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Qualifications Framework of Essential Learning Outcomes for Computer Innovation and Digital Industry Professionals
(2023-02-01)
Suwanroj, Thamasan
;
Saeung, Orawan
;
Leekitchwatana, Punnee
;
Kaewkamjan, Kanaporn
This research aimed to study and analyze the factors of the qualification framework of essential learning outcomes for computer innovation and digital industry professionals. The factors consisted of indicators of essential competencies for undergraduates under the professional qualifications of Computer Innovation and Digital Industry Major based on the context of Nakhon Si Thammarat Rajabhat University (NSTRU). The sample group consisted of all teachers and experts in Computer Science, Computer Engineering, Software Engineering, Information Technology, Business Computer, and Computer Education, covering all undergraduate programs from public institutions of higher education across Thailand. The research instrument was the questionnaire about factors of the qualifications framework of essential learning outcomes for undergraduates in Computer Innovation and Digital Industry Major. The questionnaire used five levels of a rating scale. Content validity and reliability for the scale were 0.96–1.00, and the content validity and reliability for the factor were 0.97–0.99. Second-order confirmatory factor analysis (CFA) was employed for data analysis. The research discovered new knowledge on the list of essential competencies for undergraduates under five factors of the qualifications framework of learning outcomes with 24 indicators. These 24 indicators were separated for each factor: six for Ethical and Moral Development and Knowledge, four for Cognitive Skills, Interpersonal, and Responsibility, Numerical Analysis, and Communication and Information Technology skills, respectively.
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The Development of Professional Competency Test in Knowledge and Cognitive Skill for Computer Innovation and Digital Industry
(2023-01-01)
Suwanroj, Thamasan
;
Saeung, Orawan
;
Leekitchwatana, Punnee
;
Kaewkamjan, Kanaporn
—This research aimed to 1) analyze the content of professional competencies, 2) create the professional competency test, and 3) check the quality of the professional competency test. The operation method was composed of three steps: 1) five experts (set 1) analyzed the qualitative data of the professional competencies, 2) five experts (set 2) built the professional competency test, and 3) experts (set 3) checked the quality of the professional competency test, and then two trials of the test were performed. The research showed that 1) the content analysis of professional competencies found ten indicators: six for knowledge and four for cognitive skills, including 100 issues of the required measurement list. A test with 100 items covered the course descriptions of seventeen subjects in five curriculum groups. 2) The creation result found the professional competency test, five multiple-choice questions. The respondents got one point when they answered correctly and no point when they answered incorrectly. The test comprised 100 items in two aspects: 57 items for knowledge and 43 for cognitive skills. 3) The result of the quality check revealed that the professional competency test was good. It had a good level of content validity (IOC = 0.80-1.00). Its difficulty was appropriate (p = 0.25-0.78). The discrimination was good (r = 0.44-0.96). There was validity with a good level of internal consistency (α = 0.87), and it had good construct validity (x2-Sig = 0.25, RMSEA = 0.03, RMR = 0.02 and AGFI = 0.97), (ρc = 0.97-0.98). This test can be used as a quality tool to measure the professional competency test in knowledge and cognitive skills for Computer Innovation and Digital Industry.
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Confirmatory factor analysis of the essential digital competencies for undergraduate students in thai higher education institutions
(2019-01-01)
Suwanroj, Thamasan
;
Leekitchwatana, Punnee
;
Pimdee, Paitoon
The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi-stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7-point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93-.97 per domain and .87-.99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components.: 1) Fundamental of digital; 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

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