Pimdee, Paitoon
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Preferred name
Pimdee, Paitoon
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Email
paitoon.pi@kmitl.ac.th
11 results
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Item type:Publication, Enhancing Psychological Well-Being Assessment Through Data Mining: A Case Study from Thailand(2025-04-01); ; ; 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enhancing Teaching and Supervisory Staff’s Creative Problem-Solving SkillsThis 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enhancing ICT Literacy and Achievement: A TPACK-Based Blended Learning Model for Thai Business Administration Students(2024-05-01); ; The COVID-19 pandemic has heightened the need for 21st century skills, particularly computer and ICT literacy (CICT) in Thailand. This study aimed to develop a TPACK (Technological Pedagogical and Content Knowledge)-based blended learning model (BLM) to enhance CICT skills and academic performance among 179 Business Administration (BA) undergraduates in the 2022 academic year Computer and Information Applications course. Research instruments were designed and evaluated by experts. Over 18 weeks, qualitative and quantitative data were collected, with the qualitative data undergoing content analysis. Descriptive statistics were used to analyze quantitative data, comparing pretests, post-tests, and 2-week retests using a repeated measure ANOVA. One-sample t-tests were used to assess the model’s impact on CICT skills. The results showed a significant score improvement between tests, with the highest mean being seen in the 2-week retest. The BA-TPACK model significantly enhanced CICT skills, exceeding 80%. The students expressed high satisfaction, with the BA-TPACK model effectively enhancing CICT skills and academic achievement, recommending its integration into future computer and information courses. This study’s contribution lies in addressing the pressing need for CICT skills in the ‘new normal’. By developing and implementing a BLM grounded in the TPACK framework, this study not only enhances students’ CICT proficiency but also fills a crucial gap in the literature regarding effective pedagogical approaches to foster 21st century skills. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms(2024-04-15); ; ; Leekitchwatana, PunneeThe 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. - 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, Enhancing digital literacy in Thai higher education: A strategic imperative(2025-01-01); 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Needs assessment to promote the digital literacy among students in Thai community colleges(2022-09-01); The objective of this research was to assess the need to promote digital literacy of the students under the supervision of Tak Community College. The population consisted of 152 students in Tak Community College, Tak Province, Thailand, registered for the second semester of the 2020 academic year. The research instrument was a digital literacy questionnaire, and the data were analyzed using percentage, mean, standard deviation, and the prioritization of the need. The findings revealed that the level of digital literacy skills of the students was moderate. The level of digital literacy that students expected, however, was very high. In concluding remarks, it was found that the highest average of the digital literacy skills of the Tak Community College students was the use of the spreadsheet program (PNIModified=0.30), followed by the use of presentation program (PNIModified=0.27), and the word processor program as the lowest average point of skills (PNIModified=0.23). The students of Tak Community College, therefore, are inevitability required the better digital literacy skills development from the lessons enlightened by the teachers. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Enhancing Digital-Age Metacognition: A Framework for Cognitive Innovation in Thai Secondary Education(2025-01-01); ; 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, An Integrated Design-Based Learning Management Model to Promote Thai Undergraduate Computational Thinking Skills and Programming Proficiency(2022-01-01); ; Sukkamart, ThanateThe study applied concepts of computational thinking, waterfall programming, and design-based learning management (DBLM) combined with a participatory action research (PAR) methodology to obtain an integrated learning management model (LMM) designed as a base to promote computational thinking skills (CTS) and programming proficiency. The study used three groups consisting of 21 volunteer computer education undergraduate students, three teachers, and three computer studies graduates from the Computer Studies Department of the Faculty of Education at Dhonburi Rajabhat University in Thailand. To verify the model, nine educational experts conducted an assessment of the proposed model, and determined that the evaluation standards were overall at a high level (x= 4.23, SD = 0.44), with the experts feeling that the integration of the DBLM computational thinking framework, the Waterfall programming conceptual framework, and the PAR meeting the study's stated objectives at the highest level (x= 4.56, SD = 0.53). The proposed model is best undertaken in five week sessions of five hours each using five exercises per week. Activity effectiveness is best measured by taking notes, worksheets, and practicing the learned skills. In conducting this research, there may be obstacles from learners who may withdraw during research due to personal activities or becoming discouraged in learning activities based on a five-week schedule, preventing them from participating every time. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Predicting student-teacher self-directed learning using intrinsic and extrinsic factors: a Theory of Planned Behavior adoption(2023-01-01); ;