Journal of Yala Rajabhat University

Statistical Thinking: Linking Professional Statistical Thinking with Data-Handling Processes

2026-03-25T16:17:00+07:00

Contemporary statistics education is grounded in the idea of working with data through statistical thinking in order to explain and understand real-world phenomena according to the ways of thinking of statisticians. The key concepts underlying this perspective are thinking like a statistician and working with data. This academic article aims to analyze and present the connection between statistical thinking based on the Professional Statistical Thinking Framework (PSTF) and the Data-Handling Processes Framework (DHPF). The main points of the article are as follows: (1) PSTF encompasses statistical problem solving from problem formulation to drawing conclusions. It consists of four interconnected dimensions: Dimension 1, the investigative cycle; Dimension 2, types of thinking; Dimension 3, the interrogative cycle; and Dimension 4, dispositions. (2) DHPF defines statistical thinking at the basic education level, emphasizing actions that occur within four stages of the process. (3) Dimensions 2, 3, and 4 of the PSTF function as embedded mechanisms that regulate thinking in each stage of the DHPF, while DHPF serves as the foundational practice necessary for developing the ability to work with data like statisticians. This article indicates that statistics education should focus on developing ways of thinking about data together with practicing data-handling skills. The linkage between the two frameworks can be used as a guideline for designing instruction in order to enhance the quality of working with data.

The Role of School Administrators from “Directive Leadership” to “Innovative Leadership” in the Digital Transition Era

2026-04-20T11:36:11+07:00

This academic article aims to: 1) analyze the shift in the role of school administrators from decision-makers to innovation leaders within the context of the transition to a digital educational society; and 2) present the redefined role of school administrators as innovation leaders in that same context. The focus is on integrating leadership capacity, strategic vision, and participatory management. It proposes an analytical framework that covers co-creating a digital vision, developing an organizational culture of learning and innovation, purposefully using digital technologies to enhance the quality of teaching and learning, and strengthening mechanisms for teacher and stakeholder participation in policy-level decision-making. The article further outlines the role of administrators in the digital era as change leaders who balance academic leadership, innovation leadership, and professional ethical standards. This role transition is not merely a technical adaptation but a paradigmatic change essential for improving educational quality, learning management capacity, and the sustainability of the education system in a digital society.

Nurturing Young Thinkers and Creators: Promoting Innovative Skills for Young Children Using STEAM4INNOVATOR Approach and Loose Parts Play

2026-05-12T10:32:32+07:00

Twenty-first Century skills including creativity and innovation, critical thinking and problem-solving, communication, and collaboration are essential competencies that should be cultivated from the earliest life. This article illustrates the “Little Innovator program”, a guided play-based learning approach developed from two integrated concepts. The first is the STEAM4Innovator approach, which combines science, technology, engineering, arts, and mathematics (STEAM) with the entrepreneurial concept. The second is Loose parts play, which encourages children’s creativity through exploration using open-ended materials from surrounding environment. The program consisted of four stages include 1) knowing and understanding, 2) thinking broadly and creatively, 3) trying out ideas, and 4) sharing with others. This learning process encourages children to initiate their play, while teachers act as co-players and facilitators. Teachers support learning by providing loose parts, an open-ended materials and environments, fostering a positive learning atmosphere, and selecting stories as entry points for exploration. The implementation of the program demonstrates its potential to promote innovative skills among children 4 - 9 years, particularly in creativity, problem-solving, communication, and collaboration. The integration of the STEAM4Innovator approach and Loose parts play offers an effective pathway for developing young children’s innovative skills through child-centered and active learning.

Using Blended Learning to Promote English Writing Abilities of the University Students

2025-12-29T17:14:14+07:00

This study investigated the writing proficiency of students following a blended learning approach and determined if their performance meets the predetermined mastery criterion. A total of 53 students participated in the study, and five blended learning lesson plans together with an analytic writing post-test were utilized as research instruments. Descriptive statistics (percentage, mean, standard deviation) were used to evaluate learners’ writing performance. Results showed that the students achieved a mean score of 8.76 (87.6%) with a standard deviation of 0.29, surpassing the mastery criterion of 60 percent. The findings indicate that blended learning provides a conducive environment for EFL learners’ writing skills in tertiary education settings.

Development of School as Learning Community (SLC) Model to Enhance Active Learning Management Competency for Teachers in Small Schools of Mae Lan Cluster under Pattani Primary Educational Service Area Office 2

2026-01-27T15:21:56+07:00

This study aimed to: 1) examine the current conditions, problems, and needs, and 2) develop a School as Learning Community model to enhance teachers’ active learning management competency. The study employed a Research and Development methodology and was conducted in two stages. Stage 1 investigated the conditions among a target group of 20 participants using focus group discussions and in-depth interviews, with data analyzed through Thematic Analysis. Stage 2 involved the development and quality validation of the model by five experts, with data analyzed using mean and standard deviation. Findings revealed that most teachers organized learning primarily based on individual responsibility. The key problem did not stem from a lack of knowledge regarding active learning management, but rather from structural limitations of small schools and workloads beyond teaching, which reduced the time available for instructional development and led to professional isolation. Consequently, teachers and administrators required a professional development model that is simple, flexible, and does not increase documentary workload. The developed SLC model comprises six core components and is driven by the 4P for TALC mechanism, which is integrated into routine work processes. Expert evaluation indicated the model demonstrated the highest level of appropriateness and feasibility, with the success condition emphasizing supportive leadership to reduce unnecessary workload receiving the highest mean score. These findings suggest that developing teachers’ active learning management competency in small schools should align with the actual working context, emphasizing school-level collaborative learning mechanisms that can be integrated into routine work while minimizing unnecessary workload. This study concluded at the stage of model evaluation and expert confirmation, without implementation in real practice.

The Development of the Mudabbir Rabbani Program for Enhancing Academic Leadership of Teachers in Islamic Private Schools in the Southern Border Provinces of Thailand

2026-02-09T08:41:06+07:00

This study employed a Research and Development (R&D) approach with the following objectives: (1) to develop a program for enhancing academic leadership based on the Mudabbir Rabbani concept for teachers, (2) to evaluate the effectiveness of the program, and (3) to examine participants’ satisfaction with the program activities among core teachers in Islamic private schools. The program was developed based on the SAFT Model, consisting of four stages: awareness, experiential learning, reflection and feedback, and transformation into practice. The sample group consisted of 17 core teachers from Islamic private schools in Pattani Province, selected through purposive sampling. The research instruments included a training program, a knowledge test, an assessment form for academic leadership attributes based on Islamic principles (Siddiq, Amanah, Tabligh, and Fatonah), and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and dependent samples t-test. The results revealed that: (1) the program was rated at the highest level of appropriateness, (2) the teachers’ post-training knowledge scores were significantly higher than their pre-training scores at the .01 level, (3) the academic leadership attributes based on Islamic moral principles significantly improved after the training, and (4) the participants reported the highest level of satisfaction with the program. These findings indicate that the Mudabbir Rabbani program can be effectively utilized as a guideline for enhancing academic leadership among teachers in the context of Islamic private schools.

Effects of the Program to Promote Positive Psychological Capital of Sports Students Enrolled at Thailand National Sports University

2025-12-28T15:59:46+07:00

This study aimed to 1) examine the effects of a positive psychological capital enhancement program on the level of positive psychological capital among sport students at the National Sports University, and 2) compare students’ positive psychological capital levels before and after participation in the program. An experimental research design employing a pretest–posttest control group was used. The sample consisted of 40 sport students whose positive psychological capital scores were at or below the 25th percentile and who voluntarily participated in the study. Participants were divided into an experimental group (n = 20), which completed a 10-session training program, and a control group (n = 20), which engaged in self-directed learning through online informational media. The research instruments included a Positive psychological capital questionnaire with a reliability coefficient of 0.95 and a training program developed based on Luthans’ framework, which was evaluated as highly appropriate (M = 4.28). The results revealed that (1) after the intervention, the experimental group demonstrated a statistically significant increase in overall Positive psychological capital compared with the pretest at the .01 level, with a large effect size (1.12), whereas the control group showed no statistically significant differences in Positive psychological capital, either overall or across individual components, and exhibited only a small effect size; and (2) post-intervention comparisons indicated a clear increase in Positive psychological capital among the experimental group, while only minimal changes were observed in the control group. These findings confirm that positive psychological capital is a state-like construct that can be effectively developed through a well-structured training program and can be applied to strengthen psychological resources and promote the holistic development of sport students.

The Development of Soil-Dyed Fabric Business Management for Enhancing Creative Tourism in Koh Pho District, Pattani Province

2026-03-25T16:36:57+07:00

This research aimed to study 1) the business management of soil-dyed fabric in Koh Pho District, Pattani province, 2) the marketing mix factors affecting tourists' purchasing decisions regarding soil-dyed fabric products, 3) development guidelines for soil-dyed fabric business management to support creative tourism, and 4) the outcomes of soil-dyed fabric business management development. Data were collected through focus group discussions and interviews with 15 purposively selected key informants, followed by content analysis. Additionally, 400 Thai tourists were surveyed using accidental sampling, and multiple regression analysis was then used to determine the influence of the variables. The research findings revealed that 1) business management of soil-dyed fabric remains hindered by issues in production, marketing, financial accounting, and human resources. 2) The marketing mix factors, specifically distribution, price, and product, collectively accounted for 58.70% of the variance in purchase decisions regarding soil-dyed fabric products. 3) Guidelines for business management development to support creative tourism include designing participatory activities for tourists, preparing for product standard certifications, implementing online marketing, improving accounting records and financial documentations, transferring production knowledge, and enhancing members' public speaking and marketing skills. 4) One month after implementation, the group's income increased by 2,194 baht, and the production demonstration video on YouTube received 1,097 views. Additionally, members demonstrated improved knowledge of business management. Therefore, business management development for enhancing creative tourism should encompass production, financial accounting, marketing, and human resource management, with continuous monitoring and evaluation.

The Development of History Learning Management Model Based on Historical Method and Project-Based Learning to Enhance Team Learning Skills of Junior High School Students

2026-04-20T11:43:38+07:00

This study aimed to 1) develop a history learning management model based on the historical method integrated with project-based learning, and 2) examine the effects of the developed learning management model on team learning skills among lower secondary school students. The research employed a research and development approach using primarily qualitative research methods. The study was conducted in four phases: studying related concepts and theories, developing the learning management model, implementing the model, and revising the model after implementation. The key informants consisted of 40 Grade 8 students from a school in Bangkok and three experts who evaluated the appropriateness of the developed learning management model. The research instruments included the learning management model, lesson plans, an expert evaluation form, and semi-structured interview protocols. Data were analyzed using content analysis. The findings revealed that: 1) the developed learning management model consisted of five learning steps, namely formulating questions and planning projects, searching for and collecting evidence, analyzing and evaluating evidence, interpreting historical events, and synthesizing knowledge and presenting project outcomes; and 2) the implementation of the model effectively enhanced students’ team learning skills, including communication, collaborative decision-making, role allocation, responsibility, reasoned discussion, and collaborative knowledge construction. In the fourth phase, the researcher refined the learning activities and assessment guidelines for team learning skills to improve the clarity and effectiveness of the final model.

Development of Learning Management Using Design Thinking Process and Teamwork to Enhance Innovation Creation Skills of Pre-service Teachers

2026-05-11T09:27:20+07:00

This study aimed to 1) develop a learning management model using the design thinking process and teamwork, 2) compare pre-service teachers' innovation creation skills assessed through three assignments, and 3) examine teamwork behavior during the learning management process. The sample consisted of 33 pre-service teachers majoring in Educational Technology and Evaluation at the Faculty of Education, Prince of Songkla University, obtained through cluster random sampling. Research instruments comprised a learning management plan, an innovation creation skills rubric assessment, a teamwork behavior assessment, and a semi-structured interview. Data were analyzed using mean, standard deviation, percentage, one-way repeated measures ANOVA, Bonferroni pairwise comparisons, and content analysis. The findings revealed that the developed learning management comprised five sequential steps: 1) Team Empathizing, 2) Team Problem Defining, 3) Team Ideating, 4) Team Prototyping, and 5) Team Testing and Evaluating, which was rated by five experts as highly appropriate (M = 4.56, SD = 0.45). Innovation creation skills differed significantly across all three assessments (F(2, 64) = 1093.84, p < .01, ηp² = .972), with mean scores progressively increasing from a good level (61.87%) to a very good level (85.92%), with all pairwise comparisons yielding statistically significant differences. Overall teamwork behavior was rated at an excellent level across all groups and dimensions (M = 66.15, SD = 2.20). Collectively, these findings demonstrate that integrating design thinking with teamwork provides an effective instructional approach for enhancing innovation creation skills and teamwork behavior among pre-service teachers.