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Author: search.filters.author.Moto, Sangutai

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    Enhancing computational thinking skills in Thai middle school students through problem-based blended learning approaches
    (2025-01-01)
    Sukkamart, Aukkapong
    ;
    Chachiyo, Wassana
    ;
    Chachiyo, Manop
    ;
    Pimdee, Paitoon
    ;
    Moto, Sangutai
    This study aimed to compare Computational Thinking Skills (CTS) and Academic Achievement (AA) in students exposed to a Problem-Based Blended Learning (PBBL) model in a quasi-experimental setting. The research involved 43 Mathayom 2 students at a Rajabhat University Demonstration School in Thailand, selected through cluster random sampling. The participants were divided into an experimental group (n = 21) and a control group (n = 22). The CTS test employed a scoring rubric, and the AA test included multiple-choice questions. Data analysis used statistical measures such as mean, standard deviation (SD), and One-Way MANOVA. Results showed that the experimental group achieved significantly higher scores, with 91% in CTS and 89% in AA, compared to the control group’s 56% in CTS and 60% in AA. These findings demonstrate the effectiveness of the PBBL model in enhancing both CTS and AA in middle school students. This research contributes new insights by confirming that blended learning approaches can be effectively integrated into middle school education to foster critical thinking and academic success when combined with problem-based methodologies. The study provides evidence supporting the potential of innovative educational frameworks like PBBL in improving student outcomes, offering valuable implications for educators and curriculum designers.
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    How social media and peer learning influence student-teacher self-directed learning in an online world under the ‘New Normal’
    (2023-03-01)
    Pimdee, Paitoon
    ;
    Ridhikerd, Attaporn
    ;
    Moto, Sangutai
    ;
    Siripongdee, Surapong
    ;
    Bengthong, Suwanna
    The study aimed to investigate three aspects of Thai student-teacher self-directed learning (SDL) competency. These were the student-teachers opinions concerning their use of social media (SM), self-management (SM), and learning desire (LD). The sample group was 468 student-teachers enrolled in a Bachelor of Industrial Education Program at the King Mongkut's Institute of Technology Ladkrabang in Bangkok, Thailand, in the Academic Year 2021. The research instrument consisted of an SDL competency questionnaire whose discrimination (corrected item-total correlation) values were determined to be between 0.37 and 0.69, which also had a confidence level of 0.91. Data analysis used LISREL 9.10 for the study's second-order confirmatory factor analysis (CFA). Descriptive statistics analysis included the mean and standard deviation (SD), which was accomplished using IBM's® SPSS® for Windows Version 21. Three models were developed for the study. These included the social media (SM) model containing 285 participants, the peer learning (PL) model, which contained 183 participants, and the total group (TG) model, which contained everyone surveyed (n = 468). The final analysis from the second-order CFAs showed that student-teacher SDL competency for self-control (SC) (0.96) was valued most by the student-teachers. However, their learning desire (LD) (0.87) and self-management (SM) (0.80) skills were somewhat behind. Moreover, in the Pearson Product Moment Correlation (PPMC) (r) analysis of the 24 variable relationships, the strongest was related to each student-teacher's learning desire. However, the weakest variable relationship was related to their ability to set high personal standards and the self-discipline to achieve them. Finally, quite interestingly, 60.90% of the student-teachers indicated that their SDL is gotten from social media (SM) resources compared to learning from their peers (PL) around them.
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    Development of an Online Active Learning Model Using the Theory of Multiple Intelligence to Encourage Thai Undergraduate Student Analytical Thinking Skills
    (2022-09-30)
    Rodrangsee, Bovornwich
    ;
    Tuntiwongwanich, Somkiat
    ;
    Pimdee, Paitoon
    ;
    Moto, Sangutai
    This research aim was to create an online active learning (OAL) model using Multiple Intelligence Theory (MIT) to promote Thai undergraduate analytical thinking skills (ATS). Eight experts assisted with their expertise in the model’s development and five for the model’s final assessment. The research tools used consisted of an interview form and a model assessment form. The results showed that the PPICE learning model consisted of nine elements and five steps. The five steps were preparation and problem determination (Step 1), problem analysis (Step 2), study and collect relevant information to practice thinking (Step 3), conclusion and presentations (Step 4), lesson summary and evaluation (Step 5). The expert's assessment of the PPICE Model revealed that overall the model was at its 'best' level (mean = 4.63, SD = .048). Moreover, the experts judged the model's nine components as the 'best' (mean = 4.74, SD = 0.38), with measurement and evaluation second (mean = 4.70, SD = 0.45), and teaching and learning activity processes third (mean = 4.66, SD = 0.48).
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    Resistorless Transconductance-mode Multifunction Filter with Orthogonal and Electronic Tune of Natural Frequency and Quality Factor
    (2022-01-01)
    Chinnapark, Surachet
    ;
    Siripongdee, Surapong
    ;
    Jaikla, Winai
    ;
    Thanaputtiwirot, Somsak
    ;
    Sotner, Roman
    This work provides the synthesis of multifunction biquad active filter which has three input voltage nodes and single output current node. The synthesis procedure which is based on the RLC parallel circuit is given step by step. An analog active building block employed in this synthesis is the modified current controlled current conveyor transconductance amplifier (M-CCCCTA). The proposed filtering structure consists of two M-CCCCTAs and two grounded capacitors without any passive resistors. All input voltage nodes and output current node are high impedance which is cascadable without the need of any buffer devices. Five second order filtering types are obtained in the network. The filtering parameters including the natural frequency (?0), quality factor (Q) and pass band gain are electronically controlled. In addition, the Q is also electronically controlled without disturbing the ?0. The PSpice simulations using the model process parameters of the NR100N (NPN) and PR100N (PNP) bipolar transistor arrays ALA400CBIC-R from ATT are given to investigate the characteristics of the proposed active filter.
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    A Thai junior high school students' 21st century information literacy, media literacy, and ICT literacy skills factor analysis
    (2018-01-01)
    Moto, Sangutai
    ;
    Ratanaolarn, Thanin
    ;
    Tuntiwongwanich, Somkiat
    ;
    Pimdee, Paitoon
    As Thailand moves through the 21st Century, the education system and resultant labor force must be prepared for rapid changes in Thailand's society, culture, politics, economy, and technologies. Previously, the 21st century framework has identified crucial elements for future success as information literacy, media literacy, and information and communication technology (ICT) literacy skills. Given this priority, by use of multistage clustering sampling, 380 Thai junior high school students were selected, from which a five level, 73-item Likert type agreement scale questionnaire was used to collect data from October 2017to December 2017. The analysis of the student's skills in information literacy, media literacy, and ICT literacy was conducted with the use of SPSS Version 24 software mean (χ), standard deviation (S.D.), the Kaiser Meyer Olkin (KMO) test, and Bartlett's test of sphericity for analysis. Furthermore, a second-order confirmatory factor analysis was undertaken in which AMOS Version 24 software was used. Based on the second order CFA, it was found that the Information, Media and Technology Skills (IMTS) model was composed of three components that corresponded to the empirical data, with the most important element being ICT literacy (.998), followed by media literacy (.992), and finally, information literacy (.947).