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Community-based water management competencies of agriculture and technology college teachers: A needs assessment
(2026-04-01)
Sarimanond, Ratchita
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Viriyavejakul, Chantana
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Pimdee, Paitoon
This research aims to study, assess, and prioritize the needs regarding learning competencies in community-based water management programs in Thai agriculture and technology college (CAT) instructors. The sample group was CAT teachers who participated in a training project to promote knowledge and learning competency in community-based water management. This Activity was part of the 2023 Royal Initiative Community-based Water Management Project. The sample group of 36 CAT water management instructors was obtained by purposive sampling. The research tool used was a needs assessment questionnaire. It is a 5-rating scale consisting of three aspects including knowledge (K), attitude (A), and practice (P). The index of item objective congruence (IOC) was 0.88, and the reliability of the questionnaire was 0.97. Data analysis used descriptive statistics, including the mean and standard deviation (SD), and analysis needs assessment with the modified PNI index value (PNI<inf>modified</inf>). The research results found that teachers have high expectations regarding learning competencies in water management, both individually and overall. In contrast, the Actual condition of both individual aspects and the overall picture is moderate to high. Moreover, for the needs assessment regarding teachers’ competencies in learning about water management, the aspect with the highest PNI value was cognitive competence (0.21), followed by practical competence (0.16) and affective competence (0.10).
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Enhancing Teaching and Supervisory Staff’s Creative Problem-Solving Skills
(2025-05-20)
Charoentham, Mai
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Kantathanawat, Thiyaporn
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Pimdee, Paitoon
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Apisuksakul, Kwantisara
This research analyzed creative problem-solving (CPS) components and examined the perceptions of Thai educational personnel regarding their CPS abilities. The sample consisted of 534 primary school teachers and educational supervisors during the 2024 academic year, selected through multistage random sampling. Data were collected using a questionnaire assessing CPS skills, which were then analyzed using means (M), standard deviations (SD), and second-order confirmatory factor analysis (CFA). The research revealed that the second-order CFA model for CPS among educational personnel (teachers and supervisors) consists of five key components. Ranked from highest to lowest, these were educators' perceptions of their CPS abilities to solve problems (SOL) (M = 4.23, SD = 0.54), ability to identify problems (IDE) (M = 4.17, SD = 0.57), ability to create knowledge (CRE) (M = 4.17, SD = 0.59), ability to discover concepts (INS) (M = 4.12, SD = 0.58), and ability to discover methods to solve problems (MET) (M = 4.11, SD = 0.58). The model strongly aligned with empirical data, indicating that all three models exhibited positive component weights (β) that were statistically significant at the .01 level. This finding underscores the strength of the CPS framework for educational personnel. These findings provide compelling evidence for the effectiveness of the proposed model in assessing and enhancing CPS skills among educational professionals, contributing valuable insights to both practice and future research in this field. This study fills a gap in the literature by providing empirical evidence on the CPS capabilities of educational personnel.
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Enhancing Psychological Well-Being Assessment Through Data Mining: A Case Study from Thailand
(2025-04-01)
Treearpornwong, Asamaporn
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Kantathanawat, Thiyaporn
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Charoentham, Mai
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Pimdee, Paitoon
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Sukkamart, Aukkapong
This study examines the psychological well-being (PWB) of lower secondary school students in Bangkok’s Secondary Educational Service Area Offices (SESAO) 1 and 2, using data mining techniques to analyze key influencing factors and develop a culturally adapted PWB questionnaire. The research framework is based on six components: autonomy, environmental mastery, personal growth, positive relationships, life purpose, and self-acceptance. Data were collected from 2543 students in the 2023 academic year and analyzed using the Waikato Environment for Knowledge Analysis (WEKA) program and the JRip rule-based classification model. Results indicate that personal growth is the most predictive in the classification performance of PWB, followed by positive relationships and life purpose. A newly developed PWB questionnaire was tested for reliability, with the Supplied Test Set (80:20) method yielding strong performance metrics, including accuracy (90.18%), precision (69.00%), recall (90.90%), and F-measure (78.40%). This study demonstrates data mining’s effectiveness in identifying factors influencing adolescent PWB within the Thai context. The findings provide educators and policymakers with insights for fostering student well-being and contribute to research by offering a validated, culturally relevant assessment tool.
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Improving Thai undergraduate students’ web design skills for smartphones through a collaborative blended learning approach
(2025-01-01)
Pimdee, Paitoon
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Wuttikamonchai, Oraboot
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Sukkamart, Aukkapong
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Meedee, Chontawat
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Meekhobtong, Sirinthorn
Purpose: The increasing ubiquity of smartphones has created a growing demand for web designers skilled in creating responsive, user-centered, and smartphone-accessible websites. However, Thai undergraduate students often lack specialized training in mobile website design, highlighting a critical gap in digital education. While cooperative and blended learning has been recognized as effective pedagogical strategies, there is limited research on how these approaches can be integrated to address specific skill gaps in mobile web design. This study aims to develop and evaluate a Collaborative-Blended Learning Management Model (CBLMM) to enhance students’ proficiency in smartphone website design. Methods: The CBLMM was developed by synthesizing cooperative and blended learning literature and a needs assessment focused on mobile web design competencies. The model consists of six key stages: (1) online self-study, (2) in-class lectures, (3) group activities, (4) project presentations, (5) summarization and evaluation, and (6) discussion and reflection. The model was evaluated by nine experts using a connoisseurship approach, assessing its usefulness, feasibility, appropriateness, accuracy, and effectiveness. To test the model’s efficacy, an experimental study was conducted with 19 third-year students enrolled in a web design course. Results: Expert evaluations indicated that the CBLMM received high ratings across all assessment criteria. The experimental results showed a statistically significant improvement in students’ mobile website design skills, surpassing the 60% benchmark with significance at p < 0.05. Post-learning assessments also revealed marked improvements in user experience (UX) design compared to pre-learning performance. The effect size analysis indicated a moderate practical impact on skill development (d = 0.44) and a significant effect on academic achievement (d = 1.18). Discussion: These findings suggest that structured, collaborative, and blended learning approaches can effectively equip students with essential digital design skills, filling critical gaps in higher education curricula. The study contributes to the field by demonstrating the CBLMM’s potential for enhancing mobile web design education, with broader implications for curriculum development and instructional design. Future research should explore the model’s applicability in diverse educational settings, examine long-term skill retention, and integrate emerging technologies such as AI-driven adaptive learning to refine digital education strategies further.
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Enhancing digital literacy in Thai higher education: A strategic imperative
(2025-01-01)
Noppakhunwong, Thaksina
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Kantathanawat, Thiyaporn
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Pimdee, Paitoon
This study aims to enhance digital literacy in Thai higher education through the development of an integrated framework—3CLPC (Cloud-based, Collaborative, and Positive Coaching). A mixed-methods approach was employed, combining surveys and interviews with students and faculty from three public universities. Quantitative data were analyzed using descriptive statistics, while qualitative input informed iterative model refinement. The results indicated improvements in students’ digital competencies, especially in collaboration, content creation, and problem-solving. Participants also reported increased confidence and engagement when using cloud-based tools and receiving supportive coaching. The 3CLPC framework effectively addresses the divide between access to technology and pedagogical effectiveness, particularly in under-resourced institutions. The model is scalable and adaptable to other Southeast Asian contexts. Practical implications include integration into teacher training programs and digital curriculum policies. The study contributes to bridging the gap between policy and practice in digital education, emphasizing equity and learner-centered design.
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Development and Validation of a Competency Framework for Thai External Quality Assessment Supervisory Units
(2025-01-01)
Sukkamart, Aukkapong
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Ployduangrat, Jaruwan
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Prongprommarat, Jakkapong
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Pimdee, Paitoon
Background/purpose: Effective supervision is critical for credible educational quality assurance, yet a validated framework for External Quality Assessment Supervisory Units (EQASUs) remains absent in Thailand. This study aimed to develop and validate a competency framework of components and quality indicators to address this gap and enhance EQASU effectiveness. Materials/methods: The research was conducted in two sequential stages, in which the first stage used 18 experts to analyze the framework's core components and indicators. Second, the model was empirically validated through a survey of 434 external quality assessors (EQAs) in 2023, selected via proportional stratified random sampling. Data were analyzed using Confirmatory Factor Analysis (CFA) to validate the construct and the Mann–Whitney U test to examine performance differences. Results: The validation process confirmed a framework of four core components: organizational management (OM), personnel performance development (PPD), productivity and results (PAR), and cooperative networks (CN). All components demonstrated strong predictive power on EQASU effectiveness, with PPD emerging as the most crucial (β = 0.94), followed by OM (β = 0.81), CN (β = 0.79), and PAR (β = 0.78). A meta-evaluation of the framework's application confirmed the feasibility of its policy recommendations. Among the evaluation dimensions, utility was highest, followed by feasibility, accuracy, and propriety. Furthermore, high-performing EQASUs showed a significantly closer fit to the validated framework than the general group at the 0.01 level. Conclusion: The verified EQASU framework addresses a critical need in the Thai educational landscape. It contributes to the literature on assessment supervision and offers a practical, evidence-based tool for strengthening external quality assurance in Thailand and similar international contexts.
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Enhancing computational thinking skills in Thai middle school students through problem-based blended learning approaches
(2025-01-01)
Sukkamart, Aukkapong
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Chachiyo, Wassana
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Chachiyo, Manop
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Pimdee, Paitoon
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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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Integrating Mastery Adaptive and Problem-Solving (MAPS) Digital Technology Skills into a Thai Community College Student Learning Model
(2025-01-01)
Kantathanawat, Thiyaporn
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Ussarn, Anyamanee
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Charoentham, Mai
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Pimdee, Paitoon
Background/purpose. The increasing integration of digital technology in education underscores the need for instructional models that support personalized, skill-based, and problem-solving-focused learning. While traditional pedagogies often fail to address these needs comprehensively, this study proposes that the Mastery Adaptive Problem-Solving (MAPS) Model offers an innovative solution for enhancing digital technology skills (DTS) and academic achievement (AA) among Thai community college students. Materials/methods. The MAPS Model incorporates mastery learning, micro-learning, adaptive learning, and problem-based learning (PBL) into a six-step framework. Expert validation of the model was conducted using the Connoisseurship method via focus group discussions. A quasi-experimental design was employed to evaluate the model's implementation with 19 second-year Thai community college students. Student DTS and AA were measured using validated tools with reliability indices exceeding 0.80. Retention of skills and knowledge was assessed 14 days post-instruction. Results. Experts rated the MAPS Model highly for utility, feasibility, appropriateness, and accuracy. After implementation, students' DTS significantly exceeded the set threshold (70%), with statistical significance at the .01 level. Additionally, students demonstrated significantly higher AA post-instruction than pre-instruction levels, at the .01 significance level. Retention analysis revealed no significant decline in DTS or AA 14 days after program completion. Conclusion. The MAPS Model effectively integrates innovative pedagogical strategies to enhance DTS and AA in community college settings. Its structured, adaptable framework addresses diverse learner needs, ensuring immediate and sustained educational benefits.
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Enhancing Digital-Age Metacognition: A Framework for Cognitive Innovation in Thai Secondary Education
(2025-01-01)
Kantathanawat, Thiyaporn
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Thongsomnuek, Natarika
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Charoentham, Mai
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Pimdee, Paitoon
Background/purpose. The increasing prevalence of digital tools in education necessitates models that enhance students' metacognitive skills. Despite this need, limited research exists on structured pedagogical approaches to foster metacognition within digital learning contexts. This study aimed to develop and evaluate the Cognitive Innovation Model to Enhance Metacognitive Skills in the Digital Age (CIMEMSDA) for Thai secondary students, addressing this gap in contemporary education. Materials/methods. A quasi-experimental design was employed to assess the efficacy of CIMEMSDA, which follows a four-stage structured approach: (I) introduction and recalling, (ii) reviewing and planning, (iii) investigating and applying knowledge, and (iv) summary and evaluation. Rooted in constructivist and metacognitive principles, the model was validated by nine experts for utility, feasibility, suitability, and accuracy. The study involved 80 Grade 8 students in 2024, divided equally into experimental and traditional groups. The experimental group used CIMEMSDA with modules on computational thinking and Python programming, while the traditional group received standard instruction. Results. The experimental group demonstrated significantly higher metacognitive skills and academic performance than the traditional group. The MAPS Model significantly improved students' digital technology competencies, with post-learning DTS scores exceeding the benchmark by 8.07%. This demonstrates the model's ability to surpass foundational expectations and foster advanced technological skills. Students maintained their academic achievement and digital technology skills for 14 days post-learning without significant decline, illustrating the model's effectiveness in ensuring durable and long-lasting learning outcomes. Conclusion. CIMEMSDA shows strong potential as an educational tool for enhancing metacognitive skills in the digital age. Its structured, stage-based approach aligns well with contemporary educational practices, addressing critical gaps and offering a feasible framework for integrating metacognitive skill development into secondary education.
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Assessing creative problem-solving competencies in primary school educators: A confirmatory factor analysis approach
(2025-01-01)
Charoentham, Mai
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Kantathanawat, Thiyaporn
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Pimdee, Paitoon
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Teerasoonthontai, Krittameth
This study aimed to examine and analyze the second-order confirmatory factor structure of creative problem-solving for primary school teachers. The sample consisted of 150 teachers and educational supervisors from the Office of the Basic Education Commission, selected through multi-stage random sampling. The data collection tool was a creative problem-solving questionnaire evaluated for item-objective congruence (IOC) values between 0.60 and 1.00, with discriminant power ranging from 0.68 to 0.88 and reliability coefficients between 0.77 and 0.92. Data were analyzed using means, standard deviations, and second-order confirmatory factor analysis (CFA). The results revealed that teachers and educational supervisors had a high level of agreement on creative problem-solving in general and for each component. The second-order CFA creative problem-solving model demonstrated a good fit with the empirical data and consisted of five components and 15 indicators. The components, ranked by weight from highest to lowest, were Truth Discovery (TD), reflecting the emphasis teachers place on understanding the nature and context of problems. This was followed by Knowledge Creation (KC), which highlights the importance of applying knowledge to real-world challenges, and Problem Identification (PI). Idea Generation (IG) and Solution Discovery (SD) received slightly lower scores, though still within the high range. This suggests that while teachers value these components, they may require further development in fostering innovation and evaluating solutions critically.

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