Kantathanawat, Thiyaporn

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Kantathanawat, Thiyaporn
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thiyaporn.ka@kmitl.ac.th

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    Item type:Publication,
    Integrating Mastery Adaptive and Problem-Solving (MAPS) Digital Technology Skills into a Thai Community College Student Learning Model
    (2025-01-01)
    Kantathanawat, Thiyaporn
    ;
    Ussarn, Anyamanee
    ;
    Charoentham, Mai
    ;
    Pimdee, Paitoon
    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.
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    Item type:Publication,
    Needs assessment to promote the digital literacy among students in Thai community colleges
    (2022-09-01)
    Ussarn, Anyamanee
    ;
    Pimdee, Paitoon
    ;
    Kantathanawat, Thiyaporn
    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.