Kantathanawat, Thiyaporn
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Kantathanawat, Thiyaporn
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thiyaporn.ka@kmitl.ac.th
27 results
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Item type:Publication, The development of a learning management model according to the concept of self-reliance with inquiry-based learning to enhance system analysis and design skills(2020-01-01); Sukkamat, AukkapongThis study has the objective to develop a learning management model according to the concept of self-reliance with inquiry-based learning to enhance skills in system analysis and design for students. The author uses documentation research as the main process to study related books, research, and articles both domestically and internationally for 58 topics. The documents are analysed by Systematic Review. From the results of this study, the learning management model to enhance system analysis and design skills for students by self-reliance consists of 3 steps as follows: Step 1 Delivery of Knowledge Phase; Step 2 Creating Knowledge Phase which integrates 5 steps of inquiry-based learning consisting of 1) Knowledge Management Stage, 2) Quest Design Stage, 3) Action Investigations Stage, 4) Discussion and Conclusions Stage, and 5) Discovery delivery Stage, and Step 3 Applied Knowledge Phase. The result of the learning management supports students to have the two higher skills of system analysis and design skills which are 1) problem analysis skills 2) Summarising Skills by self-reliance. - Some of the metrics are blocked by yourconsent settings
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 Information Communication Technology Competency in Thai University Student Computer Education Courses(2023-12-22); This study’s objectives were to: 1) develop an integrated teaching approach using problem-based learning (PBL) to enhance information communication technology competency (ICTC) in 3<sup>rd</sup>-year Thai university Computer Science Studies students, 2) to evaluate the teaching approach, and 3) to compare learning outcomes before and after implementing the approach. The teaching approach comprised eight steps, including 1. Creating a brain-stimulating learning environment, 2. Dividing learners into small groups, 3. Integrating students into groups based on their abilities, 4. Defining problem situations, 5. Structuring the problem-solving processes, 6. Problem linkage, 7. Confronting problems, and 8. Checking for correctness. The learning effectiveness of the ICTC Model’s course implementation had a pre-test mean = 16.70, SD = 1.78, and a post-test mean = 23.00, SD = 2.64, with a statistical t-test value of 8.81. These results indicated that learning outcomes significantly improved after implementing the teaching approach (p<.05) with 20 students. This research contributes to developing an effective instructional method to enhance ICT competencies in Computer Science education. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Developing Student Creative Problem-Solving Skills (CPSS) Using Online Digital Storytelling: A Training Course Development Method(2022-01-01); This study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean (x̄ ), and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNI<inf>Modified</inf> = 0.20). This was followed by originality and flexibility (PNI<inf>Modified</inf> = 0.19). Finally, was fluency (PNI<inf>Modified</inf> = 0.18). Also, analysis of the prospective condition was ranked ‘high’ across all four aspects with an average of x̄= 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of x̄= 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation’s future depends on its workforce and leaders having CPSS - 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, 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, Artificial Intelligence-driven Cognitive Diagnosis anAdaptive Learning: The Impact of Online Course Stickiness and Learning Skills(2025-01-01); The study analyzes behavioural data that express cognitive connotations, establishes AI-driven cognitive diagnosis and adaptive learning, fills the gap in multimodal data fusion in characterizing cognitive characteristics, constructs a holistic cognitive diagnosis model, and evaluates the impact of AI-driven adaptive learning models on online course stickiness and learning skills. The study innovatively proposes four components of the cognitive diagnosis model: the core theoretical framework of the model composed of cognitive dimensions, the input variables of the model consisting of behavioural data features, the diagnostic model as a method for calculating cognitive states, and the cognitive diagnosis output. The study sorted out the core theoretical framework of the model and proposed behavioural data feature input variables, and completed the cognitive diagnosis output in three dimensions: learning momentum, effectiveness, and strategy through the XGBoost model based on the Gradient Boosting framework.An adaptive online learning model based on behavioural data cognitive diagnosis and knowledge graph is proposed, which includes six parts: input layer, feature extraction layer, cognitive diagnosis module, learning path recommendation module and output layer. The cognitive diagnosis module uses the feature weights calculated by XGBoost as input to predict the mastery of knowledge points through LSTM improved by deep learning recurrent neural network (RNN) and makes learning recommendations based on knowledge graph, cognitive evaluation matrix CEM and collaborative filtering algorithm. Experimental results show that the adaptive learning model of behavioural data cognitive diagnosis has more advantages than traditional online learning, and the adaptive online learning model driven by artificial intelligence behavioural data mining can effectively improve course stickiness, learning skills and platform experience. - 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. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Increasing Programming Self-Efficacy (PSE) Through a Problem-Based Gamification Digital Learning Ecosystem (DLE) Model(2022-08-21); The researchers initially undertook a systematic literature review concerning problem-based learning (PBL), gamification, digital learning ecosystems (DLE), and programming self-efficacy (PSE). Using recent studies and papers from Google Scholar, a preliminary gamified and DLE model was proposed to help Thai students PSE. Further analysis was conducted on gamification mechanics, dynamics, and aesthetics (MDA). After an assessment by nine educational experts using four educational assessment tools from the Joint Committee on Standards for Educational Evaluation (JCSEE) of the proposed seven-step A3S3R (advise, assign, analyze, search, synthesize, summarize, and report) DLE Management Model, the model’s suitability was judged to be ‘very high’ (mean = 4.40, SD = 0.59). Consequently, the development of this learning management model will result in learners recognizing their abilities better in programming and having better programming skills. It can also potentially increase students’ critical and analytical thinking skills and computational thinking and allow them to apply new knowledge or skills to new situations. Finally, researchers can develop new practical learning styles for use in teaching and learning. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Thai Pre-Service Teacher Learning Management Model Development for Online Learning and Coaching(2022-09-30); With the emergence of the Covid-19 epidemic the realization that online teaching and learning management became a high priority with many education institutions worldwide. In Thailand, government mandated online learning and coaching solutions became the ’New Normal’ imperative across all levels of the educational system. Therefore, the researchers undertook a systematic literature review (SLR) of both Thai and international literature to establish which factors played a key role. From the SLR, a determination was made that the proposed model should contain project-based learning management (PBLM) and online coaching through information communication technology (ICT) systems. The results revealed that the proposed model should contain six main steps which the authors labeled the DSPDPE Model (define, select, plan, do, present, evaluate). The six steps of learning activities included Step 1’s planning to enter a project, Step 2’s choosing a project topic, Step 3’s planning and analysis of work, Step 4’s project implementation, Step 5’s presentation of study results, and Step 6’s project evaluation.