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MESSAGE FROM: King Mongkut's Institute of Technology Ladkrabang (KMITL) Dean, School of Industrial Education and Technology
(2025-01-01)
Tungkunanan, Pariyaporn
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Addressing the Priority Needs of Educators in Delivering Sexuality Education to High School Students with Intellectual Disabilities
(2025-01-01)
Kantathanawat, Thiyaporn
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Tungkunanan, Pariyaporn
The study assessed sexuality health education management for secondary school students with intellectual disabilities in Thai specialized schools. It utilized a mixed-methods approach including a quantitative study via questionnaires and a qualitative analysis through in-depth interviews with teachers and experts. From use of the Priority Needs Index Modified (PNI<inf>Modified</inf>) identification of the highest priority requirements showed that media characteristics understanding, media usage readiness, and content substance were most essential. Effective learning management requires easy-to-use media with stimulating visuals and understandable content. Teachers need expertise in media, teaching techniques, and technology. Results provide insights tailored for sexuality health education for students with intellectual disabilities.
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Developing Student Executive Function Skills Through Teacher Learning Management
(2023-12-29)
Kamphinit, Phramaha Wachiravit
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Tungkunanan, Pariyaporn
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Sisan, Boonchan
This research investigated teacher learning management (TLM) approaches to promote student executive function (SEF) skills in higher education teacher development in Thailand. The informants were nine academic experts with 6-42 years each of TLM and SEF skill development and teaching expertise. The contents from the interviews were analyzed to summarize the essence and used in drafting an educator TLM plan to promote student executive function thinking skills. Data analysis used content analysis techniques consisting of four steps: data reduction, data formatting, conclusions, and confirmations. Results revealed that the teacher learning management methodology used in promoting SEF thinking skills consisted of five elements. These included 1) TLM definition problems, 2) setting goals for TLM, 3) determining content for TLM, 4) TLM implementation, and 5) TLM assessment. The study contributes to the literature that SEF skill education and development and teacher learning management are critical elements in a student teacher’s development and a nation’s future economic success and sustainability.
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Synthesis and Confirmatory Factor Analysis of Components of Functional Competencies of Heads of Departments
(2022-04-01)
Aebsapap, Teerasak
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Sisan, Boonchan
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Tungkunanan, Pariyaporn
This research project has the objective of synthesizing and doing confirmatory factor analysis of components of functional competencies of Heads of Departments of secondary schools under the Office of the Basic Education Commission in Thailand. The technique of the content analysis consists of 3 steps, namely, document synthesis, making inquiries on opinions and carrying out confirmatory factor analysis. The population is the head of the learning group at the secondary school level. The sample group was the head of the learning group at the secondary school level. under the Office of the Basic Education Commission, 500 people. The findings from the research are as follows. There are 7 components, namely, 1) Professionalism Development 2) Curriculum, Measurement and Evaluation of Learning 3) Educational Innovation and Information Technology 4) Intellectual Leadership 5) Quality Management 6) Learning Organization and 7) Professional Ethic. In addition, it is also found out that the development of Heads of Departments needs the clear identification of desirable characteristics in order to develop tools, direction or model that facilitate Heads of Departments to run activities for developing functional competencies of Heads of Departments to cover all dimensions, from personnel recruitment to development and retention. From an overview of secondary schools under the Office of the Basic Education Commission in Thailand, things that are important and necessary for the development of functional competencies of the Heads of Departments of secondary schools in Thailand are the components of the model, which are essential for the planning and development of the quality of Heads of Departments in the sustainable way.
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Learning model of undergraduate students: Confirmatory factor analysis
(2020-07-01)
Tungkunanan, Pariyaporn
The research aimed to find the learning model of the undergraduate students by Confirmatory Factor Analysis (CFA). The objective was design learning model. The Methods of this Study process to find the learning model of the undergraduate students is divided into two phrases. The 1st phrase: the preliminary study and the 2nd phrase: Confirmatory Factor Analysis (CFA). The result found that learning model of the undergraduate that support capability of the learners to be qualified graduates and competitive in the international consist of (1) expectation, (2) planning by experience and reflective observation, (3) attention, retention and memory storage, (4) learning method, (5) retrieval by reproduction or making concept by conclusion principles, and (6) motivation or reinforcement.
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Innovative organization's components in basic education institutions in Thailand
(2020-07-01)
Boonkua, Aniruth
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Tuntinakorngul, Ampapan
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Tungkunanan, Pariyaporn
This paper reports the innovative organization's components in basic education institutions in Thailand and the results of confirmatory factor analysis to validate those components. The data for analysis were collected from the samples of 84 school directors, 332 deputy school directors, and 84 heads of ICT department in schools of the Basic Education Commission, Ministry of Education in Thailand for the academic year of 2018, using stratified randomized technique. The tool for data collection was approved questionnaire with high content validity at 0.97. The statistics used to analyse the data included means (M), standard deviation (S.D.), and Confirmatory Factor Analysis (CFA). The results revealed that (1) there were eight components and the highest level of the opinions of its importance was on the components of information and communications technology (ICT) management at 4.67(M) and S.D. at 0.31, and (2) there was a significant resemblance between the theory and the empirical data examined by a confirmatory factor analysis (χ2 = 0.13, χ2 /df= 0.01, GFI=0.99, AGFI= 0.97, RMSEA =0.03).
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The causes of student dropout from dual vocational education (Dve): An empirical study in thailand
(2020-01-01)
Tungkunanan, Pariyaporn
In Thailand, focus on the dual vocational education (DVE) program is an important policy that the government encourages in parallel with driving national development, according to the principles of Thailand 4.0. However, the dropping out of DVE students is still ongoing. The government and the industrial and service sectors will, therefore, suffer economic loss through waste of investment in education coupled with economic loss to the country in various ways. Therefore, this study aimed to find the causes of student dropout from DVE programs in Thailand by using qualitative method research with in-depth interviews with 40 key informants, covering four regions of Thailand, who are stakeholders in the DVE system. The data were analysed thematically by the three-step research process for qualitative lesson research. The research results show that the causes of student dropout from DVE programs are mainly because DVE students of certificate level, age between 16-18 years old, have low maturity in the control of emotions, adaptation to society, and making rational decisions to solve problems, followed by establishments in Thailand not yet understanding the patterns, procedures, or processes of DVE as they should; the third cause is family, because student family conditions may affect the mind and concentration of the student, and the last one are vocational training schools, who may have policies, systems, regulations, and guidelines for managing DVE that are unclear or not as conducive to success for DVE students. Therefore, teachers, establishments, students, and parents should bring research results to create a system for the screening, preventing, and solving problems of student dropout from DVE programs and reducing the waste of investment in education by the state and economic losses to the country.
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Components of Chinese Language Teacher’s Functional Competencies: A Confirmatory Factor Analysis
(2020-01-01)
Siewseng, Yaowatida
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Tuntinakhongul, Ampapan
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Tungkunanan, Pariyaporn
This quantitative study was aimed at factor analysis of Chinese language teacher’s functional competencies in Thai schools of Basic Education. The samples were collected with stratified random sampling technique, totaling 500 Chinese language teachers in schools of the Basic Education Commission, Ministry of Education in Thailand. The research instrument was the questionnaire with its reliability value of 0.96. The statistical analysis consisted of Confirmatory Factor Analysis (CFA), means (M), and standard deviation (S.D.). The data for analysis were the seven components of Chinese language teacher’s functional competencies including: 1) Chinese Curriculum and Curriculum Development; 2) Creation of a Conducive Classroom Environment; 3) Psychology of Learning; 4) Development of Teacher Professionalism; 5) Communication Skills and Knowledge; 6) Understanding of Multiculturalism; and 7) ICT for Instructional Media Production. The findings presented that the components of Chinese language teacher’s functional competencies correspond significantly with empirical data by a CFA (χ2-test=0.81, χ2 /df= 0.12, RMR=0.00, GFI=1.00, AGFI=0.99, RMSEA=0.00).
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Information and communication technology leadership of school administrators in Thailand
(2019-04-01)
Apsorn, Amnat
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Sisan, Boonchan
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Tungkunanan, Pariyaporn
This research aims to study the components and to do confirmatory factor analysis, and study the perceptions of ICT leadership of school administrators in Thailand. The results indicate that eight components of information and communication technology (ICT) leadership: developing a vision and administrative plans for the use of ICT in schools, establishing strategies for promoting teachers' and students' use of technology in instruction; developing plans for improving teachers' and supporting staff's technological skills; managing, supporting and facilitating an atmosphere conducive to the use of ICT and providing information technology (IT) resources; learning about meeting ICT-related challenges with prudence and care; acting as a role model in applying ICT to daily personal and professional matters; sharing knowledge, opening up opportunities and creating an ICT culture in schools in order to develop a learning community, and overseeing and doing follow-up on data storage and data updates for the benefit of decision making and problem solving. Confirmatory Factor Analysis suggests that the components of IT and communication leadership correspond significantly with empirical data and school administrators' perceptions of ICT leadership for use to develop guidelines for efficiently and effectively improving the capacity of ICT school leaders.
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Thai vocational college education monitoring and evaluation: A confirmatory factor analysis
(2018-01-01)
Suksatan, Sugunya
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Tungkunanan, Pariyaporn
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Choomnoom, Siripan

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