Charoentham, Mai

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Charoentham, Mai
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mai.ch@kmitl.ac.th

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    Item type:Publication,
    Enhancing Psychological Well-Being Assessment Through Data Mining: A Case Study from Thailand
    (2025-04-01)
    Treearpornwong, Asamaporn
    ;
    Kantathanawat, Thiyaporn
    ;
    Charoentham, Mai
    ;
    Pimdee, Paitoon
    ;
    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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    Item type:Publication,
    Development of a problem-solving ability learning model for children with intellectual disabilities
    (2025-04-01)
    Kantathanawat, Thiyaporn
    ;
    Treearpornwong, Asamaporn
    ;
    Charoentham, Mai
    BACKGROUND: Enhancing problem-solving abilities (PSA) in children with intellectual disabilities is critical for fostering independence and adaptive skills. The initial PCTL- model integrated phenomenon-based learning (PhBL), cognitive coaching (CC), task analysis (TA), and optimal learning environments (LE) to address the unique educational needs of this population. MATERIAL AND METHODS: The study employed a two-phase approach. In phase 1, a conceptual framework for the PCTL model was synthesized through a systematic review of existing literature and an analysis of the teaching contexts specific to children with intellectual disabilities. In phase 2, the model was evaluated by eight educational experts specializing in curriculum design, assessment, special education, and technology. Quantitative ratings were collected to assess feasibility, utility, propriety, and accuracy, with an overall mean of 4.40 (SD = 0.51), indicating high appropriateness. Qualitative feedback was analyzed to refine the model, which was subsequently expanded and became the PCTL + PSA model. RESULTS: The expert panel validated the PCTL model, emphasizing its comprehensive structure and practical applicability. The model after expert assessment and input was expanded to five key components for developing PSA. Moreover, PSA is identified as being involved in identifying problems, subdividing problems, analyzing and proposing solutions, evaluating methods, and assessing outcomes. Across all evaluation dimensions, the PCTL + PSA model achieved high scores, with the utility dimension rated the highest (mean = 4.69, SD = 0.49, P < 0.05). The findings highlighted the importance of fostering a supportive LE - physically, psychologically, socially, and informationally - to maximize the model's effectiveness. CONCLUSION: This study introduces a validated and practical framework tailored to enhance problem-solving skills in children with intellectual disabilities. The final PCTL + PSA model contributes to inclusive education by addressing the unique learning needs of this population and providing actionable strategies for educators to improve classroom practices.