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    Validation of students blended learning course experience in Thai medical education
    (2025-10-01)
    Wilaphan, Kotchaphan
    ;
    Chiowchanwisawakit, Praveena
    ;
    Songkram, Noawanit
    Blended learning is a widely used method in education to promote active learning and enhance students’ learning outcomes. Therefore, evaluating the quality of blended learning courses requires an effective model for benchmarking, which can improve student satisfaction and is crucial for quality assurance in higher education. This study aimed to validate and examine student’s blended learning course experience in Thai medical education using a quantitative research design. A total of 560 medical students from a large medical school in Thailand participated. Data analysis was conducted using Confirmatory Factor Analysis (CFA). The findings indicate that components and indicators were: (1) general skills with six indicators, (2) online sessions with five indicators, (3) clear goals and standards with four indicators, (4) good teaching with six indicators, (5) appropriate assessment with four indicators, and (6) appropriate workload with three indicators. The second order CFA demonstrated that the student blended learning course experience model had an acceptable fit with χ<sup>2</sup> (249) = 1.148, p =.056, RMSEA =.016, RMR =.005, SRMR =.05, GFI =.995, AGFI =.995, NFI =.961, and CFI =.995. These findings could contribute to the development of guidelines for designing a medicine bachelor’s degree curriculum that incorporates blended learning methods.
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    Organizational Commitment of Vocational College Personnel in Thailand: A Confirmatory Factor Analysis
    (2024-12-24)
    Saraviroj, Jitjan
    ;
    Sisan, Boonchan
    ;
    Ratanaolarn, Thanin
    Issues of personnel commitment and retention challenge many industries and have significant impact on educational institutions. The objective of this study of organizational commitment among vocational college personnel in Thailand is to examine the construct validity of theoretical data with empirical data using confirmatory factor analysis. The population and sample were teachers and personnel working in vocational educational institutions in Thailand, totaling 640 teachers and personnel from 651 educational institutions, a sample size determined by synthesized criteria and using multi-stage random sampling. The research instrument was a 5-level rating scale questionnaire, validated by 5 experts, and tested to have a confidence value of 0.89. Data were examined to appraise initial consistency before further analysis and evaluation of the specified statistics and criteria. The research results found that the model is consistent with the empirical data through the specified criteria, with all variables having weights that pass the analysis criteria and being statistically significant. Based on the factor analysis, it can be confirmed that the 4 elements of superior leadership, entrepreneurial characteristics, organizational culture of learning, and organizational commitment, along with their associated components, comprise the structure of organizational commitment among vocational college personnel in Thailand.
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    A Common Structure for Factors that Enhance Synergy in Contractor Project Teams: Executive and Practitioner Perspectives
    (2024-09-01)
    Pongpeng, Jakrapong
    ;
    Ratanawimol, Nareerat
    Synergy in a contractor project team improves performance by integrating diverse knowledge and skills among team members, enabling the achievement of project objectives. However, according to a literature review, factors that enhance synergy among contractor project teams from the perspective of executives and practitioners have rarely been discovered, revealing a knowledge gap that needs to be filled. Therefore, the aim of this study was to identify a common structure of such factors for executives and practitioners. Data collection involved a questionnaire survey targeting large contractors in Bangkok, Thailand. Then, we compared the mean importance and rank order of synergy factors, examined differences and similarities in synergy factors between executive and practitioner perspectives using the Mann–Whitney U test, and applied confirmatory factor analysis (CFA) for the data analysis. The differences and similarities show that executives and practitioners have similar perspectives on synergy factors. The CFA results validate a factor structure that enhances synergy. This synergy factor structure for executives and practitioners can be divided into five groups, with their standardized regression weights in parentheses: coordination (0.94), organizational structure (0.92), motivation (0.80), leadership (0.75), and planning and policy (0.69). These findings contribute to the body of knowledge and the state of practice by offering a practical framework to assist executives and practitioners in contractor organizations in identifying common measures and resource allocation based on the regression weights of synergy factors. This can improve synergy among contractor project teams, potentially resulting in better performance.
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    Synthesis and Confirmatory Factor Analysis of Components of Functional Competencies of Heads of Departments
    (2022-04-01)
    Aebsapap, Teerasak
    ;
    Sisan, Boonchan
    ;
    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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    Components of Chinese Language Teacher’s Functional Competencies: A Confirmatory Factor Analysis
    (2020-01-01)
    Siewseng, Yaowatida
    ;
    Tuntinakhongul, Ampapan
    ;
    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).