by experts, yielding an Index of Item-Objective Congruence (IOC) ranging from 0.67 to 1.00. The results of the study indicated that the students’ post-test learning achievement scores in analytical reading were significantly higher than their pre-test scores at the .01 level of statistical significance, demonstrating that the STAD cooperative learning technique effectively enhanced students’ analytical reading ability in the Thai language subject.

The Effects of STEM-Based Learning Activity Sets on Enhancing Creative Thinking Skills and Academic Achievement in the Topic of Separation of Mixtures among Grade 8 Students at Tessaban School 1, Buriram Province

Kunyawee laeid-on, Karupakorn Laeid-on — Tue, 09 Dec 2025 00:00:00 +0700

This study aimed to 1) compare students’ academic achievement before and after learning through STEM activity sets, 2) examine the development of students’ creativity through STEM-based learning, and 3) investigate students’ opinions with learning through STEM activity sets. The study population consisted of Grade 8 students at Thesaban 1 School. The sample group included 42 students, selected using cluster random sampling with classrooms as the sampling unit. The research instruments comprised learning management plans, STEM activity sets, an academic achievement test, a creativity assessment, and a student satisfaction questionnaire. Data were analyzed using mean, standard deviation, dependent t-test, and repeated measures ANOVA. The results revealed that students’ academic achievement after learning through the STEM activity sets was significantly higher than before learning at the .05 level. Students’ creativity scores showed a significant improvement across three measurement stages, with both during-learning and post-learning scores being significantly higher than pre-learning scores at the .05 level. Students had a high level of positive opinions toward learning through the STEM activity set, particularly in the aspects of analytical thinking and systematic problem-solving, which received the highest average scores. The highest opinions were found in the aspect of analytical thinking and systematic problem-solving practice.

The Relationship between Academic Leadership and Inclusive Educational Administration among School Administrators in Special Education Management Schools under the Bangkok Metropolitan Administration

siriwipa maykewklang, Patumphorn Piatanom, Kamoltip Thongkamhaeng — Tue, 09 Dec 2025 00:00:00 +0700

The objectives of this research were to study: 1) the academic leadership of school administrators in special education management schools under the Bangkok Metropolitan Administration (BMA); 2) the inclusive education administration of school administrators in special education management schools under the BMA; and 3) the relationship between academic leadership and inclusive education administration of school administrators in special education management schools under the BMA. The population was 357 special education teachers from 158 educational institutions in the BMA. The sample size of 183 special education teachers under the BMA in the academic year 2023 was selected by stratified random sampling. The research tool was 5-level rating scale questionnaire. The data were analyzed by mean, standard deviation, and Pearson's Product-moment Correlation Coefficient. The research findings were as follows: 1) the overall academic leadership of school administrators in special education management schools under the BMA was at high level; 2) the inclusive education administration of school administrators in special education management schools under the BMA were at high level and 3) the relationship between academic leadership and inclusive educational administration among school administrators in special education management schools under the BMA showed positive correlation with statistical significance at .01, with a correlation coefficient (r) = .845**