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Author: search.filters.author.Sukkamart, AukkapongSubject: search.filters.subject.Academic achievement

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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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    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
    ;
    Sukkamart, Aukkapong
    ;
    Nantha, Cherisa
    ;
    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.