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Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms
(2024-04-15)
Pimdee, Paitoon
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Sukkamart, Aukkapong
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Nantha, Cherisa
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Kantathanawat, Thiyaporn
;
Leekitchwatana, Punnee
The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.
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Predicting student-teacher self-directed learning using intrinsic and extrinsic factors: a Theory of Planned Behavior adoption
(2023-01-01)
Sukkamart, Aukkapong
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Pimdee, Paitoon
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Leekitchwatana, Punnee
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Kongpiboon, Watcharin
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Kantathanawat, Thiyaporn
Introduction: This study set out to develop a model that illustrates the causal relationship between factors influencing Thai student-teacher self-directed learning (SDL). To achieve this, the authors analyzed and applied the Theory of Planned Behavior (TPB) to investigate the role of family support, teacher support, friend support, fellow students, and the university in influencing SDL. Methods: The research used a sample of 468 student-teachers from five academic majors randomly selected from the King Mongkut’s Institute of Technology Ladkrabang (KMITL) Bachelor of Industrial Education Program during the 2021 academic year. The authors developed a questionnaire which was evaluated from both a panel of experts and a 30 student-teacher pilot test which found that item reliability was acceptable. LISREL 9.10 was used to analyze the data from the study’s structural equation model path analysis. Results: The results revealed that all the causal variables in the model positively influenced SDL, explaining the variance of influencing factors on SDL (R<sup>2</sup>) at 51%. SDL comprised five variables, when ranked in order of importance these were fellow students (FSt), teacher support (TS), family support (FS), friend support (FrS), and their university (Uni). The study also highlighted issues concerning each student-teacher’s learning time management ability and their perception of the university’s ability/willingness to allow each individual to choose their course, thus enhancing their SDL learning ability skills. Discussion: It was speculated that some university educators even today perceive SDL as an adult education tool which they perceive is not appropriate at the university level. The authors also felt that for younger student-teachers that the COVID-19 medical emergency limited teacher/student/university interaction, thus contributing to student misconceptions about support availability. This study contributes significantly to the literature by investigating how TPB intrinsic and extrinsic factors impact a university student’s self-directed learning.
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Appropriate Internet Use Behavior (AIUB) of Thai Preservice Teachers: A Hierarchical Linear Model (HLM) Analysis
(2022-01-01)
Pimdee, Paitoon
;
Leekitchwatana, Punnee
This study reports on Thai preservice teachers' appropriate Internet use behavior (AIUB) in 30 tertiary institutions across Thailand. The sample used both multistage random sampling and stratified random sampling to select the study s 1,800 participants which were grouped into two academic disciplines related to information and communications technology (ICT) and non-ICT disciplines. A questionnaire was used to identify both the internal and external factors, in which item reliability was judged to be 0.83-0.92. The HLM 7 software program was used to analyze the two-Tiered linear model on pre-service teacher AIUB. Three types of two-Tier models were evaluated, one with a dependent variable, a second model with student-level independent variables, and a third model using independent variables at both the student level and the school level. Data were analyzed employing average statistics () and standard deviation using IBM SPSS Version 21 software. The HLM 7 software was used for the analysis of the three HLMs classified by ICT and non-ICT disciplines. Results revealed that each preservice teacher's abilities, characteristics, home/family situation, and their friends/classmates were predictive parameters that influenced the models, confirming the importance of these four variables in positively influencing pre-service teacher AIUB.
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An Analysis Of Thai Student Teacher Appropriate Internet Use Behaviour
(2021-01-01)
Leekitchwatana, Punnee
;
Pimdee, Paitoon
The goals of this research were to analyse and develop a Hierarchical Linear Model (HLM) of appropriate Internet use behaviour of Thai student teachers. The sample group consisted of 1,800 student teachers studying for their bachelor’s degree at 30 Thai government educational institutions. The research tool used was a questionnaire with content validity and reliability at 0.83 – 0.92. Mean, standard deviation (S.D.), and HLM were used to analyse the data. The findings revealed that appropriate Internet use behaviour in Thai student teachers was at a high level. Additionally, the HLM for appropriate Internet use behaviour for Thai student teachers consisted of two levels of predictor variables. The first level was the student teacher level, in which six of the hypothesized nine predictor variables had statistical significance. Five had a positive effect, which included ability, affect, family situation, gender, and GPA, while one variable had a negative effect, which was income. The second level was the institutional level, which contained two predictor variables with statistical significance, friends and educational institution situation, with both having positive effects. Friends had a direct effect on behaviour at the educational institution level, while educational institution situation had an effect through ability.
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A Problem-Based Learning (PBL) and Teaching Model using a Cloud-Based Constructivist Learning Environment to Enhance Thai Undergraduate Creative Thinking and Digital Media Skills
(2021-01-01)
Srikan, Parawee
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Pimdee, Paitoon
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Leekitchwatana, Punnee
;
Narabin, Akan
The objective of this research was to develop a Problem-Based Learning (PBL) Model which used a cloud-based constructivist learning environment to enhance Thai undergraduate creative thinking and digital media skills. Initially using a mixed-methods approach, a five-step model was conceptualized. Thereafter, a panel of five academic experts gave input into the model’s design from which the model was expanded to include six related learning environments. The instrument used in the research was a problem-based assessment form. Data collection was carried out utilizing group chats and analyzed using descriptive statistics including the mean and standard deviation. The results of the study revealed that the initial model contained five steps including (1) problem identification, (2) problem analysis, (3) research, (4) presentations, and (5) summary and evaluation, which is integrated into the model’s additional six learning environment elements. These six learning environments were (1) problem-based, (2) resources, (3) cognitive tools, (4) collaboration, (5) scaffolding, and finally, (6) coaching. When applying the proposed model and related environments, there was a consensus from the experts that the model had excellent suitability and can be used as a model for teaching and learning at the bachelor’s degree level.
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Appropriate Thai high school student internet behaviour: A hierarchical linear model analysis
(2017-01-01)
Leekitchwatana, Punnee
;
Pimdee, Paitoon
The research used a hierarchical linear model to develop a model to study the variables of appropriate Internet use of 2,400 Thai high school students from 48 high schools. Furthermore, the groups were divided into one group of 1,200 students in science related programs, while the second group of 1,200 students were in a non-science related program. The data collection instrument was a reliability questionnaire which was determined to range between 0.75-0.97. Data were analysed using statistical averages, standard deviation, and analysis of hierarchical linear models (HLM). The research found that Thai high school students have appropriate Internet use behaviour at a very appropriate level, while the HLM of appropriate Internet use behaviour of students contained two predictive variables at both the student level and school level. These included the four student predictive variables of ability, characteristic, family, and student grade point average (GPA). At the school level in the HLM, there were two predictor variables including friends and schools, which had a direct influence and an indirect influence, respectively. There were also six capacity variables having both positive influence and statistical significance.

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