Pimdee, Paitoon
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Preferred name
Pimdee, Paitoon
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Email
paitoon.pi@kmitl.ac.th
38 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, Promoting Undergraduate Pre-Service Teacher Computational Thinking(2023-02-01); Pipitgool, SawitreeThe study aimed to evaluate the results of a computational thinking (CompThink) and learning management model using a flipped classroom (FC), combined with critical thinking problem-solving (CTPS) activities. The sample consisted of 57 thirdyear Thai computer studies (CS) pre-service teachers (PST) (29 = control group, 28 = experimental group). The mean scores of CompThink and Academic Achievement were analysed using a One-way MANOVA. Post-course testing revealed that learning achievement and CompThink were higher than students studying using traditional methods. - 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, A needs assessment evaluation of information technology student mobile website design skills(2024-01-01); ; In this study, we present a comprehensive needs assessment (NA) aimed at identifying key factors that contribute to enhancing instructor skills in mobile website design (MWDS). In the realm of professional development, the significance of NAs for user experience (UX) designers has gained attention, with scholars emphasizing the importance of competency modeling to elucidate the intricate knowledge, skills, and abilities inherent in UX design. This perspective aligns with the essential nature of learning NAs for continuous professional development. Therefore, the objective of our investigation was to evaluate the current state of instructor MWDS and their real-world user experience through a sample of 41 individuals, including information technology (IT) instructors and IT entrepreneurs. Employing a simple random sampling method in August 2023, our study utilized descriptive statistics to analyze the data, revealing a moderate proficiency level (mean [M]=3.40). Interestingly, the highest rankings in our findings were attributed to planning mobile website design from a user experience perspective (M=3.81) and developing or creating a website for mobile devices user experience (M=3.81). These skills demonstrated consistent high perceived importance (M=4.78). Moreover, specific aspects of MWDS stood out in terms of significance, with developing or creating mobile websites’ user experience holding the top priority (M=4.87), followed closely by designing mobile websites’ user experience (M=4.79) and developing or prototyping mobile websites’ user experience (M=4.77). Our findings underscore the urgent need to prioritize the promotion of MWDS, particularly those focused on user experience. Using priority needs index modified (PNImodified) method, we identified that user research holds the highest priority (PNImodified=0.56), followed closely by mobile website design user experience (PNImodified=0.41), and defining website content for mobile devices user experience (PNImodified=0.40). This information provides valuable insights for educational institutions and industry stakeholders, guiding efforts to enhance instructor skills and align curricula with the evolving demands of mobile web design. In summary, our study sheds light on the current state of instructor MWDS, emphasizing the importance of user experience-related competencies. The identified priority needs offer valuable guidance for educational institutions and industry stakeholders, facilitating efforts to enhance instructor skills and align curricula with the dynamic requirements of mobile web design. Notably, our results align with the hypothesis testing, where paired sample t-test statistics found that both overall and individual aspects indicated a statistically significant preference for desired over actual outcomes at the .01 level. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Appropriate Thai high school student internet behaviour: A hierarchical linear model analysis(2017-01-01) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Structural equation model of the adoption of ozone generator technology by thai industries(2015-01-01); Ozone is second only to fluorine as the most powerful oxidant in the world. It's the most powerful, natural air and water sanitizer readily available and can break down chemicals into their basic naturally-occurring component parts. The objectives of this study were therefore, to test a model of technology adoption used in the ozone generator industry in Thailand. Self-reporting questionnaires were retrieved from 500 production and engineering managers in both central and eastern Thailand enterprises from a total of 3,000 distributed. The research framework integrates Corporate Vision, Awareness, Interest, Evaluation and Trial to hypothesize a theoretical model to explain and predict adoption of ozone generator technology. All latent variables in the model have a positive influence on the adoption of Thai ozone generator technology. The model furthermore consisted of 18 observed variables with a variable latency of 6 variables which had a positive influence on the adoption of ozone generator technology. The final structural model was verified to achieve a good fit with the empirical data at 65% because of the decision to use new products in ozone generator technology. Using LISREL 8.72 Structural Equation Modeling (SEM), the results showed that that the variables that influence technology use the most are Adoption, followed by Interest and Evaluation, followed by Trial, Awareness and Corporate Vision having the effects of 0.73, 0.53, 0.42, 0.31 and 0.23, respectively. - Some of the metrics are blocked by yourconsent settings
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, Thai Student Teacher Learning Innovation: A Second-Order Confirmatory Factor Analysis(2021-01-01); The study’s objective was to analyze the corroborating elements of a Thai student teacher’s(TST) learning innovation as perceived through theexpertise of their teachers. Therefore, from 12 Thaiteaching universities (Rajabhats) located across fourThai regions, multiple sampling techniques were usedto select a sample of 151 teaching professionals. Theresearch instrument was a questionnaire using a 5-levelscale to assess the opinions on the four latent and 12observed variables. The results showed that of thethree latent variables analyzed that contributed to TSTlearning innovation (IN), learning innovation use (US)were perceived as most important, followed by thelearning innovation development process (DE) and thenthe TST’s creative collaboration (CO) abilities,respectively. Finally, all the observed variables weredetermined to be compatible with TST innovationlearning at a ‘high’ level - 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.