Sumettikoon, Piyapong

Preferred name

Main Affiliation

School of Industrial Education and Technology

piyapong.su@kmitl.ac.th

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Evaluation of Factors Influencing Mental Well-Being in First-Year University Students in Yunnan Province
(2024-01-01)
Zhou, Ran
;
Sumettikoon, Piyapong
Aim: The aim of this research is to identify key factors contributing to elevated depressive symptoms among first-year university students in Yunnan Province. Method: Utilizing a psychological questionnaire administered to incoming students, the study explores the influence of psychodynamic, behavioural, cognitive, and humanistic theories on depression in this demographic. Results: Evidence indicates that students encounter numerous stressors, including family, academic, and social pressures, as well as expectations for personal development. Behavioural theory emphasizes the impact of past experiences on current behaviour, while learning theory focuses on environmental influences on behaviour. Cognitive theory highlights the role of negative thought patterns in the development of depressive moods, and humanistic theory addresses individuals' psychological needs for self-actualization. Conclusion: A thorough understanding of these theoretical perspectives facilitates the development of targeted intervention programs designed to prevent or mitigate depressive behaviours among university students and to enhance their overall mental health.
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Creating a Competency-Based Framework for Self-Directed Lifelong Learning for Principals in Guangxi, China
(2024-01-01)
Zhou, Yuan
;
Sumettikoon, Piyapong
Purpose: This research aimed to develop the Key SelfDirected Lifelong Learning Competency-Based Model for school principals in Guangxi, China, focusing on the competencies required to sustain self-directed lifelong learning in educational leadership. Method: The study employed both qualitative and quantitative research methodologies, conducted in three distinct stages. First, qualitative observations of 30 school principals’ daily activities were combined with a review of existing literature to identify issues, concepts, and theoretical frameworks related to self-directed learning. Second, a competency-based model was developed through a structured questionnaire distributed to a sample of 500 practising school principals in Guangxi, China. A total of 371 valid responses were analysed using factor analysis. Third, the model underwent verification and refinement. Five key competency areas were identified as essential for fostering lifelong learning: Learning Perspective, Learning Tactics, Academic Proficiency, Engagement, and Implementation. Data analysis was performed using SPSS 23.0, incorporating factor analysis, reliability testing, and goodness-of-fit evaluation. All Cronbach’s α values exceeded 0.85, indicating high reliability. Stakeholders also emphasised the importance of including dimensions such as digital competencies and collaborative learning in the model. Findings: An examination of the principals’ self-rated competencies revealed significant potential for improvement, particularly in Self-Efficacy and Learning Tactics. These findings highlight the necessity of developmental programmes for school leaders. The final model provides a theoretical framework for enhancing self-directed learning among principals, thereby strengthening their leadership capabilities. Implications: It is anticipated that this model will improve the quality of school leadership in Guangxi and promote a culture of continuous learning within the education system. Future research should explore the generalisability of the model beyond Guangxi, China and examine its long-term impact on educational leadership.
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INTELLIGENT RECOGNITION OF PHYSICAL EDUCATION CURRICULUM RESOURCES BASED ON DEEP NEURAL NETWORK AND THE GAME MODEL STUDY
(2023-01-01)
Yang, Xuelin
;
Sumettikoon, Piyapong
;
Wu, Xiang
Nowadays, withmore and more physical education curriculum resources, schools or teachers have more and more choices for physical education curriculum resources. However, because some teachers need a deep understanding of curriculum training programs and standards, the selected curriculum resources cannot promote their curriculum development. This paper puts forward the researchon the intelligent recognition and gamemodelof physical education curriculum resources based on neural networks. The specific research conclusions are as follows: The intelligent consciousness and movement model of physical education curriculum resources based entirely on the technical knowledge of the BP neural community and deepneuralcommunityare proposed. WiththehelpofMATLAB7.1 neuralnetwork toolbox to implement the specificrecommendation system, a three-layerBPnetwork is established, and the NEWFF function is used to create the neural network. Useful resources in each direction generate a directionrecognition vector according to the route guidancestandard, calculate the course recommendation degree according to selection statistics and scoring, and input the courseresourcerecognitionvector and recommendationdegreeinto theneuralnetwork. When the number of hidden layer nodes is 10, and the learning training algorithm selects the L-M optimization algorithm, the error between the actual output and the expected output of the network meets the requirements. It shows that the accuracy of the recommendation model meets the requirements; that is, the relationship between the recognition vector of physical education course resources and the recommendation degree of course resources reflected by the neural network basically reflects the functional relationship between them and the model can be used to make corresponding recommendations.
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Evaluating the Influence of Assessment Methods on Student Engagement and Learning In Music Programmes At Shanxi Lyuliang University
(2023-01-01)
Xin, Jianfang
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Viriyavejakul, Chantana
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Sumettikoon, Piyapong
The assessment methods and level of instructor support significantly influence student engagement and learning outcomes. The assessment methods used, such as traditional exams, formative assessments, or project-based assessments, can have a significant impact on students' level of engagement and learning. This study aimed to investigate the correlations among pedagogical practices, student engagement, assessment procedures, and student achievement in the field of music education. A quantitative research method was utilised, where data was gathered from 375 music students via a standardised questionnaire. The data was analysed using the SPSS Process macro to assess mediation and moderation. The findings revealed that the selection and organisation of assessment strategies have significant impacts on student engagement and academic achievement. The presence of teacher support was found to moderate these relationships. Teacher support is a vital factor in shaping the relationships between assessment strategies and student engagement and academic achievement, hence the development of a classroom atmosphere that is conducive to and inclusive of all students. This provides valuable information for educators and educational institutions to improve classroom assessment practices, foster inclusivity, and create a classroom atmosphere that is conducive to learning and student accomplishment. The implications of this study are substantial for the pedagogical community.
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Experimental Research on the Integration of "Internet+" into Middle School Basketball Teaching-A Case Study of the WeChat Platform
(2022-01-01)
Yang, Xuelin
;
Sumettikoon, Piyapong
Impacted by the Coronavirus (COVID-19) pandemic at the beginning of 2020, offline collective teaching was suspended in schools. Consequently, offline physical education teaching has been resumed, after COVID-19 while spawning rapid development of online and offline "mixed" teaching. The object of this research is to examine the effect of the integration of "Internet+" into middle school basketball teaching compared to traditional basketball teaching. The methodology was to investigate the issue via the control group method. In this research, a total of 80 students from two 2020 classes (that is, where students were admitted in the year 2020) in XX Middle School were selected as the main research objects regarding the integration of WeChat into middle school basketball teaching. The 80 students were divided into an experimental group and a control group, (small classes 1 and 2 represented the experimental group and the control group, respectively). Each contained 40 students (20 male and 20 female students). The research discovered that compared with traditional basketball teaching method, the "Internet+"-based method was important in improving students' basketball learning performance. In addition, it enhanced students' interest in basketball learning, as well as to a significant extent their autonomous learning ability. However, no obvious differences were observed between the two teaching methods in increasing the frequency of when students played basketball.
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Assessing the Impact of Tourism Industry Transformation on Problem-Based Learning in Chinese Vocational Undergraduate Education
(2024-01-01)
Wen, Jing
;
Sumettikoon, Piyapong
Purpose: Within the swiftly evolving landscape of the tourism sector, propelled by advancements in technology and evolving market forces, there arises an imperative to scrutinize their effects on vocational education. Methodology: This study investigates the influence of the transformation of tourism enterprises on problem-based learning (PBL) and academic achievement among Chinese vocational undergraduate students. It delves into the mediating role of instructor assistance and the moderating effect of student motivation. Analysis: Utilizing a quantitative research design, the researchers administered questionnaires to 450 participants enrolled in vocational institutions in China, achieving a response rate of 71%. The questionnaire encompassed items gauging perceptions of enterprise transformation, the efficacy of PBL, student academic performance, instructor support, and student motivation. Data analysis involved regression, mediation, and moderation analyses utilizing SPSS software. Findings: The results indicate a significant correlation between the transformation of the tourism industry and the efficacy of PBL, resulting in enhanced student performance. Teacher assistance substantially mediates these connections, amplifying the influence of enterprise adaptations on academic outcomes. Additionally, student motivation has been observed to marginally attenuate the effectiveness of PBL while exerting a direct impact on student performance, with higher motivation levels correlating with better outcomes. Future Directions: This study enriches our comprehension of how evolving industry demands impact academic methodologies within vocational contexts. It underscores the importance of synchronizing educational curricula with industry transformations and emphasizes the pivotal roles played by teacher assistance and student motivation in maximizing learning outcomes. These insights hold significant value for educators, policymakers, and industry stakeholders striving to enhance vocational education's adaptability to industry requisites.
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Gratitude Problems of College Students in Guizhou Province, The People’s Republic of China
(2026-01-01)
Ma, Zhishui
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Sumettikoon, Piyapong
Based on Emmons’ three-dimensional theory of gratitude (cognition, emotion, behavior), this study focuses on eight core modules: positive emotions, forgiveness, humility, prosocial behavior, psychological well-Being, guilt, happiness, and life satisfaction. An empirical analysis was conducted on 452 college students in Guizhou Province using a self-developed three-dimensional scale to explore the specific manifestations and interactions of their gratitude cognition, emotion, and behavior. The results show a consistent pattern across all eight modules: scores in the cognitive and emotional dimensions are significantly higher than the overall average of their respective modules (e.g., in the positive emotions module, cognition = 3.36, emotion = 3.38, both higher than the module average of 3.09; in the forgiveness module, cognition = 3.07, emotion = 3.09, both higher than the module average of 2.81), indicating that students have clear cognitive recognition and strong emotional resonance with "the association between gratitude and the concepts of each module." However, scores in the behavioral dimension are generally lower than the overall average of their respective modules (e.g., in the positive emotions module, behavioral strategy score = 2.94, lower than the module average of 3.09; in the forgiveness module, behavioral strategy score = 2.68, lower than the module average of 2.81), reflecting insufficient practice of specific gratitude-related behaviors. This reveals the core issue in gratitude education for college students in Guizhou: a significant gap between cognitive-emotional recognition and behavioral practice. By systematically analyzing the current situation of gratitude education among college students in Guizhou, this study fills the gap in localized research on this group. Based on the data differences across the eight modules, it provides a precise direction for optimizing college gratitude education, which is of great practical significance for improving the college gratitude education system and promoting the transformation from cognition and emotion to behavior. A limitation is that the sample is only from Guizhou Province; future research could expand the sample scope or conduct follow-up studies to enhance the generalizability of the conclusions, thereby providing references for strengthening behavioral transformation in gratitude education in more regions.
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An empirical analysis of EFL teachers’ digital literacy in Chinese higher education institutions
(2024-12-01)
Feng, Lei
;
Sumettikoon, Piyapong
In 2022, China’s Educational Ministry, for the first time, released an industry standard for teachers’ digital literacy. This standard provides a holistic framework for teachers’ digital literacy (TDL) in five dimensions. Since few studies have investigated EFL teachers’ digital literacy, the relationships among the five dimensions proposed for EFL teachers’ digital literacy remain unknown. Therefore, this research applied a quantitative method using a five-point Likert questionnaire designed based on TDL. Ninety-two EFL teachers from two universities and one higher vocational college in China participated in this questionnaire research. Partial least squares structural equation modeling was used to assess the relationships between these five dimensions. The relationships between the five TDL dimensions were highlighted by the findings, which supported the proposed model. In addition, implications for enhancing EFL teachers’ future digital literacy have been provided to facilitate and favor EFL teachers’ digital literacy development.
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Psychotherapy and first-year university psychology student perspectives on personal therapy: An analytical interpretation
(2025-01-01)
Zhou, Ran
;
Sumettikoon, Piyapong
Psychotherapy plays a pivotal role in addressing the multifaceted challenges of mental health by offering diverse approaches to understanding and managing psychological disturbances. This research programme seeks to explore the perspectives, insights, and experiences of first-year psychology students regarding personal therapy. By focusing on this specific group, the study aims to investigate their understanding of psychotherapy and its critical contribution to fostering the psychological well-being of university students. Through qualitative analysis, the research identifies themes related to the importance of personal therapy in supporting the professional development of mental health practitioners in training. The findings not only illuminate the psychotherapeutic culture among university students but also carry significant implications for enhancing supportive frameworks and psychotherapeutic interventions within university settings, thereby improving student welfare and academic performance.
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Empowering Principals for Lifelong Learning: Self-directed Approaches in Digitalized Information Systems
(2024-01-01)
Zhou, Yuan
;
Sumettikoon, Piyapong
The study delves into the dynamic interplay between digitalized information systems, competencies, self-directed learning, and lifelong learning in the context of the contemporary educational landscape. With the integration of Artificial Intelligence (AI) and evolving competencies becoming integral to education, understanding their combined impact on individuals' attitudes toward lifelong learning is paramount. Past research has explored these elements individually, but a comprehensive examination of their interconnected relationships remains scarce. The primary purpose is to investigate how AI integration, competencies, and self-directed learning collectively influence lifelong learning attitudes. The study aims to uncover the intricate dynamics by exploring the impact of digitalized information systems on competencies, the mediating role of self-directed learning, and the overall implications for lifelong learning behaviors. Utilizing a quantitative approach, the study focuses on teachers in China, distributing 500 questionnaires and receiving 340 responses. The research design incorporates a cross-sectional survey methodology, employing a structured questionnaire to gather data on AI integration, competencies, self-directed learning, and lifelong learning attitudes. Preliminary findings reveal significant correlations between AI integration, competencies, self-directed learning, and lifelong learning attitudes. The study observes the mediating role of self-directed learning, highlighting its importance in shaping the relationship between digitalized information systems, competencies, and the inclination toward lifelong learning. This research contributes to the theoretical understanding of the complex relationships in contemporary education. Its originality lies in integrating AI integration, competencies, and self-directed learning into a comprehensive framework.

Sumettikoon, Piyapong

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