Petsangsri, Sirirat

Preferred name

Petsangsri, Sirirat

Alternative Name

Petsangsri, S.

Main Affiliation

School of Industrial Education and Technology

sirirat.pe@kmitl.ac.th

Now showing 1 - 10 of 29

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Enhancing Project-based Learning (PBL) in Cloud Education Models for Word Software Courses
(2023-01-01)
Tang, Shi
;
Petsangsri, Sirirat
;
Ratana-Olarn, Thanin
This research aimed to conduct a comprehensive needs analysis to gauge the needs of both students and educators concerning Project-Based Learning (PBL) in the context of a Cloud Education Model for Word Software Courses. The primary objectives encompassed the assessment of students' receptiveness towards PBL adoption and the evaluation of instructors' levels of enthusiasm for embracing the PBL instructional model. The study emphasized establishing a synergistic understanding between educators and learners regarding the seamless integration of PBL within the Cloud Education framework. Significantly, the research sought to innovatively develop and put together PBL within the Cloud Education milieu, discerning disparities in software proficiency and computational thinking between students exposed to PBL through Cloud Education and their counterparts experiencing traditional instructional methodologies.
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Analysis of Scholarly Communications of Students on Twitter
(2022-01-01)
Yoshida, Masami
;
Petsangsri, Sirirat
As part of an applied activity of a university course in Japan, a total of 65 students posted messages on Twitter regarding world issues to expand the scope of scholarly communication with social users on Twitter. The students’ motivation to learn was evaluated using a standard questionnaire. Gradually, social media analysis was introduced for examination from a holistic perspective. For the first time, we also attempted to use exponential random graph models to investigate the structures of a network with statistical evidences. The connections exhibited by students were classified into three types: crossing, private, and isolation. The multiple comparison test showed a significant result: students of the crossing type were more motivated than those of the isolation type. The result also showed how students communicate with users from other networks, elucidated the connections and structures of tweets, and extracted influential students from the network. In conclusion, the skills to connect with social Twitter users as well as communication among students were found to be indispensable factors in expanding the scholarly network and developing social capital in the community
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Does an activated video camera and class involvement affect academic achievement? An investigation of distance learning students
(2023-05-01)
Alim, Syahrul
;
Petsangsri, Sirirat
;
Morris, John
In 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.
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Effect of Blended Learning with Peer Assessment on Violin Performance of Undergraduate Students
(2023-01-01)
Tan, Yuqi
;
Petsangsri, Sirirat
This research explored the potential and efficacy of integrating blended learning with peer assessment model in violin instruction for undergraduate students. Utilizing a blended learning with peer assessmen mod el approach, the study sought to (1) understand the needs and perspectives of both teachers and students regarding this innovative teaching model; (2) develop and implement blended learning with a peer assessment model; (3) evaluate its impact on students' violin performance skills and learning attitudes; and (4) gauge students' satisfaction with this pedagogical approach. The study encompassed 40 violin students from a university, divided into one control group and two experimental groups. Over eight weeks, the students' experiences and outcomes were closely monitored. The findings compellingly indicate that the combined approach of blended learning with peer assessment model accelerates students' skill acquisition and mastery, engenders a more positive learning attitude, and increases student satisfaction. While traditional instructional methods maintain their foundational value, amalgamating blended learning with peer assessment model presents a potent strategy in contemporary music teaching. The research concludes by advocating for institutions and educators to integrate this model, emphasizing its contribution to the ever-evolving discourse on digital-age music education.
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VIDEO CAMERAS IN DISTANCE CLASSES: EFFECTS ON STUDENT ATTITUDES AND VALIDITY OF MEASUREMENT TOOLS
(2025-01-01)
Alim, Syahrul
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Petsangsri, Sirirat
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Morris, John
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Abdillah, Fairus
;
Umar, Muhammad Fitrah Ramadhan
Turning the camera on during online classes is one method to generate two-way interactions between the teacher and the students. The present study seeks to uncover factors that are thought to impact student attitudes. This study explored how demographics influenced student attitudes toward using cameras in distance classes. We analysed data from 388 undergraduates in Indonesia and Thailand. The Mann-Whitney Test, Kruskal-Wallis Test, t-test, and analysis of variance (ANOVA) were used to analyse the data. Results indicated that gender, field of study, GPA, and personality traits affected student attitudes, while ethnicity and religion had no effect on student attitudes. Instrument??? Conclusion???.
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Effects of Steamification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation
(2020-11-01)
Wannapiroon, Naphong
;
Petsangsri, Sirirat
This paper is a report on the findings from the research and development of STEAMification model in flipped classroom learning environment to enhance creative thinking and creative innovation. The purposes of this study are: 1) to develop the model; 2) to study the developed model. Results exhibited that: 1) the model consists of 6 components, 2) the students who had studied through STEAMification had higher creativity (Mean = 14.53, S.D. = 0.94) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91), 3) the students who had studied through model had higher quality of creative innovation (Mean = 14.86, S.D. = 1.62) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91).
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The relationship between academic performance and motivation level in e-learning among Thailand university students
(2020-03-01)
Na, Kew Si
;
Petsangsri, Sirirat
;
Tasir, Zaidatun
E-learning has been extensively implemented in universities and motivation is one of the important factors contributing the successful learning. However, few studies focus on the relationship between student motivation level and academic performance in e-learning. Therefore, we explored the relationship between motivation and academic achievement among students in Thai universities. 115 social science students filled in an instructional materials motivation survey and the data was analyzed by using SPSS software. The majority of students were found to have upper to medium motivation levels in e-learning. Further, there was a weak, positive correlation between motivation level and academic achievement, but it was not statistically significant. More results are discussed in this paper.
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THE PROJECT-BASED BLENDED LEARNING TO ENHANCE STUDENTS’ PAINTING SKILLS AND LEARNING ATTITUDE
(2024-01-01)
Gao, Sheng
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Ratanaolarn, Thanin
;
Petsangsri, Sirirat
Objective: 1) To develop a project-based blended teaching model in the painting course; 2) To study the effect of the project-based blended learning on students’ painting skills and learning attitude towards painting courses. Mehtod: This research is divided into two phases. The first phase determines the teaching model of project-based blended learning. In this phase, there are two steps. The first step is to build a project-based blended teaching model; the second step is to invite 5 Experts evaluate the modified model and modify the model based on expert opinions. The second stage is to analyze the impact of the PjBBL teaching model on students’ painting skills and learning attitudes. The main research purpose of this stage is to conduct experiments to study the impact of the model on students’ painting skills and learning attitudes. It mainly includes experimental design, experimental participation three aspects: authors and data analysis methods. Result: Through data analysis, it was found that the painting skills and learning attitude of the students in the experimental group were higher than those of the students in the control group. Conclusion: This shows that the PjBBL model can improve students’ painting skills and learning attitude when used in painting courses.
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Blended learning with digital story telling model of students in English courses of Chinese primary education: Need assessment analysis
(2025-01-01)
Peng, Lifei
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Petsangsri, Sirirat
;
Cui, Jianming
The current study aimed 1) to assess the needs of students in English courses at primary schools in China, focusing on blended learning, digital storytelling, English communication skills, and self-efficacy; 2) to develop blended learning with a digital storytelling model. The researcher employed a stratified random sampling method to select four key public primary schools from ten key public primary schools in Tongren City, China. Furthermore, English teachers from those four selected primary schools were invited to assist in the process of distributing the questionnaires, with 100 students sampled from each school, totaling 400 participants. Descriptive statistical methods were used to analyze the collected data, examining the mean scores across 12 items. Results indicated that the mean values ranged from 3.81 to 4.63. Among these, seven items had mean scores exceeding 4.21, reflecting a high need for elements such as additional online English learning materials, English movies and videos, enhanced speaking skills, and greater confidence in learning English. The remaining five items had mean scores above 3.41, indicating a moderate level of need. Moreover, the blended learning with the digital storytelling model was composed of ten steps, including online and offline activities.
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Thai Student Teacher Learning Innovation: A Second-Order Confirmatory Factor Analysis
(2021-01-01)
Binheem, Achah
;
Pimdee, Paitoon
;
Petsangsri, Sirirat
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

Petsangsri, Sirirat

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