Pimdee, Paitoon
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Pimdee, Paitoon
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paitoon.pi@kmitl.ac.th
63 results
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Item type:Publication, Education and Development in ASEAN’s Greater Mekong Subregion(2024-01-01); ; ; Prongprommarat, JakkapongThe objectives of this study were to analyze and synthesize educational strategies and their development approaches within the context of the ASEAN community’s Greater Mekong Subregion (GMS) members of Cambodia, Lao PDR, Myanmar, Thailand, and Vietnam, as well as the PRC (People’s Republic of China) southern province of Yunnan. Moreover, the study sought to assess the appropriateness of development approaches based on these educational strategies. This mixed-method research used both qualitative and quantitative research methods. The data sources included documents related to educational policies and strategies, as well as administrators involved in educational management in each of the six GMS members surveyed. The research tools consisted of content analysis forms and opinion questionnaires, with an index of item-objective congruence (IOC) ranging from 0.80 to 1.00 and a reliability coefficient of 0.82. Data were analyzed using educational strategy content analysis by calculating the mean and standard deviation to assess the level of appropriateness and feasibility of the development approaches. This study makes a significant contribution to the literature by providing a comprehensive analysis and synthesis of educational strategies and their development approaches within the context of the ASEAN community’s Greater Mekong Subregion (GMS) members. The study offers valuable insights into the appropriateness and feasibility of these strategies and approaches. The findings not only validate the 22 educational strategies and 86 development approaches as highly appropriate and feasible but also serve as a valuable resource for policymakers, educators, and researchers, facilitating informed decision-making and fostering effective educational development initiatives. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Assessing version control system skill gaps in undergraduate IT education: A needs assessment of academic and industry stakeholder perspective(2025-01-01); This study presents a needs assessment evaluating undergraduate Information Technology (IT) students' Version Control System (VCS) competencies based on perspectives from IT instructors and IT entrepreneurs in Thailand. Using a structured questionnaire, data were collected from 49 stakeholders assessing both actual and desired skill levels across seven core VCS competencies. Paired-sample t-tests revealed statistically significant differences between actual and desired competencies for all skill factors (p <.01), underscoring considerable gaps. The highest Priority Needs Index (PNImodified) values were observed in writing effective commit messages, detecting and resolving errors, and tracking change history. Notably, instructors perceived more significant skill gaps than entrepreneurs, highlighting a need for improved curriculum alignment. The findings emphasize the urgency of enhancing higher-order VCS skills critical for agile and DevOps workflows. This study lays the groundwork for developing a new training curriculum integrating blended learning, problem-based learning (PBL), and generative AI tools to address these gaps and better prepare students for professional software development environments. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Confirmatory factor analysis of the essential digital competencies for undergraduate students in thai higher education institutions(2019-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Causal relationship model of Thai student energy conservation behaviour(2017-12-01)Research has proven that studying the behavior of electric energy use and conservation of university students can be a powerful predictor of future energy trends and potential problems/solutions in a nation's energy requirements as education plays a strategic role in improving energy efficiency. Therefore, a causal relationship model of Thai undergraduate student energy conservation behavior was developed in 2013 from a 15 campus survey of 1, 200 undergraduate students. The instrument used for questionnaire analysis was a 5-level agreement rating scale, whose reliability was determined to range between 0.70-0.94 while construct reliability was found to be between 0.64-0.90. LISREL 9.10 analysis of undergraduate student psychological traits, situations and psychological-situational factors determined the total influences of these factors to be 0.51, 0.23 and 0.08 respectively. Additionally, the independent variables accounted for 40% of the total variance in energy conservation behavior of students. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Thai vocational internship student-teacher development through a constructionism learning skills model(2018-01-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Cultural skills of industrial students at vocational certificate level(2019-01-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Improving Thai undergraduate students’ web design skills for smartphones through a collaborative blended learning approach(2025-01-01); ; ; 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Integrating Mastery Adaptive and Problem-Solving (MAPS) Digital Technology Skills into a Thai Community College Student Learning Model(2025-01-01); ; 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Bangkok's mass rapid transit system's commuter decision-making process in using integrated smartcards(2016-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Analysis of sustainable leadership for science learning management in the 21st Century under education THAILAND 4.0 framework(2018-01-05);