Sukkamart, Aukkapong

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Sukkamart, Aukkapong
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aukkapong.su@kmitl.ac.th

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    Analysis of sustainable leadership for science learning management in the 21st Century under education THAILAND 4.0 framework
    (2018-01-05)
    Jedaman, Pornchai
    ;
    Buaraphan, Khajornsak
    ;
    Pimdee, Paitoon
    ;
    Yuenyong, Chokchai
    ;
    Sukkamart, Aukkapong
    This article aims to study and analyze the 21st Century of sustainable leadership under the education THAILAND 4.0 Framework, and factor analysis of sustainable leadership for science learning. The study employed both quantitative and qualitative approaches in collecting data including a questionnaire survey, a documentary review and a Participatory Action Learning (PAL). The sample were sampling purposively. There were 225 administrators of Primary and Secondary Education Area Offices throughout Thailand. Out of 225, 183 (83.33%) and 42 (16.67%) respondents were the administrators of Primary and Secondary Education Offices, respectively. The quantitative data was analyzed by descriptive statistical analysis including mean, standard deviation. Also, the Confirmatory Factor Analysis (CFA) was conducted to analyze the factors associated with sustainable leadership under the education THAILAND 4.0 Framework. The qualitative data was analyzed by using three main stages, i.e., data reduction, data organization, data interpretation to conclusion. The study revealed that sustainable leadership under the education THAILAND 4.0 Framework needs to focus on development, awareness of duty and responsibility, equality, moral and knowledge. All aspects should be integrated together in order to achieve the organizational goals, good governance culture and identity. Importantly, there were six "key" elements of sustainable leadership under the education THAILAND 4.0 framework: i) Professional Leadership Role, ii) Leadership Under Change, iii) Leadership Skills 4.0 in the 21st Century, iv) Development in the Pace With Change, v) Creativity and Creative Tension, and vi) Hold True Assessments. The CFA showed that the six key elements of sustainable leadership under the education THAILAND 4.0 framework by weight of each elements were significant at the.01 significance level.
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    Critical thinking skill development: Analysis of a new learning management model for Thai high schools
    (2018-01-01)
    Changwong, Ken
    ;
    Sukkamart, Aukkapong
    ;
    Sisan, Boonchan
    Under the vision outlined in Thailand 4.0, critical thinking skills have become one of the key pillars of a new, knowledge-based economy. However, the 2015 Thailand Research Fund study that evaluated the logical thinking and analytical skills of 6,235 students in ten provinces of Thailand, found that the average score was 36.5%, with only 2.09% of all students passing. Recognizing the severity of the crisis, nine experts met in August 2017 as a focus group and were tasked by the researchers to help with the development of a new critical thinking learning management model. From this, a five-step learning management model was conceptualized, which the authors called the ‘PUSCU Model’. By means of cluster random sampling, 69 students were selected, from which two sub-groups were formed. One group of 35 experimental studies students, and one group consisting of 34 traditional learning students. The PUSCU model was tested for 16 weeks, from November 2016 through February 2017. The Statistical Package for the Social Sciences (SPSS) 21 software was used to conduct a one-way Multivariate Analysis Of Variance (MANOVA) to determine whether there were any differences between the control and the experimental groups. The results indicated that the experimental group had higher average scores in terms of critical thinking ability and academic achievement, and its members were satisfied with a high level of the model performance, particularly, with the instructor’s use of the developed learning materials.