Insights into Modern Education (i-ME)

Developing a Teaching Kit for Promoting Coexistence in Society Based on the Four Brahmavihāra Dhammas Using a Creative CAI Model for Lower Secondary Students

Rungnapha Yondan — 2024-10-31

This research aims to (1) develop a teaching module and (2) compare the learning outcomes before and after using the teaching module on the topic of "Living Together in Society According to the Four Sublime States of Mind (Brahmavihāra)" through the use of a Creative CAI (Computer-Assisted Instruction) model for Grade 8 students at Yang Talat Wittayakarn School in Kalasin Province. The sample group consisted of 36 Grade 8 students. The research tools used included the teaching module, an achievement test, and a behavior assessment form. The statistics used in the research were frequency, percentage, mean, standard deviation, and t-test analysis. The research findings were as follows: (1) In the development of the teaching module, students had a moderate level of foundational knowledge about living together in society according to the Four Sublime States of Mind through the Creative CAI model. After the teaching session, students were able to answer the Dhamma-related test questions effectively. (2) A comparison of pre- and post-learning outcomes using the teaching module on "Living Together in Society According to the Four Sublime States of Mind" through the Creative CAI model revealed that the students' post-learning test scores were significantly higher than their pre-learning scores at the 0.05 level of statistical significance. (3) The development of the teaching module on "Living Together in Society According to the Four Sublime States of Mind" through the Creative CAI model, after the learning session, showed that students' behaviors related to learning through the module, particularly in terms of cooperative learning, teaching approach, content simplicity, and assessment, were rated at the highest level across all aspects.

Integration of Brain-Based Learning and Metaverse Technology in History Education: A Case Study on the Development of the Sukhothai Kingdom

Natdanai Wantapho — 2024-10-31

This research explores the integration of Brain-Based Learning (BBL) and Metaverse technology in history education, focusing on the development of the Sukhothai Kingdom. Conducted with Grade 7 students at Khok Si Pittayasan School in Khon Kaen Province, the study aimed to assess the effectiveness of this combined learning approach in enhancing students' understanding of historical content. The research methodology employed a pre-test and post-test design, along with surveys to evaluate student engagement and satisfaction. The results revealed that students' academic performance improved significantly, with post-test scores increasing from 7.22 to 16.88 on average. Students reported a higher level of interest and understanding when using the Metaverse platform, which allowed them to engage with historical content in an interactive and immersive manner. The study concluded that the integration of BBL and Metaverse not only enhanced students' learning outcomes but also increased motivation and satisfaction with history education. This approach is recommended for fostering deeper engagement with complex historical topics.

Enhancing Buddhism Education Through Flipped Classroom: A Study on Learning Skill Development in Thai Primary Education

Buddhachad Kongkapan — 2024-10-31

This study investigates the development and effectiveness of learning skills exercises in the Buddhism subject using the Flipped Classroom model among grade 6 students in Khon Kaen Province, Thailand. The research aims to explore the current conditions of learning management, develop effective learning exercises, compare student performance before and after implementing the Flipped Classroom model, and evaluate student satisfaction with the new approach. The study involved 137 students selected through simple random sampling, with pre-tests and post-tests used to measure academic achievement. The findings indicate significant improvement in student performance, with an efficiency score of 88.85/83.30, surpassing the standard criteria of 80/80. Furthermore, student satisfaction with the Flipped Classroom model was high, demonstrating its potential as an effective teaching strategy in Buddhism education. The study suggests that the Flipped Classroom model, when combined with well-designed learning exercises, can significantly enhance learning outcomes and student engagement in primary education.

The Learning Management Using Geographic Processes for Junior High School Students at Phrapariyattidhamma School, Chaiyaphum Province

Siriyawan Rukab — 2024-10-31

This research aims to explore the effectiveness of learning management using geographic processes among junior high school students at Phrapariyattidhamma School in Chaiyaphum Province, Thailand. The study focuses on three main objectives: assessing the current state of learning management, comparing academic achievements before and after implementing geographic processes, and evaluating student satisfaction. The research involved 25 students selected through simple random sampling, employing a True Control Group Pretest-Posttest Design. The findings revealed that the learning management conditions were generally favorable, with significant improvements in students' post-test scores compared to their pre-test scores. Additionally, student satisfaction with the learning management process was rated highly, indicating that the integration of geographic processes into teaching could effectively enhance learning outcomes. This study suggests that geographic processes are a promising approach for improving educational quality in social studies education.

The Implementation of TAI Learning Activities to Enhance Student Achievement in Social Studies at Huakhiew Wittayalai School

Niwattana Wannakam — 2024-10-31

This study explores the implementation of the Team Assisted Individualization (TAI) learning model in enhancing student achievement in social studies at Huakhiew Wittayalai School, Khon Kaen Province. The primary focus is on teaching the "Principles of Life" according to the Four Iddhipāda Dhammas, central to Buddhist moral education. This research adopts a mixed-methods approach, integrating both quantitative and qualitative methodologies. The sample consists of 21 Grade 3 students, with data collected through pre-tests, post-tests, satisfaction surveys, and teacher interviews. The pre-test and post-test comparisons reveal significant improvements in students' academic performance following the TAI intervention. Students demonstrated a deeper understanding and application of the Four Iddhipāda Dhammas after engaging in TAI learning activities. The post-test scores were statistically higher than pre-test results, confirming the model’s effectiveness in promoting academic growth. Additionally, the satisfaction survey indicates high levels of student engagement and enjoyment. Students appreciated the collaborative nature of TAI, which allowed them to work in teams while receiving individualized support, leading to a more dynamic learning experience compared to traditional methods. Teacher feedback also highlighted the positive effects of TAI on student participation, although challenges such as the need for additional planning time and managing group dynamics were noted. This research provides empirical evidence of TAI’s potential in transforming social studies education, especially in the context of moral education, by fostering student-centered learning and enhancing academic outcomes. It also underscores the importance of providing teachers with the necessary resources and professional development to successfully implement cooperative learning models. The findings contribute to the growing discourse on innovative teaching practices in Thailand, offering practical insights for educators aiming to improve student achievement and engagement in social studies. Future research should explore the long-term effects of TAI in various educational contexts, including its applicability to other subjects and its impact on retention and knowledge transfer.