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Thai vocational college instructor teaching competency: A second order confirmatory factor analysis
(2019-01-01)
Thongkam, Kritsana
;
Suwanjan, Peerawut
;
Pupat, Phadungchai
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Cultural skills of industrial students at vocational certificate level
(2019-01-01)
Promta, Suthasinee
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Suwanjan, Peerawut
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Pupat, Phadungchai
;
Pimdee, Paitoon
This research were to study and compare: 1) the cultural skills of industrial students, classified by educational level, and 2) the construct validity of the cultural skills of industrial students. The results showed that: 1) industrial students have overall cultural skills at a good level, and industrial students who differed in educational levels have different overall cultural skills, with statistical significance at the level of 0.05, and 2) the model of cultural skills of industrial students has construct validity.
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Strategies for using the satellite distance education system in Thailand that affect student quality of marginal schools in the lower north region
(2019-01-01)
Petsuwan, Sakchai
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Pimdee, Paitoon
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Pupat, Phadungchai
Few remote schools in Thailand use distance education systems. The strategy, namely, basic operation, administrative action, and teacher actions, has established. Analysis of the strategy that affects the quality of students is applying linear multiple regression analysis shows the basic operation strategies able to predict the student's quality in the test by 36.90 percent and necessary competencies of learners such as a skill in the 21st century 57.90 percent-the remote schools in other countries with a similar Thailand context able to adapt the strategy.
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A student's scientific mind: A confirmatory factor analysis
(2018-12-01)
Chokchai, Oranit
;
Pupat, Phadungchai
Purpose - The research aimed to examine the construct validity of a scientific-mind measurement model for secondary school students in Bangkok and the factor loading values of scientific-mind indicators. Methodology - Stratified random sampling was used to select a sample of 500 Grade 8 students studying in a Bangkok school district during the 2016 academic year. Testing of scientific-mind measurement was used as the research instrument and construct validity testing of the scientific-mind measurement model utilized second-order confirmatory factor analysis (CFA) was carried out with SPSS AMOS software Version 23. Findings - The testing of the scientific-mind measurement model for secondary school students in Bangkok was consistent with the empirical data. The scientific-mind factors consisted of two indicators, including scientific attitudes and attitudes towards science. Scientific attitudes were comprised of nine indicators. The indicator with the highest factor loading value was creatively working with other people. Attitudes towards science contained four indicators. The indicator with the highest factor loading value was science value awareness. Significance - The results revealed that teachers and educational administrators have the potential to use the study's scientific-mind factors in their approaches to course development, as well as in designing a manual for learning management. The study's model can also help in measurement and evaluation of secondary school students' progress in developing a better scientific mind.
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Needs assessment of information and communication technology literacy (ICT literacy) of students in secondary educational service area
(2016-01-01)
Thammasaeng, Patcharapon
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Pupat, Phadungchai
;
Petchaboon, Sawas
The objectives of this research were (1) to study authentic situations of Information Communication Technology literacy of students in secondary educational service area (2) to compare situations of ICT literacy of students in secondary educational service area, divided in each levels (3) to examine need assessment of ICT literacy of students in secondary educational service area (4) to prioritise needs assessment of ICT literacy of students in secondary educational service area. The sample consisted of 340 ICT teachers, teaching in Grade 7 to 9 from schools in secondary educational service area in 2015. The sampling group was drawn from 2,343 ICT teachers by using multi-stage sampling technique. Data were collected by using questionnaire, in order to collect data of expected and authentic situations of students understanding about ICT. The questionnaires include 76 questions from 7 components in which the questionnaires were approved content validity from experts at level of 0.98 and 0.99, respectively. The statistics were used to analyse the data as follows: mean (M), standard deviation (SD), one-way ANOVA, Matrix analysis, priority needs index modified (PNI modified). The study revealed that (1) authentic situation of ICT literacy of students in secondary educational service area was found at "Moderate" level (2) authentic situation of ICT literacy of students in secondary educational service area, divided in levels was found "No different" (3) authentic situation of need assessment in 7 aspects (Define, Access, Manage, Evaluate, Integrate, Create and Communicate) fell in the third quadrant, in which means "Need to be improved" (4) prioritise need assessment from the most necessary to the least was found as follows: Manage, Evaluate, Create, Define, Access, Integrate and Communicate, respectively.

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