Journal articles on the topic 'Mathematics Study and teaching Thailand'
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Nuangchalerm, Prasart, and Veena Prachagool. "Quality Evaluation of Theses in Teaching Science and Mathematics Program." Journal of Educational Issues 7, no. 2 (December 12, 2021): 383. http://dx.doi.org/10.5296/jei.v7i2.19140.
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This study aimed to study quality of theses of master education program in teaching science and mathematics, Mahasarakham University, Thailand which conducted and published during 2016-2019. A 37 theses were studied through systematic approach. Data were collected by 24 questionnaires of theses analysis anecdotal. Mean, standard deviation, and percentage were employed. Results showed that most of thesis focus on action research due to the school contexts. Teaching strategies or innovation which employed are problem-based learning, inquiry-based learning, STEM education and other trending approaches. All of informants or samples are studying in high school level. Overall of quality of thesis can be considered in at good level. The finding is useful for program development and shaping research area for graduate students in the future.
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Adulyasas, Lilla. "The Use of Learning Community Incorporating with Lesson Study in Teaching and Learning Mathematics through TPACK and SAMR Model: The Effects on Students’ Mathematics Achievement." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1708–11. http://dx.doi.org/10.17762/pae.v58i1.971.
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The challenge of 21st century education in technological era is to develop effective tools for teaching and learning. This research aimed to (i) use learning community incorporating with lesson study for developing patterns in integrated teaching of mathematics with the use of technology based on TPACK and SAMR Model and determine pre-service teachers’ levels of technology integration in their teaching, (ii) examine the effects of the integrated teaching on students’ achievement, (iii) determine students’ learning retention, and (iv) measure students’ level of satisfaction towards learning. Participants included four pre-service teachers in mathematics education program, Yala Rajabhat University, Thailand who had teaching practicum in 2018 academic year. Samples are 117 secondary students of four intact classes at Satree Yala School whom were selected by purposive sampling based on teaching responsibilities of the four pre-service teachers. The researcher employed quasi-experimental research design for conducting this study. Content analysis was used to examine levels of technology integration among the pre-service teachers while pair sample t-test was used to determine students’ achievement and their learning retention. Moreover, descriptive statistics were used to find their level of satisfaction towards learning. Finding revealed that the pre-service teachers utilized technology in their teaching based on the concept of TPACK with a level four of technology integration in SAMR Model which is the highest level. Moreover, the students’ posttest mean scores were significantly greater than pretest at the significant level of 0.05 in all target contents, the students had learning retention, and showed their satisfaction towards learning.
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Manmai, Thong-oon, Maitree Inprasitha, Narumon Changsri, and Auijit Pattanajak. "Development of Reasoning Habits Through Lesson Study and Open Approach Teaching Practices." International Educational Research 3, no. 2 (June 22, 2020): p29. http://dx.doi.org/10.30560/ier.v3n2p29.
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This research aimed to investigate the development of reasoning habits after introducing the lesson study and open approach to teaching practices. A total of eight 6th-Grade students from Chumchon Ban Kaeng Khro Nong Phai School, Chaiyaphum province, Thailand were purposively selected to participate in this research. This is because they have attended the mathematics lessons using the innovation of lesson study and open approach. A qualitative research design was employed using five types of research instruments, namely 13 lesson plans, observation records, field notes, interview protocol, and students’ worksheets. Data were analyzed using content analysis and categorizing the students’ reasoning habits according to the National Council of Teachers of Mathematics’ framework. The results revealed that students can analyze a problem situation by making reasoning conjectures, applying previously learned concepts, seeking patterns and relationships as well as making representations. Besides, they can also implement a strategy by using mathematical operations to solve problems. Moreover, students can seek and use connections to discover the linkage between how to solve the problems differently and identify the relationship of the approach used to get the same answer. Finally, the students can reflect on a solution as they can find different ways to solve the problems after considering the reasonableness of a solution, interpret a solution, justifying reasons to support or validate how to solve the problems, as well as generalize a solution. The overall results are successfully contributed to the importance of lesson study and open approach teaching practices in terms of enhancing 6th-Grade students’ reasoning habits.
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Chaona, Sirirat, Maitree Inprasitha, Narumon Changsri, and Kiat Sangaroon. "Mathematics Educators’ Perspective on Pre-service Mathematics Teachers’ Professional Competencies." International Educational Research 4, no. 1 (June 20, 2021): p55. http://dx.doi.org/10.30560/ier.v4n1p55.
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This research was designed to study pre-service mathematics teachers' professional competencies to assist student learning by using Lesson Study and Open Approach innovations from mathematics educators' perspectives. A total of 35 mathematics educators have more than three years of experience not only in terms of utilizing the Lesson Study and Open Approach innovations but also in providing training to the pre-service mathematics teachers were selected. The researchers employed three data collection methods, namely document analysis, a survey using a questionnaire, and interviews. The obtained data from three sources was designed with the principle of triangulation. The findings of this research were presented under the three steps of the Thailand Lesson Study Model. In the first step, “Collaboratively Design Research Lesson Plan”, pre-service teachers can create problem situations that associated with the students' real world, can analyze the context of the problem situations, can analyze keywords that initiate students' ideas, can anticipate students' ideas, and can prepare teaching materials to support students' ideas. This is followed by the second step as “Collaboratively Observe Research Lesson”. The findings revealed that pre-service teachers can observe students’ ideas when their students were solving mathematical problems, can notice students’ difficulties in their learning, can give feedback using words that match with students’ proficiency level, give students opportunities to show how to think and present their ideas, listen to and accept students’ opinions, and taking notes on students’ ideas or pieces of learning evidence. The findings of the final step namely “Collaboratively Reflect on Teaching Practice” showed that pre-service teachers could reflect the learning outcomes by correlating students’ ideas with the instructions.
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Thinwiangthong, Sampan, Colleen M. Eddy, and MaitreeInprasitha MaitreeInprasitha. "MATHEMATICS TEACHERS’ ABILITIES IN DEVELOPING FORMATIVE ASSESSMENT AFTER THE INTRODUCTION OF LESSON STUDY AND OPEN APPROACH INNOVATIONS." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 101–32. http://dx.doi.org/10.32890/mjli2020.17.1.5.
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Purpose – The main purpose of this study was to examine mathematics teachers’ abilities in developing formative assessments when teaching algebraic reasoning after utilizing two innovations: lesson study and open approach. Methodology – A single group quasi-experimental research design was employed in two mathematics classes in a school in Chaiyaphum province, Thailand. The target group was all the 11 mathematics teachers, who were pre-tested, then post-tested afterthe lesson study and open approach training. This was followed bytheir participation in setting up a lesson study group and conducting 10 lesson study cycles involving two research participants who were teaching two selected classes. The instruments were a questionnaire, the Assess Today rubric, interview protocols, 10 lesson plans, field notes, classroom observation video recordings, and students’ written work. The AssessToday rubric was the main instrumentwritten work. The AssessToday rubric was the main instrumentused to determine the ability level of the mathematics teachers indeveloping formative assessment in terms of seven components,namely learning targets, question quality, nature of questioning, selfevaluation,observation of student affect, instructional adjustment,and evidence of learning. Results – The pre-test and post-test results showed an improvementin the mathematics teachers’ understanding about formativeassessment, the methods used in formative assessment, and how theycould use the data from the formative assessment while they wereimplementing the two innovations. In addition, the AssessToday rubric showed that both mathematics teachers were progressinggradually from novice, apprentice to practitioner level in theirabilities in developing formative assessment after the 10 cycles ofinnovation practices in all the seven components. The results implythat the mathematics teachers showed vast improvement in their abilities in developing formative assessment after they implemented the lesson study and open approach innovations in their teaching. Significance – The results contribute significantly to knowledge about the usefulness of the lesson study and open approach innovations in enhancing mathematics teachers’ abilities in developing formative assessment.
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Ngiamsunthorn, Parinya Sa. "Promoting creative thinking for gifted students in undergraduate mathematics." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (February 28, 2020): 13–25. http://dx.doi.org/10.23917/jramathedu.v5i1.9675.
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Gifted students need a form of special education through extracurricular and learning experiences because they have extraordinary potential in terms of intelligence, creativity, social and mentality, compared to other students. This study aims to investigate various teaching and learning approaches designed for gifted students, and to constitute appropriate techniques that enhance their creative thinking in mathematics. The participants of this study were first-year gifted students enrolled in fundamental mathematics courses towards their undergraduate engineering programs at a science and technology-based university in Thailand. This study discovered that an adequate use of challenge-based learning, problem solving process, project-based learning, well-designed questions and in-depth learning style in the classroom effectively fostered their insightful and creative thought. Moreover, an online tool such as Facebook could be used as a learning platform outside the classroom to engage them in online discussion and collaboration and to challenge their thinking. Ultimately, based on students’ feedbacks and evaluation, this study found that a combination of these techniques and methods built up a more comfortable and motivating atmosphere that helped them for creative thinking and corresponded to their needs and satisfaction.
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Lay, Yoon Fah, and Murugan Rajoo. "AFFECTIVE FACTORS CONTRIBUTING TO SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS’ SCIENCE ACHIEVEMENT IN TIMSS 2015." Problems of Education in the 21st Century 78, no. 6A (December 25, 2020): 1107–25. http://dx.doi.org/10.33225/pec/20.78.1107.
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Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders' science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA's International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students' views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students' science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students' science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students' science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students' science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders' science performance in the forthcoming TIMSS studies. Keywords: TIMSS, comparative study, affective factors, science achievement
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Nonghanpitak, Prapaporn, Wannatida Yonwilad, and Paweena Khansila. "The Effect of GeoGebra Software in Calculus for Mathematics Teacher Students." Journal of Educational Issues 8, no. 2 (December 6, 2022): 755. http://dx.doi.org/10.5296/jei.v8i2.20422.
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The objectives of these mixed methods were to 1) improve students’ performance in calculus by using GeoGebra software and 2) investigate students’ experiences with and perspectives on using GeoGebra software in calculus. The participants were 58 mathematics teacher students at a university in Thailand. The instruments in this study were a test; this was called the Calculus Achievement Test (CAT), which consists of limits and continuity; a derivative of function; and its application; and a questionnaire with an interview with a student. The statistics for qualitative data were gathered from instruction; we used percentages, mean scores, standard deviations, and a one-sample t-test; while quantitative data was gathered from students’ reflections and interviews. The results showed: 1) the results of the one-sample t-test show that using GeoGebra Software in Calculus is effective in students’ performance; 2) the data, the quantitative findings show that students were more interested and excited during the intervention. Students could better show their creativity and learn about themselves because of the intervention. Teaching calculus with GeoGebra embedded is a good and effective way to do things. The finding shows a good chance of developing technology-integrated math curricula for teaching and learning calculus.
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Laah-On, Saastra, Maitree Inprasitha, Kiat Sangaroon, and Narumon Changsri. "Using Classroom Video in Designing Open-ended Problem Situations." International Educational Research 4, no. 1 (June 19, 2021): p46. http://dx.doi.org/10.30560/ier.v4n1p46.
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Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.
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Anar, Lora E., Rebecca Jane Petersen, and Albert Villanca. "The Learning Experiences of Filipino Pre-service Teachers in the Science, Technology, Engineering and Mathematics (STEM) Program of a Thai Elementary School." Asia Pacific Journal of Social and Behavioral Sciences 14 (December 29, 2017): 18. http://dx.doi.org/10.57200/apjsbs.v14i0.101.
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Internationalization and ASEAN integration has lead pre service teachers to explore the world of teaching abroad. The pre-service teachers have experienced many learning opportunities and challenges in a foreign country. The study aimed to explore the lived experiences of Filipino pre-service in the Science, Technology, Engineering and Mathematics STEM Program of Anubanchonburi School Thailand. The 17 participants ranging from 19-21 years old from Bukidnon State University, Malaybalay City, Bukidnon, Philippines were interviewed and 8 of them attended the focus group discussion. Thematic analysis revealed five major themes of their learning experiences: (1) travel exposures; (2) pedagogical learning; (3) social and multicultural learning, (4) personal and professional learning; and (5) technological learning. This study provides insights to administrators, pre-service teaching supervisors, and educators to increase the opportunities of pre-service teachers to be exposed to a multicultural classroom and become globally competent. This will provide avenues to forge stronger collaboration and partnerships with stakeholders in the country and abroad. Key words: internationalization, pre-service teachers, learning experiences, STEM Program
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Penthisarn, Tawanshine, and Pilanut Phusawisot. "Perceptions of Thai Teachers of English Towards English Medium Instruction: A Case Study of a Local Primary School." Journal of English Language Teaching and Applied Linguistics 3, no. 9 (August 30, 2021): 13–21. http://dx.doi.org/10.32996/jeltal.2021.3.9.2.
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Using a case study approach, this study investigated teachers’ perceptions of EMI, the challenges teachers encountered while adopting EMI, and opportunities for EMI in Thai EFL classrooms. The participants were three Thai teachers who used English as a medium of instruction in subjects such as mathematics and science in an intensive English program at a private primary school in the northeastern part of Thailand. Data were obtained from teachers’ journals and semi-structured interviews. The data were transcribed and coded into themes using content analysis. The current study reports the perceptions of Thai EFL teachers and reveals the challenges of EMI in Thai EFL classrooms. As the findings reveal, the participants perceived EMI as an educational advantage, as preparation for the international community and as an approach to enhance students’ speaking confidence. Although EMI offers potential benefits, the study reveals that when teaching, the participants are challenged by students’ language proficiency, classroom size, a lack of teaching materials, teacher’s lack of content knowledge and a lack of support from the school. Moreover, the study suggests some recommendations for pedagogical implication in adopting EMI in Thai EFL classrooms.
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Nasinsroy, Jatuporn, Maitree Inprasitha, and Narumon Changsri. "Synthesis of Research on Mathematical Thinking Development under the Lesson Study and Open Approach Context." Randwick International of Education and Linguistics Science Journal 2, no. 3 (September 27, 2021): 296–306. http://dx.doi.org/10.47175/rielsj.v2i3.300.
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The qualitative educational research synthesis of this paper is the incorporation of existing knowledge and the research results using Lesson Study and Open Approach innovations that relevant to the concern of students’ mathematical thinking development. The purpose of synthesis is to upsurge the generalization and pertinency of new knowledge development based on the results in incorporation the two innovations. Researchers employed document analysis to analyze the evidence of 266 postgraduate studies from the academic year 2003 to 2020. The research procedure consists of three stages. The results from the first stage showed that there are six research classifications identified, namely teacher and teaching, students and learning, assessment, classroom innovations, curriculum development, and educational policy. The research findings of the second phase indicated that there was a total of 210 studies (78.95%) were employing Open Approach incorporated in the Lesson Study process. Moreover, 53.33 percent are found in students and learning research classification. This is followed by 19.05 percent in teacher and teaching, 14.76 percent in classroom innovations, and 4.76 percent in assessment classifications. However, there was a limited of past postgraduate researchers interested to study curriculum development (4.29%) and educational policy (3.81%) research classifications. The findings of the final stage revealed that all the 210 postgraduate studies concerning the six research classifications are found to have different impacts on students’ mathematical thinking development. These effects occurred across a series of settings, synthesis approaches, expectations, and managing the Thailand Lesson Study Model.
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Et. al., Lilla Adulyasas. "The Effects of Integrated Technology-Based Approach and Peer Coaching in Teaching Geometry: A Closer Look At Teachers’ Tpack and Students’ Understanding." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 5695–708. http://dx.doi.org/10.17762/turcomat.v12i3.2244.
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Aim/PurposeTo study on the effects of integrated technology-based approach and peer coaching on teachers’ TPACK and students’ understanding in learning geometry in secondary level.
Background Teachers have confronted with difficulties while applying technology in classroom teaching. The need of cooperation with others under the peer coaching which supports and encourages teachers in generating ideas for improving classroom teaching is the key to improve their designing of the integrated technology-based approach lessons to promote and support an effective teaching and learning of geometry.
Methodology Participants were three in-service teachers and one pre-service teacher who had taught geometry in grade 7 and samples were thirty-two seventh-grade students of a school in Yala, Thailand. Questionnaire and open-ended questions were used for assessing teachers’ development of TPACK while geometric achievement test was employed to examine students’ understanding before and after learning with the integrated technology-based approach lesson plans under the peer coaching process. Descriptive statistics and a Developmental Model for TPACK were used for assessing teacher’s TPACK while paired-samples t test and one-sample t test were used to determine students’ understanding in geometry.
ContributionThis research fulfills the effectiveness of geometry teaching and learning process by integrating old and new technologies to design new technology-based approach under the process of peer coaching. The contribution in this study not only enhanced students’ learning in geometry, but teachers also received feedback for developing and improving their essential skills which are important for using technologies in teaching practice and developing their TPACK.
Findings The teacher participants’ development of TPACK levels improved after the process of peer coaching. The students enhanced their understanding in learning geometry after the use of the integrated technology-based approach lesson plans under the process of peer coaching.
Recommendations for Practitioners Practitioners can select the three alternative types of technologies in the integrated technology-based approach lesson plans based on context and school’s readiness, teachers, and students which should concentrate to an effective geometry learning for students.
Recommendations for Researchers Researchers should investigate the effects of appropriate, modern, and easily-accessible technologies integrating with peer coaching process to improve an effective of geometry learning.
Impact on Society This research indicated the effectiveness of students’ geometry learning that showed the remarkable impact on supporting students in learning visualization. It considers as meaningful learning experience that they could use technologies for their learning. A solid foundation on geometry through a meaningful representation that they acquired during learning enabled them to solve real life problems in their society in the future.
Future Research Researchers should investigate the effects of the integrated technology-based approach and the peer coaching process in teaching and learning geometry in higher level and in other different topics..
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Adulyasas, Lilla, and Shafia Abdul Rahman. "Lesson study incorporating phase-based instruction using Geometer's Sketchpad and its effects on Thai students’ geometric thinking." International Journal for Lesson and Learning Studies 3, no. 3 (September 30, 2014): 252–71. http://dx.doi.org/10.1108/ijlls-01-2013-0010.
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Purpose – Geometry has, in many countries, proved to be one of the problematic topics in mathematics. The purpose of this paper is to report on a study that was carried to investigate the effects of lesson study incorporating phase-based instruction (LS-PBI) using Geometer's Sketchpad (GSP) on Thai students’ geometric thinking. Design/methodology/approach – The effectiveness of the LS-PBI using GSP within the targeted context was assessed in a quasi-experimental research approach involving three groups of mixed ability grade 7 students (12-year-olds) in one of the schools in Yala province, Thailand. These groups (Group 1: n=30, Group 2: n=28 and Group 3: n=29) were taught the topic of properties of 2D and 3D geometric shapes through phase-based instruction using GSP in turn by three different teachers. The teachers observed the lesson study teaching protocol. Data were collected using pre-test and post-test to assess students’ van Hiele level of geometric thinking. In addition, six students were selected to be observed in order to give supplementary data on their level of geometric thinking changed. Findings – Findings revealed that the LS-PBI was effective in improving students’ geometric thinking. Analysis of paired sample t-test showed that there was a significant difference in the pre-test and post-test scores in each group after each LS session. Analysis of covariance showed that there was a significant difference in the post-test scores among the three groups of students. Originality/value – The findings of this original study suggest that the LS-PBI using GSP was effective in enhancing students’ geometric thinking.
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Vate-U-Lan, Poonsri. "Transforming Classrooms through Game-Based Learning." International Journal of Game-Based Learning 5, no. 1 (January 2015): 46–57. http://dx.doi.org/10.4018/ijgbl.2015010104.
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This article reports an exploratory study which investigated attitudes towards the practice of game-based learning in teaching STEM (science, technology, engineering and mathematics) within a Thai educational context. This self-administered Internet-based survey yielded 169 responses from a snowball sampling technique. Three fifths of respondents were female (59.2% or N=100 females and 40.8% or N=69 males). Slightly more than half (55.6%) of the participants were elementary, secondary and university students. An additional second group of thirty-five per cent (N=59) were teachers who were in charge of STEM educational programs. Almost one tenth (9.5%, N=16) were parents. Frequency tables were used to analyze the quantitative data. The qualitative data was derived from a single open-ended question. The study found some divergent opinions that are useful in considering game-based learning for STEM education in Thailand. The overall average attitude towards the usage of game-based learning was very positive (3.92 out of 5, S.D. = 0.80). The study found that the majority of informants preferred that the delivery mode was online through a web browser followed by the mobile mode through an application and the least preferred was the offline mode recorded on CD-ROM (55.0%, 31.4% and 13.6% respectively). Thai was still the most preferred language to be used though both students and parents surveyed had a stronger preference for English and a Thai-English bilingual mode than the teachers. An important finding in this research was that stakeholders expected game-based learning to be integrated into the traditional classroom because of its enhanced learning approach.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.
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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Somphong, Suriyan. "A Study of Guideline and Teaching for The Olympic Education in Thailand." Journal of Innovation in Educational and Cultural Research 2, no. 2 (December 15, 2021): 60–66. http://dx.doi.org/10.46843/jiecr.v2i2.34.
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The purposes of this study were to study the guidelines and teaching for the Olympic education that were to instil conscience of Olympic values. The 30 samples in this study were purposively sampled method. They were the experts from the National Olympic Committees of Thailand and Ministry of Education. The instruments were semi-structured interview developed by the researcher. The qualities of the instruments were verified by measuring the construct validity, calculating the index of congruence under the considerations of the experts, and determining the reliability with Cronbach’s method, respectively. The results of the research showed that the guidelines for teaching Olympic education in primary schools for cultivating Olympic values for students must create a network-based collaboration.
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Sanonguthai, Suchada. "Teaching IELTS Writing Module through English Debate: A Case Study in Thailand." Language Testing in Asia 1, no. 4 (2011): 39. http://dx.doi.org/10.1186/2229-0443-1-4-39.
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Mawardi, Sumari, and Binti Baruroh. "تنفيذ تدريس مهارة القراءة." TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab 1, no. 01 (January 5, 2021): 91. http://dx.doi.org/10.30739/arabiyat.v1i01.731.
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The objectives of this study are: a) to describe learning reading skills in terms of planning, implementation, in terms of evaluation and implementation problems in madrasas, darul Alquran in Bloksno Narathiwat Thailand 2012/2013 academic year. The method used in this research is descriptive qualitative method, in collecting data by observation, interviews and documentation. Data analysis: data collection, data summary, data presentation. The validity of the data is the triangulation of sources. The results of his research are Teaching Arabic at Madrasah Darul Al-Qur'an Narathiwat Thailand in terms of planning to organize teachers who are planned or summarized in teaching, while Teaching Arabic at Darul Al-Qura'an Blonxno Narathiwat Madrasah Thailand is viewed from the perspective of its implementation and implementation. mental map method in learning Arabic at Madrasah Darul Al-Qur'an Narathiwat Thailand reviewed from a hypothetical calendar after teaching directly with final evaluation at the final level.
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Sirisuwilai, Watcharapon. "CLT in Chines Major’s Comprehensive Chinese Course – A case study of Khon Kaen University, Thailand." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 175–78. http://dx.doi.org/10.2478/ejser-2018-0045.
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Abstract Nowadays Chinese language is become one of the most important foreign language in Thailand reflexing by the growing popularity of the Chinese language. Traditional Chinese language teaching cause the lack of high communicative competence. Therefore, the study preliminarily attempt to combine the theory of Communicative Language Teaching with Comprehensive Chinese teaching so as to search for a feasible and effective instruction which conforms to the teaching features of comprehensive Chinese course in Khon Kaen University. After Pre-test and Post-test and compared by SPSS (T-Test sig (2-tailed) = 0.00<0.05), the result show that in Listening skill the difference is significant (sig. (2-tailed) = 0.01), Speaking skill the different is significant (sig. (2-tailed) = 0.00), Writing skill the different is significant (sig. (2-tailed) = 0.03), only Reading skill which the difference is no significant(sig. (2-tailed) = 0.324). As a result after a semester using Communicative Language Teaching method in comprehensive Chinese course for Chinese major student in Khon Kaen University, CLT effectively improve student Chinese language achievement and help them to improve their Chinese listening, speaking and writing skill. Moreover, this teaching method is highly recognized by students. This verified the important and necessity of communicative language teaching method to improve Chinese major student Chinese communicative competence.
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Mangkhang, Charin, Uthumphon Muangjai, Chainarong Jarupongputtana, Nitikorn Kaewpanya, and Supakit Kaewpa. "Developing Handmade Teaching Material Innovation on Thailand Maps to Enhance Geography Concepts of Students with Visual Impairments to Creating an Equitable Ecology in Education for Sustainable Development." Journal of Curriculum and Teaching 11, no. 8 (October 28, 2022): 159. http://dx.doi.org/10.5430/jct.v11n8p159.
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The objectives of the research were to study and develop handmade teaching materials innovation on Thailand maps to enhance geography concepts of students with visual impairments and 2) to study Thai geography concepts of students with visual impairments. The research was action research whereby there were samples in the research, namely (1) 5 experts in developing teaching materials for students with visual impairments (2) 5 experts in social studies learning management, and (3) 10 students with visual impairments. Simple random sampling was used. From the research studies, it was found that: 1) Handmade teaching materials on Thailand maps to enhance geography concepts for students with visual impairments have been developed by using the content of Thailand maps of secondary education students to enhance handmade teaching materials on Thailand maps accounting for 15 charts based on the design of CADDIE model of Mangkhang (2017). Assessment results had completeness and appropriate qualities at a high level. This was used together with our plan of learning management on Thailand maps for 4 plans accounting for 10 hours. The assessment results of the learning management plan came out with having completeness, correctness, and qualities suitable at a high level; 2) Building the assessment form of geography concepts of students with visual impairments had completeness and qualities suitable at a high level and students had geography concepts at the highest level.
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Putri, Vincentia Aprilla. "Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand." Vision: Journal for Language and Foreign Language Learning 9, no. 1 (May 30, 2020): 61. http://dx.doi.org/10.21580/vjv9i25187.
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<p>This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.</p>
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Hubbard, Ruth. "Teaching mathematics reading and study skills." International Journal of Mathematical Education in Science and Technology 21, no. 2 (March 1990): 265–69. http://dx.doi.org/10.1080/0020739900210212.
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Zhang, Li, and Yanqiu Hu. "An Experimental Study on Pictographic Character Teaching for Primary School Pupils in Thailand." Advances in Applied Sociology 10, no. 12 (2020): 483–97. http://dx.doi.org/10.4236/aasoci.2020.1012028.
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Hidayatulloh, Sibakhul Milad Malik, and Sugirin Sugirin. "INDONESIAN EFL TEACHERS TEACHING READING TO ENGLISH YOUNG LEARNERS IN INDONESIA AND THAILAND." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (September 22, 2022): 395–409. http://dx.doi.org/10.24071/llt.v25i2.4515.
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Among myriad research on teaching reading on English Young Learners, little has been discussed the practice within two different socio-culture settings. Indeed, the success stories of teaching reading to young learners with different social and cultural circumstances will be able to offer insight and new perspectives of teaching reading to EYL for researchers, mainly English teachers. This study aimed at narrating and exploring the process of teaching reading within two different countries, Indonesia and Thailand. This study invited two Indonesians EFL teachers who teach English to young learners in Indonesia and Thailand. Underpinning the narrative research design, this study narrated the experience of the participants from interview process triangulated by their narrative framework and teaching reading materials. From the obtained data, the findings were presented using four major themes: teaching experience, the students, teaching reading, and teaching reading materials. The result revealed that the participants had some similarities and distinction aspects. Teaching technique that the participants used could be said as the similar aspect of the participants. Meanwhile, teaching materials could be said as the integral factors underlaying the differences. Furthermore, organizational system and community around participants played significant role in affecting the differences and similarities.
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Fuchs, Kevin. "Perceived Satisfaction of Emergency Remote Teaching: More Evidence from Thailand." International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 1–15. http://dx.doi.org/10.26803/ijlter.20.6.1.
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The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses based on empirical data (n=450) as well as secondary data (n=219) were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.
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Dueraman, Bayatee, Kanasin Tunsakul, and . "Can Thai Students Survive without English Teachers? a Case Study of Primary School Students in Thailand." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 395. http://dx.doi.org/10.14419/ijet.v7i3.21.17199.
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Particular interests in English language teaching practices have been given much attention recently. This study attempts to examine whether trained English majors can help teach English to students in a primary school where there is short of English teachers. Two English instructors, twenty English majors and ninety-four students participated in the study. Theoretical and practical training sessions were organized for twenty English majors before they start teaching the students. English lesson plans were designed relative to four major content areas found in the standardized national English test include vocabulary, reading, conversation, and public signs were used as a guideline for both training and teaching sessions. Pre and post-tests were administered to primary school students before and after the teaching intervention accordingly. Data collected through participant observations were also used to support data collected from the interviews and tests. Results show that our trained English majors could help improve the students’ English language proficiency in spite the unavailability of qualified English teachers at their school. Findings offer some insights on possible alternatives to teaching English to primary school students who face similar problems.
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Li, Liqing. "A Case Study on the Pattern of Classroom Discourse in Teaching Chinese as a Foreign Language." Journal of Contemporary Educational Research 5, no. 10 (October 29, 2021): 172–77. http://dx.doi.org/10.26689/jcer.v5i10.2664.
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Based on the IRF (initiation, response, and feedback) classroom discourse structure model proposed by Sinclair and Coulthard, this research analyzes and studies the actual corpus of Chinese classroom teaching in Thailand, focusing on the structural model of teacher-student communication discourse, mainly from two aspects of teachers’ feedback. On the one hand, it investigates whether IRF is fully applicable to Chinese classroom teaching and whether there are special situations to it. On the other hand, it attempts to summarize the discourse structure model of Chinese classroom teaching and explores the application of the research results in helping Chinese teachers improve their teaching quality in hope that constructive suggestions can be proposed for teaching Chinese as a foreign language.
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Inprasitha, Maitree. "Lesson study and open approach development in Thailand: a longitudinal study." International Journal for Lesson & Learning Studies 11, no. 5 (March 4, 2022): 1–15. http://dx.doi.org/10.1108/ijlls-04-2021-0029.
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PurposeThis research explores the “transformation” ideas of Japanese Lesson Study (LS) and Open Approach (OA) to create and sustain a Thailand LS incorporated OA (TLSOA) model to successfully adapt to the local contexts. Although LS is spreading globally, previous studies have identified several challenges to its implementation.Design/methodology/approachThe researcher employed a longitudinal research design that involved repeated investigations of a group of participants: from their fourth year as bachelor's degree students until they became eligible coordinators to practice the TLSOA model for teachers' professional development (PD). Data were collected using reflective journals, two types of survey questionnaires, and records of periodical reflective meetings over three cohorts.FindingsAs results reveal, the participating teachers' active engagement in the TLSOA model has made a positive impact on their teaching practices, collegiality, and professional self-identification. Students perceived themselves as having enormous changes in their learning behaviors. Those changes are linked to establishing a positive, student-centered, and active learning-based school culture with teachers' beliefs for innovations.Research limitations/implicationsFurther studies should focus on the possible conflicts emerging between the different cultures of teaching.Practical implicationsThe idea of the TLSOA model is to ensure teachers are well trained to possess sufficient skills.Originality/valueThe findings could be of value for the leaders, educators, policymakers to advocate the TLSOA model as a systematic approach to whole-school improvement and as a channel for spreading effects at the national, the APEC, and the CLMV regional levels.
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Bayaga, Anass. "Mathematics Teaching Via the Lesson Study Model." International Journal of Educational Sciences 5, no. 1 (January 2013): 11–18. http://dx.doi.org/10.1080/09751122.2013.11890056.
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Wood, Terry, Paul Cobb, and Erna Yackel. "Change in Teaching Mathematics: A Case Study." American Educational Research Journal 28, no. 3 (September 1991): 587–616. http://dx.doi.org/10.3102/00028312028003587.
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Isnaniah, Siti, and Islahuddin. "Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand." Jurnal Pendidikan Islam 9, no. 1 (September 30, 2020): 1–27. http://dx.doi.org/10.14421/jpi.2020.91.1-27.
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This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentration, Department of Malay Language, Fatoni University of Thailand, and Thai students). The results of the study show that teaching Indonesian abroad and domestically is successful because it is proven by the increasing pace of Indonesian language study by foreigners abroad. This has not only occurred at the institutional level of the BIPA program, but it has also led to majors, such as the Indonesian Language Concentration at the University of Malay Language Department. Fatoni Thailand. Meanwhile, the number of students in the PTKI Indonesian Language Program is increasing annually, and International students are increasingly interested in studying at the PTKI TBI Program. The increasing development of teaching Indonesian domestically and abroad requires ideal learning management (curriculum, instructors, institutions, students, teaching materials, and methods). TBI IAIN Surakarta and KBI JBM FTU Thailand appeared to successfully manage Indonesian language learning, although there are slight differences between the two. In terms of curriculum, instructors, institutions, students, teaching materials, and methods, learning Indonesian at TBI IAIN Surakarta is more comprehensive and ready. Therefore, intensive coordination between the two is needed because both are Islamic-based PTKIs to support the Indonesian language's internationalization by making Indonesian as the host in their own country and honored guests in other countries. This paper provides a broad view of BIPA learning management in Islamic higher education institutions in Southeast Asia because not many Islamic Higher Education Institutions in Southeast Asia have BIPA. Therefore, further studies are required on the developments (R & D) related to curriculum, instructors, institutions, students, teaching materials, and methods.
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She, Lina, and Fuangfa Amponstira. "Management Styles of Special Education Schools Comparison between China and Thailand." International Business Research 13, no. 6 (May 8, 2020): 43. http://dx.doi.org/10.5539/ibr.v13n6p43.
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The objectives of this study were to study the current management style of special education schools in China and Thailand, to study the differences in the management of special education schools between China and Thailand, to provide advice for the management of special education schools in two countries. The research used an interview to collect quality data from 30 managers who manage Chinese special education schools and Thai special education schools. Content analysis was used to analyze the data.
Special education schools in China and Thailand have similar school culture management, similar administration management structure and function, similar teacher management and similar parents education management. However, there are some differences in the management of teaching instruction management, teaching material management, student management, and teaching equipment management. Compared to Chinese special education schools with Thai special education schools, the advantage of Chinese special education schools is that they can create specialized teaching material suitable for children with mental retardation. It is better to meet students’ actual needs, is more specialized and targeted, and meets the needs of students' development. The advantage of Thai special education schools is that they can provide pre-school education in all schools for children with special needs, provide critical early intervention in the early childhood of special children.
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Fuchs, Kevin. "Lessons Learned: A Comparative Study about the Perceived Satisfaction of Emergency Remote Teaching in Thailand." International Journal of Information and Education Technology 11, no. 12 (2021): 624–30. http://dx.doi.org/10.18178/ijiet.2021.11.12.1573.
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The sudden shift from physical classroom education towards emergency remote teaching (ERT) in higher education during the unprecedented global pandemic caused an abrupt change in the learning environment for students and educators alike. The disruptive overnight change and conversion of entire courses to emergency remote teaching caused concern for not only educators, but also students that had little time to adapt to the new circumstances. While the embedment of technologies in the classroom is not a new concept, this quantitative research expands a case study that sought to examine the perceived satisfaction of undergraduate students with the emerging paradigm of ERT. Responses (n=669) based on empirical data as well as secondary data were analyzed to conclude that, in particular, younger freshmen students struggled more with online emergency remote teaching than their older peers. Furthermore, the study identified numerous similarities between both data samples. The current research informs educators about student perceptions and preferences during these extraordinary circumstances of uncertain duration. Furthermore, the paper concludes with recommendations that aim to provide institutions and educators with practical guidance on how to tackle the outlined issues.
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Chasanah, Iswatun, and Sumardi Sumardi. "A RETROSPECTIVE NARRATIVE STUDY OF PRE-SERVICE TEACHERS' LANGUAGE BARRIER EXPERIENCES IN INTERNATIONAL TEACHING PRACTICUM." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (September 22, 2022): 410–20. http://dx.doi.org/10.24071/llt.v25i2.4489.
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The present retrospective narrative study reported in this article explores the international teaching practicum program has become a new trend in a lot of university-based English as a Foreign Language (EFL) teacher education programs, particularly in Southeast Asian countries. This phenomenon led to the high demand for university-based EFL teacher education programs of having international networking which aims to give more cross-cultural understanding and experience for the pre-service teachers in teaching EFL abroad. This retrospective narrative case study aims to investigate the language socialization experiences and challenges of two Indonesian pre-service EFL teachers during the teaching practicum program in Thailand. The data was collected through participants’ teaching practicum documents and semi-structured interviews. Grounded in a retrospective narrative study and Relational Turning Point Events (RTPEs) theoretical framework, this study is hoped to provide a better understanding of the EFL teaching development, particularly for preparing pre-service teachers for intercultural teaching practicum.
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Dahsah, Chanyah, and Tussatrin Wannagatesiri. "Quantitative Chemistry Teaching and Learning at the High School Level: A Case Study in Thailand." International Journal of Learning: Annual Review 17, no. 9 (2010): 45–60. http://dx.doi.org/10.18848/1447-9494/cgp/v17i09/47226.
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Pinthongpunth, Khwandaw, Thongchai Phuwanatwichit, Charin Mangkhang, and Atchara Sarobol. "Learning for Professional Development of Social Studies Teachers in Thailand." Journal of Curriculum and Teaching 10, no. 2 (May 18, 2021): 58. http://dx.doi.org/10.5430/jct.v10n2p58.
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The research of creative learning for professional development of social studies students aims to study the basic information on creative learning management models for teacher professional development for Social Studies Program students. There are various ways to learn. The model that can be developed and applied to learners to develop the knowledge, skills and competencies necessary for the management of teaching and learning in the modern era to support learners and teachers in the rapid changing society, environment, economy and technology that have an impact on learning and teaching. The teachers who have a teaching method that can pass on or develop the learners is the first factor that generate the understanding between teachers and students. It is to understand the basic information of the local educational institutions. Therefore, this article provides basic information on creative learning management for teacher professional development for students studying in Bachelor's degree in Social Studies Program, Songkhla Rajabhat University, the local university where produces graduates serve to society and communities. Therefore, this article can create an understanding and a basis for further research work.
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Et. al., Thawatchai Nima,. "The Structural Model of Organization Performance in Small and Medium Enterprises in Thailand Medium Enterprises in Thailand." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 8 (June 11, 2021): 2282–88. http://dx.doi.org/10.17762/turcomat.v12i8.3494.
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This research aimed to 1. Study factors of supplier quality management and production quality management that affect organization performance.2. Confirm the structural models that affect organization performance. This study was mixed methods research. The quantitative research consisted of 13 observable variables, which collected data from 260 medium and small companies in Thailand. The qualitative research collected data from a focus group of experts involved in organizational management, quality management, and supplier management of nine experts. The research results were found that 1. The structural model of organization performance in Small and Medium Enterprises in Thailand were consistent and harmonious with empirical data, with consistency values of c2= 94.89, df = 61, c2/ df = 1.56, CFI = 0.98, GFI = 0.95, SRMR = 0.049, RMSEA = 0.046. 2. Factors affecting organization performance are factors of Supplier Quality Management, and Production Quality Management, respectively.
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Arti, Usfah Vindy. "The Internet Based Resources for Virtual Listening Skills Teaching and Learning in Ban Raisooksan School, Loei Province, Thailand." Journal of English Teaching, Literature, and Applied Linguistics 5, no. 1 (March 1, 2021): 12. http://dx.doi.org/10.30587/jetlal.v5i1.2160.
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The purpose of this study is describing the use of internet based resources method in teaching English listening skills for primary school students in Ban Raisooksan School, Loei, Thailand. In this research the researcher describes the activities of teaching English listening skills by using internet based resources method. The data resources are from teacher and students in Ban Raisooksan School, Loei, Thailand. The students are from 5th grade (P5 students) and the total of the students are 8 students. The data were collected through observation and semi-structured interviews between teacher and students. The researcher go through six weekly listening activities using Internet based resources and assignments. Based on the study, this paper concludes that the use of internet based resources method would significantly improve the virtual teaching and learning. Through writing this article, the author hopes to improve the awareness of the internet based resources method by the teachers. The teachers will use the internet based resources method to carry on teaching in the classroom and help the students learn virtually.
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Sangwongwanich, Patama, and Winai Wongsurawat. "Market entry of over-the-counter nutritional supplement – a case study from Thailand." Emerald Emerging Markets Case Studies 11, no. 2 (June 23, 2021): 1–16. http://dx.doi.org/10.1108/eemcs-10-2020-0396.
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Learning Outcomes Teaching objectives are as follows: students need to understand the critical choices involved in introducing a product into a new market, including but not limited to the macroeconomic context, the target consumer segment, the positioning of the product, distribution channels, pricing and promotion strategy. Students must learn to appreciate the importance of anticipating the reaction of incumbents, and how such reactions may determine the success or failure of a new product entry into the market. Students develop skills to analyze complementarities between different distribution channels and understand how investments in developing one channel can result in positive or negative consequences in other channels. Case Overview/Synopsis How can health products such as multivitamins and other nutritional supplements make headway into emerging markets that are moving up the ranks of middle-income economies? This case study investigates the case of Thailand, a country that in the early 1990s registered a per capita income comparable to Vietnam and Laos and Cambodia today. It illustrates, through the real experience of Pat – an executive of a local subsidiary of an American multinational pharmaceutical company – how a new entrant exploited the rapidly changing economic and retailing environment to become a successful player in an important and growing segment of consumer products. Complexity Academic Level This case is suitable for master’s degree students or short-course executives. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 11: Strategy.
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Liu, Xiu Hong. "Study on College Mathematics Education and Teaching Strategies." Advanced Materials Research 403-408 (November 2011): 1648–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1648.
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In order to improve the quality of college mathematic education, cultivating rational thinking of people, and improving the quality of nation, this paper make a comprehensive and systematic survey and analysis on college mathematic education. Results show that the team-constructer and quality of students in university have been changed, and it is not optimistic for mathematic learning of students. For the above problems, it is important and necessary to adjust the teaching content, improving teaching methods and means, promoting the cultural ideas and history of mathematics, and show humanistic concern to students.
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Ciupryk, Frances A., Barry J. Fraser, John A. Malone, and Kenneth G. Tobin. "Exemplary Grade 1 Mathematics Teaching: A Case Study." Journal of Research in Childhood Education 4, no. 1 (December 1989): 40–50. http://dx.doi.org/10.1080/02568548909594944.
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Manowaluilou, Nongluck. "Development of Executive Functions and Support Systems for Student Teachers in Thailand." Higher Education Studies 11, no. 4 (November 18, 2021): 116. http://dx.doi.org/10.5539/hes.v11n4p116.
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This study aims to investigate the development of executive functions (EFs) for pre-service teachers, their issues during teaching practice, and their motivations for entering the teaching profession. EF self-assessment questionnaires, logbooks, structured in-depth interviews, and support system evaluation forms were used to collect the data. The theory has suggested that school field experiences are particularly effective in student teacher development at the grade level. This study demonstrated a positive association between student teachers’ EFs using four years of data from 45 pre-service teachers participating in teacher preparation programs. Fifteen pre-service teachers attending the fifth year of their teacher education program at a university in Thailand. This longitudinal study used four years (during 2017-2020) of data.
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Thumvichit, Athip. "ELT Master’s Programmes in Thailand: Focused Areas and Research Trends." Journal of Language and Education 6, no. 4 (December 31, 2020): 171–82. http://dx.doi.org/10.17323/jle.2020.10532.
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The increasing demand for competent users of English and qualified English teachers has accelerated the growth of graduate programmes in English language teaching (ELT). In Thailand, ELT master’s programmes have been serving as a training ground for Thai English teachers for decades. This study explores the focused areas and research trends of Thai ELT master’s programmes. The analyses involved ten ELT master’s programmes offered by ten different universities and 201 master’s theses submitted between the years of 2014 and 2018. Foundation and core courses were categorised into twelve content areas. The findings show that teaching and research methodology courses were the most common areas, indicating that the programmes were not only pedagogical but also research-oriented. In consistence with the international trends of ELT research, the Instructional effects research area still prevails. The number of studies on Assessment and Curriculum/Programme is relatively low compared with the number of courses in such areas. Also discussed are considerations for programme management, lecturers, and students. It is also recommended that all the courses offered be treated as a gateway to research opportunities in addition to teaching practice and professional practice improvement.
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SARNKHAOWKHOM, Chawapon, and Ittipaat SUWATHANPORNKUL. "The Clinical Supervision Process of Nurse Preceptors in Thailand: A Meta-Ethnography Research." Walailak Journal of Science and Technology (WJST) 17, no. 5 (August 10, 2018): 423–29. http://dx.doi.org/10.48048/wjst.2020.5530.
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The purpose of this study was to synthesize five graduate theses on nurse preceptors by using the Meta-Ethnography research method. The research findings fell into three steps, as follows: Step 1- Preparing for teaching. Nurse preceptors prepared for their clinical supervision with four sub-steps, 1) preparing for readiness, 2) studying and reviewing the clinical practice and clinical supervision guidelines of the organization, 3) planning and designing a clinical supervision model, and 4) making clinical supervision plans; Step 2- Teaching. This step consisted of seven sub-steps, 1) creating familiarity with the learners, 2) clinical practice orientation, 3) clarifying the performance evaluation criteria, 4) pre-conference, 5) clinical teaching from real situations, 6) post- conference, and 7) improving clinical teaching skills; Step 3- Teaching evaluation. This step consisted of three sub-steps, as follows. 1) self-evaluation by learners, 2) reflection-evaluation by nurse preceptors, and 3) documentation of evaluation by nurse preceptors. Therefore, nursing administrators can implement the results of this research as a process for clinical supervision and develop supervision systems in the nursing organizations to be more effective.
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Jungate, Kittikun, Sayam Chuangprakhon, Weerayut Seekhunlio, and Suthasinee Theerapan. "Conditions and Problems of Instructional Management in Saxophone Practical Skills Course in Higher Education Institutions in Thailand." Journal of Educational Issues 8, no. 2 (December 31, 2022): 910. http://dx.doi.org/10.5296/jei.v8i2.20509.
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The objectives of this research were 1) to study the conditions and problems of instructional management in the Saxophone Practical Skills course in higher education institutions in Thailand, and 2) to propose guidelines for developing the instructional management in the Saxophone Practical Skills course in higher education institutions in Thailand. It is qualitative research. It applied the method of interviewing and observing instructors teaching the Saxophone Practical Skills course in higher education institutions in Thailand, a total of 9 people. The data was then analyzed, the content synthesized, and descriptive reports were written. The research results showed that 1) instructional management in the Saxophone Practical Skills course uses two teaching principles and methods: Classical Saxophone and Jazz Saxophone. Problems encountered in the instruction are the embouchure, air support, tone quality, articulation, performance techniques, understanding of musical performance, the condition of the learner's instruments, and the insufficient places of training for the learner, and 2) the guideline for developing the instructional management consists of to choose the suitable teaching method that the individual learners, encourage students to perform soloists or band members, and attend musical performances.
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Pavasajjanant, Natcha. "Effective of International Distance Education in High School between Thailand and Japan." International Journal of Information and Communication Technology Education 6, no. 3 (July 2010): 11–24. http://dx.doi.org/10.4018/jicte.2010070102.
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This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.
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Lu, Lianfang. "IMPLEMENTING MATHEMATICS TEACHING REFORM." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 33–40. http://dx.doi.org/10.31686/ijier.vol4.iss6.554.
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This study describes the implementation of teaching reform in secondary mathematics classrooms in a rural poverty school in southwest China where a school-wide teaching experiment took place. Classroom teaching and learning practices are primarily concerned with classroom organizations, interactions and social norms. The results indicate that a collective learning approach was taken in the classroom reform, in which mathematical communications, understanding and engagement of students in learning were promoted. However, there was a lack of diversity of thinking and arguments on solving problems among different level students, which implies the mathematical teaching still focuses on acquiring knowledge over generating knowledge.
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Aljaberi, Nahil, and Eman Gheith. "In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices." Journal of Education and Learning 7, no. 5 (July 20, 2018): 156. http://dx.doi.org/10.5539/jel.v7n5p156.
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The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.
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Imsa-ard, Pariwat, Peerada Wichamuk, and Chain Chuanchom. "Muffled Voices from Thai Pre-Service Teachers: Challenges and Difficulties during Teaching Practicum." Shanlax International Journal of Education 9, no. 3 (June 1, 2021): 246–60. http://dx.doi.org/10.34293/education.v9i3.3989.
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The study aimed at exploring the perceptions pre-service student teachers had about their challenges and difficulties that hindered their teaching. The present study espoused a convergent mixed-methods approach, which adopted a questionnaire and semi-structured focused-groupinterviews as the research instruments. The participants of this small-scale study were B.Ed. Students at a university in Thailand. There were 78 participants in a quantitative phase, while 17 of them participated in a semi-structured-focus-group interview. The findings demonstrated around 4 dimensions of various constraints and challenges. This embodied: communication factors, instructional factors, student-related factors, and support-related factors. Based on One- Way ANOVA, most students appeared to face similar challenges. However, pre-service student teachers at early childhood and primary school levels highlighted the different challenges which they encountered during their practicum experience concerning various teaching methods used in their lessons. The findings also addressed some areas which needed improvement in the teacher education program. Recommendations were suggested to enhance practical and effective teacher education among future teachers in Thailand.