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Author: search.filters.author.Sovajassatakul, Thanongsak

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    Development and evaluation of a station rotation blended learning model to enhance creative thinking and poetry writing skills
    (2026-01-01)
    Krittapakpokin, Temsook
    ;
    Sriwisathiyakun, Kanyarat
    ;
    Sovajassatakul, Thanongsak
    Poetry writing reflects ideas, wisdom, and culture while supporting the development of analytical, synthetic, and evaluative skills essential for holistic thinking and creative expression. Despite these benefits, poetry instruction in Thai lower secondary classrooms remains predominantly lecture-based with limited activity diversity, reducing student engagement with composition. However, poetry writing offers substantial potential for creative thinking, a key 21st-century competency. This study developed and evaluated a blended learning model based on the Online-Teacher-Collaboration (OTC) Rotation Model to strengthen linguistic creative thinking and poetry-writing skills. The research involved two phases: model development through theoretical synthesis and expert validation by 7 specialists, followed by effectiveness testing using a quasi-experimental posttest-only control-group design with cluster random sampling. Participants included 78 Secondary 2 students, equally divided into experimental and control groups. Assessment data on linguistic creative thinking and poetry-writing skills were analyzed using MANOVA. Results indicated that students taught with the OTC Rotation Model scored significantly higher both in poetry writing and creative thinking than the control group. These findings carry meaningful implications for language educators and curriculum designers: the OTC Rotation Model offers a structured, evidence-based instructional framework that integrates creative thinking directly into literary composition, making it readily applicable to Thai-language classrooms without requiring extensive institutional resources. Teachers are encouraged to adopt its three-station structure online, teacher-led, and collaborative as a replicable format for designing active learning environments. Beyond Thai education, the model can be adapted across other educational levels and linguistic contexts where poetry instruction and creative thinking development are curricular priorities.
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    Enhancing Thai General Practitioners' Critical Thinking Skills: An Educational Development Needs Assessment
    (2025-01-01)
    Daengneam, Bancha
    ;
    Sriwisathiyakun, Kanyarat
    ;
    Sovajassatakul, Thanongsak
    Purpose. This study examined Thai general practitioners’ (GPs) actual and expected levels of critical thinking skills (CTS) and identified developmental priorities through an educational development needs assessment (EDNA) using the modified Priority Needs Index (PNImodified). Methodology. A descriptive survey was conducted with 346 Thai GPs selected through proportional stratified random sampling from five national training institutions. Data were collected using a dual-response questionnaire covering five CTS domains and analyzed using means, standard deviations, dependent-samples t-tests, and a PNImodified gap analysis. Findings. GPs rated their current CTS as moderate, while expected levels were very high. The greatest developmental need was synthesis of ideas, followed by analytical processing and evaluation of outcomes. These statistically significant gaps underscore an urgent need to enhance higher-order thinking skills (HOTS) in GP training. Conclusions. The results confirm a considerable CTS gap, with synthesis as the highest priority. Addressing these deficits is essential to strengthening decision-making and holistic care in Thai primary healthcare. Implications for Research and Practice. The study provides evidence-based guidance for curriculum reform, continuing professional development, and workplace-based assessment. By integrating critical thinking competencies into training frameworks, Thai medical education can better prepare GPs to meet the demands of modern practice.
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    Effects of team-based Ubiquitous learning model on students’ achievement and creative problem-solving abilities
    (2024-01-01)
    Wadtan, Riana
    ;
    Sovajassatakul, Thanongsak
    ;
    Sriwisathiyakun, Kanyarat
    Previously, we described a Team-Based Ubiquitous Learning Model on Cloud Platform Model (PITTA Model). In this paper, we aimed to demonstrate the value of this model by compare learning achievement and creative problem-solving ability using the PITTA model of learning, compare between experimental group and control group by The Randomized Posttest-Only Control Group Design. The sample group comprised students from Bunditpatanasilpa Institute of Fine Arts who were enrolled in the Innovation Information Technology and Communication in Education course during the second semester of Feb-Mar 2023. A total of 50 students from two classrooms were selected using cluster random sampling. The students were divided into two groups: one consisting of 25 students who participated in PITTA model learning activities, and another group of 25 students who engaged in conventional learning activities. The research employed two main instruments: the learning achievement test and the creative problem-solving ability assessment test. Statistical analyses included the use of measures such as mean (x¯) and standard deviation (SD), as well as One-way MANOVA. The research findings revealed that the group of students utilizing the PITTA Model in their learning activities exhibited higher levels of learning achievement compared to the group engaged in regular learning activities, with statistical significance observed at the.05 level. Furthermore, the students who participated in learning activities based on the PITTA Model demonstrated superior creative problem-solving abilities compared to those involved in conventional learning activities, again reaching a statistical significance level of 0.05.
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    Self-directed learning with knowledge management model on academic achievement and digital literacy abilities for employees of a Thai energy organization
    (2021-09-01)
    Silamut, Aime acha
    ;
    Sovajassatakul, Thanongsak
    Previously, we described a self-directed learning with knowledge management (SDL-KM) model (Silamut and Petsangsri 2020), to motivate learners in an organization to learn from internal-and-external knowledge management resources to enhance their Academic Achievement and Digital Literacy Abilities. In this paper, we aimed to demonstrate the value of this model by comparing these abilities in a controlled experiment with employees of an energy regulatory organization in Bangkok, Thailand. 40 employees were randomly selected, using stratified sampling, and divided into an experimental group (20) and control group (20), who participated in learning activities on two energy topics. The research instruments were data collection at the end of the lessons, which included information on Academic Achievement and Digital Literacy Ability assessment. Means, standard deviations and one-way MANOVA statistics were computed. As the results, the experimental group had higher Digital Literacy Abilities than the control group (p < 0.05), but there was no significant difference between the groups for Academic Achievement. SDL-KM model encourages learners to learn by themselves, knowing how to use Digital Literacy Abilities to support KM. This will lead to success in their work.
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    Effects of copper model in blended service learning for the enhancement of undergraduate academic achievements and critical thinking
    (2020-05-01)
    Phakakat, Suphamart
    ;
    Sovajassatakul, Thanongsak
    This study is aimed at comparing academic achievements and critical thinking skills between the groups undertaking blended service learning and typical learning. A cluster random sampling was employed to sample 62 students. The experimental and control groups respectively comprised 30 and 32 of them. The instruments were 1) a Copper Model lesson plan, 2) online instructional media on Computer and Information Technology, 3) a critical thinking measurement, and 4) an academic achievement measurement. Data were analyzed using mean (x), standard deviation (SD), and one-way MANOVA. Results concluded that the experimental group with blended service learning achieved higher academic achievements and critical thinking skills than the control group at the.05 significance level.