Petsangsri, Sirirat
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Preferred name
Petsangsri, Sirirat
Alternative Name
Petsangsri, S.
Main Affiliation
Email
sirirat.pe@kmitl.ac.th
5 results
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Item type:Publication, Does an activated video camera and class involvement affect academic achievement? An investigation of distance learning students(2023-05-01); Morris, JohnIn synchronous learning, participants interact by viewing each other directly. Deactivation of the video camera and low student involvement can be interpreted variously, including learning seriousness or lack of it, physical presence in the virtual classroom, etc. We studied the connection between video camera use, class involvement and student achievement in a one semester psychometry class. We monitored camera use and class involvement and captured final grades, supplemented with an open-ended questionnaire and semi-structured interviews. A combination of turning a camera on and active participation in the class affected the student grade more strongly (p = 0.88) than class involvement (p = 0.12). Bayes factors showed that a model, enhanced by both activated cameras and student involvement, was 7.14 times more likely to affect grade. Bayes linear regression predicted class participation increased the grade by 3.2 points per meeting, whereas turning the camera on increased it by only 0.9 points per meeting. However, both involvement and turning the camera on were predictors of student achievement. Questionnaire responses showed reasons not turning a camera on included unready to learn (44%), unstable internet connection and limited quota (37%), psychological reasons (11%), devices overheating (4%) and following others (4%). On the other hand, students always turned the camera on because of communication support (49%), evidence of seriousness (25%) and attendance (16%), following others (1%), good internet connection (1%), and respect for the instructors (8%). The students who activated their camera felt supervised and it forced them to study seriously and maintain concentration during class. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, VIDEO CAMERAS IN DISTANCE CLASSES: EFFECTS ON STUDENT ATTITUDES AND VALIDITY OF MEASUREMENT TOOLS(2025-01-01); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Effects of Cloud-based Gamified Instruction Integrating Peer Assessment on Primary Students' English Writing and Critical Thinking(2025-01-01); Morris, JohnEnglish writing and critical thinking are not only fundamental to academic success but also play a crucial role for the holistic development of primary students. This study investigated the effects of a cloud-based gamified instruction integrating peer assessment on primary student English writing and critical thinking. A pre- and post-test with a delayed pos-test research design was used; thirty-five grade sixth students participated in the study. The research instruments included writing and critical thinking tests. The data were analyzed using repeated measures ANOVA. There was a significant improvement writing from a pre-test through and post-test and delayed post-test (F = 853.76, p < 0.001). The F-value indicated a significant difference between pre- and post-test, but there was little difference between post- and delayed post-tests. The high effect size (η = 0.96) confirmed the effectiveness of the intervention on writing. Similarly, analysis also indicated a significant effect the intervention on the critical thinking improvement over time (F = 632.89, p < 0.001). The high effect size (η = 0.95) emphasized the practical significance of the improvements across the three time points. This confirmed the positive effects of the cloud-based gamified instructional model on writing and critical thinking. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Effects of Cloud-Based Instruction Using a Process Writing Approach on High School Students’ English Writing Skills(2024-01-01); Morris, JohnThis study investigated the effectiveness of cloud-based instruction integrating a process writing approach on high school students’ English writing skills. It also explored the students’ perceptions regarding their experience with cloud-based learning. The research involved three experts who evaluated the research tools and thirty grade 12 students, and data was collected through a pre-test, post-test, and questionnaire. The pre-test and post-test data were analyzed using a paired sample t-test, while the students’ questionnaire responses were analyzed using thematic analysis. The findings revealed significant improvement in the students’ writing skills following the implementation of the cloud-based instruction with the process writing approach, with a significant difference (p < .001) at the .05 significance level, indicating the instruction’s effectiveness. In addition, the students showed a positive attitude toward the course. These findings contributed to understanding the benefits of cloud-based instruction and the process writing approach in enhancing English writing skills and fostering favorable student perception in a high school context. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Students’ Technology, Cognitive, and Content Knowledge (TSCCK) Instructional Model Effect on Cognitive Load and Learning Achievement(2022-12-01); Morris, JohnThe application of scientific and technological approaches in education has been increasing year by year. We evaluated the effect of a TSCCK model based on the cognitive load theory on the cognitive load and learning achievement of vocational students: this model had six components: (1) analysis; (2) content development; (3) cloud development; (4) learning activity development; (5) model implementation; and (6) model revision. We used 62 students randomly selected from 115 students taking an “E-commerce data analysis and processing” course and used cluster random sampling. A total of 31 students were taught with instructions based on the TSCCK model, while 31 students were taught with a traditional method. The instruments used included lesson plans for the TSCCK group developed using the cognitive load theory and the workload profile self-rating scale (WP scale) used to measure the student cognitive load for both groups. The students who learned with TSCCK had significantly lower cognitive load (WP scale) scores than the students who learned with the traditional method, and their achievement scores were higher. The MANOVA confirmed that both the achievement scores and cognitive load measures for the two groups were significantly different at the 0.05 level.