Insights into Modern Education (i-ME)

Problem-Based Learning Management for Developing Desirable Characteristics in Junior High School Students: A Mixed-Methods Research and Development Study in Maha Sarakham Province, Thailand

2025-08-11T15:34:25+07:00

Background: The Thai education system increasingly emphasizes character education alongside academic achievement, requiring innovative pedagogical approaches to develop desirable characteristics among students. Problem-Based Learning (PBL) has emerged as a promising methodology for fostering critical thinking, responsibility, discipline, and civic-mindedness.

Purpose: This study aimed to develop and evaluate a comprehensive PBL management model for cultivating desirable characteristics among junior high school students in Maha Sarakham Province, Thailand, while investigating demographic variations and implementation challenges.

Methods: A mixed-methods Research and Development (R&D) approach was employed across four phases: needs assessment, model development, implementation, and evaluation. The quantitative component included 384 junior high school students (grades 7-9) selected through stratified random sampling from eight schools in Maha Sarakham Province. The qualitative component involved 24 educators through purposive sampling. Data collection utilized validated questionnaires (α = 0.94), semi-structured interviews, classroom observations, and focus group discussions. Statistical analyses included descriptive statistics, t-tests, ANOVA, and multiple regression, while qualitative data underwent thematic analysis.

Results: The developed PBL management model demonstrated significant effectiveness in enhancing desirable characteristics. Post-implementation scores showed substantial improvements: critical thinking (M = 4.32, SD = 0.68), responsibility (M = 4.28, SD = 0.71), discipline (M = 4.15, SD = 0.69), and civic-mindedness (M = 4.19, SD = 0.73). Grade 9 students exhibited significantly higher gains (F = 18.42, p < .001), with effect sizes ranging from medium to large (η² = 0.089 to 0.147). Gender differences were statistically significant but practically small. Key implementation challenges included teacher preparation time (78% of educators), resource constraints (65%), and transitional difficulties (42%).

Conclusions: The study provides empirical evidence for PBL's effectiveness in character education within the Thai context. The developed model offers a structured framework for educators and policymakers to implement PBL systematically. Recommendations include comprehensive teacher training, adequate resource allocation, and age-appropriate PBL activities to maximize educational outcomes.

Enhanced Pali Language Learning Management in Phrapariyattidhamma Schools: A Mixed-Methods Study of Educational Effectiveness in Northeastern Thailand

2025-08-12T13:39:24+07:00

Background: Pali language education in Phrapariyattidhamma schools faces contemporary challenges in balancing traditional Buddhist teachings with modern pedagogical approaches, particularly in northeastern Thailand where resource constraints and evolving student needs create educational management complexities.

Purpose: This study investigates the current state of Pali language learning management in Phrapariyattidhamma schools across four northeastern Thai provinces and proposes evidence-based strategies for educational enhancement.

Methods: A convergent parallel mixed-methods design was employed, collecting quantitative data from 375 participants (novices and monks) using stratified random sampling based on Krejcie and Morgan's formula, and qualitative insights from 24 key informants through semi-structured interviews. Data were collected across Khon Kaen, Udon Thani, Nakhon Ratchasima, and Ubon Ratchathani provinces between April and September 2022.

Results: Quantitative analysis revealed moderate satisfaction levels (M = 3.42, SD = 0.89) with current Pali education management. Significant differences emerged between age groups (F(3,371) = 12.45, p < .001), with younger novices expressing greater need for interactive approaches. Qualitative findings identified three critical themes: curriculum relevance gaps, pedagogical methodology limitations, and resource allocation challenges. ANOVA results showed significant variations across provinces (F(3,371) = 8.67, p < .001) in educational resource availability.

Conclusions: While Pali education maintains cultural significance, systematic improvements in curriculum modernization, teacher professional development, and technology integration are essential. The study provides actionable recommendations for enhancing educational effectiveness while preserving traditional Buddhist values in contemporary learning contexts.

Development and Effectiveness of an Enhanced MIAP Active Learning Model for Teaching Buddhist Duties in Phrapariyattidhamma Schools: A Multi-Provincial Study in Northeast Thailand

2025-08-14T11:58:37+07:00

Background: Traditional lecture-based pedagogical approaches in Phrapariyattidhamma schools across Northeast Thailand have shown limitations in engaging secondary students and facilitating deep understanding of Buddhist duties. The integration of contemporary active learning methodologies with traditional Buddhist education presents opportunities for enhanced student outcomes.

Purpose: This study aimed to develop, implement, and evaluate an enhanced MIAP (Motivation, Information, Application, and Progress) active learning model for teaching Buddhist duties to secondary students in Phrapariyattidhamma schools across Khon Kaen, Ubon Ratchathani, and Maha Sarakham provinces in Northeast Thailand.

Methods: A mixed-methods research and development (R&D) design was employed across three provinces in Northeast Thailand. The quantitative component involved 372 secondary students (determined using Krejcie & Morgan formula) from Phrapariyattidhamma schools in Khon Kaen, Ubon Ratchathani, and Maha Sarakham provinces, participating in a pre-test/post-test quasi-experimental design. The qualitative component included 36 teachers and administrators through semi-structured interviews. Data collection utilized validated instruments including academic achievement tests, student satisfaction surveys, and interview protocols. Statistical analyses employed paired t-tests, one-way ANOVA, and effect size calculations using Cohen's d.

Results: Implementation of the enhanced MIAP model demonstrated statistically significant improvements in student academic performance (M_pre = 16.88, SD = 2.12; M_post = 26.24, SD = 2.47; t(371) = -48.93, p < 0.001, Cohen's d = 4.12). Student satisfaction scores averaged 4.52 (SD = 0.38) on a 5-point Likert scale. Qualitative findings revealed enhanced student engagement, improved critical thinking skills, and greater practical application of Buddhist principles. Process efficiency achieved 87.4%, exceeding the established 80% criterion across all three provinces.

Conclusions: The enhanced MIAP active learning model significantly improved academic achievement and student satisfaction in Buddhist education contexts across Northeast Thailand. The model's effectiveness across multiple provinces demonstrates scalability and adaptability within diverse educational settings. Findings contribute to pedagogical innovation in religious education and provide empirical support for active learning integration in traditional Buddhist curricula.

Administrative Challenges and Teacher Support Mechanisms in Public Schools: A Quantitative Survey Analysis of Policy Implementation Effectiveness in Khon Kaen Province, Thailand

2025-08-14T12:38:35+07:00

Background: Thailand's education system faces significant administrative challenges that impede effective policy implementation and teacher support. Despite numerous educational reforms, the gap between policy intentions and classroom realities persists, particularly affecting teacher performance and student outcomes in provincial areas.

Purpose: This study examines the relationship between administrative challenges, policy implementation effectiveness, and teacher support mechanisms in public schools within Khon Kaen Province, Thailand, utilizing a comprehensive quantitative survey approach.

Methods: A cross-sectional survey design was employed with 384 participants (192 teachers and 192 administrators) from 96 public schools in Khon Kaen Province. Data were collected using validated instruments measuring administrative challenges (Cronbach's α = 0.89), policy implementation effectiveness (Cronbach's α = 0.92), and teacher support mechanisms (Cronbach's α = 0.91). Statistical analyses included descriptive statistics, correlation analysis, multiple regression, and structural equation modeling using SPSS 29.0 and AMOS 28.0.

Results: Significant correlations were found between administrative challenges and policy implementation effectiveness (r = -0.67, p < 0.001), and between teacher support mechanisms and policy implementation effectiveness (r = 0.72, p < 0.001). Multiple regression analysis revealed that teacher support mechanisms (β = 0.58, p < 0.001) and administrative capacity (β = 0.34, p < 0.001) significantly predicted policy implementation effectiveness (R² = 0.69). Structural equation modeling confirmed the mediating role of teacher support in the relationship between administrative challenges and policy outcomes (CFI = 0.95, RMSEA = 0.06).

Conclusions: Administrative challenges significantly impede policy implementation effectiveness, while robust teacher support mechanisms serve as critical mediators for successful educational reform. The study provides evidence-based recommendations for enhancing administrative frameworks and teacher support systems in Thai provincial education contexts.

Assessment Methods and Learning Outcomes in Thai Secondary Education: A Comprehensive Documentary Analysis of Traditional versus Alternative Evaluation Approaches in Northeastern Thailand

2025-08-14T13:16:34+07:00

Background: Thailand's secondary education system faces significant challenges in assessment practices, particularly in northeastern regions where traditional evaluation methods dominate despite global trends toward alternative assessment approaches. The disparity between policy intentions and classroom implementation continues to affect learning outcomes and educational quality.

Purpose: This documentary research examines the effectiveness of traditional versus alternative assessment methods in Thai secondary schools within northeastern Thailand, analyzing their impact on learning outcomes, student engagement, and educational quality through systematic review of educational literature and policy documents.

Methods: A comprehensive documentary analysis was conducted using systematic review methodology. Data were collected from 127 academic sources including peer-reviewed journals, government reports, and institutional documents spanning 2019-2023. Content analysis and thematic coding were employed to identify patterns, trends, and comparative effectiveness of assessment approaches. Statistical meta-analysis was performed on quantitative data from 45 empirical studies.

Results: Analysis revealed significant disparities in assessment effectiveness. Traditional methods showed standardization benefits (reliability coefficient α = 0.89) but limited critical thinking development (effect size d = 0.23). Alternative assessment approaches demonstrated superior outcomes in student engagement (d = 0.76), critical thinking skills (d = 0.82), and long-term retention (d = 0.69). However, implementation challenges in northeastern Thailand included resource constraints (78% of schools), teacher preparation gaps (65%), and administrative resistance (52%).

Conclusions: While traditional assessment methods provide standardized metrics, alternative approaches better align with 21st-century learning objectives and Thailand's educational reform goals. A blended assessment model incorporating both approaches is recommended for northeastern Thai secondary schools, supported by enhanced teacher training and resource allocation.