The majority of the Chinese teaching resources for sixth graders are textbooks that originate in China. These textbooks are written at a level that is too advanced for sixth graders. The purpose of this project is to generate teaching materials in Chinese for students in the sixth grade. The research is conducted using a pretest and posttest method, the sample consists of students in the sixth grade, and the research instruments consist of Chinese teaching materials, Chinese exercises, academic achievement exams, and a learning satisfaction questionnaire. The findings revealed that the average score on the pre-school achievement exam for the 44 kids who participated in the research was 45.34 percent, but the post test score was 82.39 percent. The standard deviation of the scores on the pre-test was 3.08 percent, whereas on the post-test it was 1.62 percent. This paper indicated that students had significant differences in their pre-test and post-school accomplishment at the level of 0.05, and postschool achievement scores were greater than pre-test achievement scores. In addition, students were highly happy with the Chinese language teaching materials.
{"title":"The Creation of Chinese Educational Resources for Sixth Grade Students","authors":"Supinya Ruankaew, Ninlawan Saisombat, Suttida Mungkarat, Oatthaphon Boontanai","doi":"10.5296/jei.v9i1.20479","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20479","url":null,"abstract":"The majority of the Chinese teaching resources for sixth graders are textbooks that originate in China. These textbooks are written at a level that is too advanced for sixth graders. The purpose of this project is to generate teaching materials in Chinese for students in the sixth grade. The research is conducted using a pretest and posttest method, the sample consists of students in the sixth grade, and the research instruments consist of Chinese teaching materials, Chinese exercises, academic achievement exams, and a learning satisfaction questionnaire. The findings revealed that the average score on the pre-school achievement exam for the 44 kids who participated in the research was 45.34 percent, but the post test score was 82.39 percent. The standard deviation of the scores on the pre-test was 3.08 percent, whereas on the post-test it was 1.62 percent. This paper indicated that students had significant differences in their pre-test and post-school accomplishment at the level of 0.05, and postschool achievement scores were greater than pre-test achievement scores. In addition, students were highly happy with the Chinese language teaching materials.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125808517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purposes of the study were to investigate the effectiveness of an online integrated learning management plan on grade 9 students’ reading comprehension and to study the students’ satisfaction with the online integrated learning management plan. The study was conducted in a one-group experimental design. The participants were 33 grade 9 students in a public school in Thailand. The instruments were a learning management plan designed using the integration of online learning, a reading comprehension test, and a satisfaction questionnaire. The statistics of percentage, mean score, standard deviation, a paired samples t-test, and the effectiveness index with the determining criteria of 75/75 were used to analyze the effectiveness of the treatment. The results indicate the effectiveness of learning management in a reading classroom. Moreover, the online environment also brought about a satisfying learning experience for the participants. The results contribute to the investigation of online integrated learning on reading development as they provide a piece of evidence to support the instructional method in the reading classroom with learners of a certain context.
{"title":"Uses of Online Integrated Learning in Developing Grade 9 Students’ Reading Comprehension","authors":"Pattaraporn Wongta, Authhapon Intasena, Thussaneewan Srimunta","doi":"10.5296/jei.v9i1.20293","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20293","url":null,"abstract":"The purposes of the study were to investigate the effectiveness of an online integrated learning management plan on grade 9 students’ reading comprehension and to study the students’ satisfaction with the online integrated learning management plan. The study was conducted in a one-group experimental design. The participants were 33 grade 9 students in a public school in Thailand. The instruments were a learning management plan designed using the integration of online learning, a reading comprehension test, and a satisfaction questionnaire. The statistics of percentage, mean score, standard deviation, a paired samples t-test, and the effectiveness index with the determining criteria of 75/75 were used to analyze the effectiveness of the treatment. The results indicate the effectiveness of learning management in a reading classroom. Moreover, the online environment also brought about a satisfying learning experience for the participants. The results contribute to the investigation of online integrated learning on reading development as they provide a piece of evidence to support the instructional method in the reading classroom with learners of a certain context.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122225927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thai language is a proud cultural heritage of Thais. Moreover, Thai language for communication is one of the student core competencies which must be improved through 12 years of basic education in Thailand in order to cope with a rapidly changing trend and live happily in the 21st century. This research was carried out to explore Thai teachers’ problems with teaching Thai language for communication competency for elementary school students. The participants were 120 grade 1-3 teachers from private schools in Kalasin Province, Thailand. The questionnaires were employed to collect the personal information of the respondents and survey their problems. Percentage, mean, frequency distribution and standard deviation were applied to analyze the data. The findings revealed that problems with students’ grammatical and social-communicative competencies (M = 4.32, S.D. = .631) as well as teachers’ teaching management (M = 4.23, S.D. = .618) were at a high level. These provided useful basic information for developing a language for a communication competency-based program in the further phases.
{"title":"Problems with Teaching and Learning Thai Language for Communication Competency for Elementary School Students","authors":"Taratchaporn Chantarat, Chowwalit Chookhampaeng","doi":"10.5296/jei.v9i1.20524","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20524","url":null,"abstract":"Thai language is a proud cultural heritage of Thais. Moreover, Thai language for communication is one of the student core competencies which must be improved through 12 years of basic education in Thailand in order to cope with a rapidly changing trend and live happily in the 21st century. This research was carried out to explore Thai teachers’ problems with teaching Thai language for communication competency for elementary school students. The participants were 120 grade 1-3 teachers from private schools in Kalasin Province, Thailand. The questionnaires were employed to collect the personal information of the respondents and survey their problems. Percentage, mean, frequency distribution and standard deviation were applied to analyze the data. The findings revealed that problems with students’ grammatical and social-communicative competencies (M = 4.32, S.D. = .631) as well as teachers’ teaching management (M = 4.23, S.D. = .618) were at a high level. These provided useful basic information for developing a language for a communication competency-based program in the further phases.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129182024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objectives of the present research were to develop and assess the effectiveness of a 1) training course, and 2) coaching for promoting the creative English communication abilities of primary school learners. The sample group used in this research comprised 170 school teachers in East Bangkok. Development of the training course consisted of defining the components of the curriculum, the core principles of the curriculum design, the course objectives, course implementation process, and methods for the course measurement and evaluation. After the course was developed, it was run with the study sample and then evaluated. It was found that the effectiveness of the training course was ranked at a high level (Mean = 4.43, S.D. = 0.19). The results of curriculum efficacy evaluation following the course trial found that, as a whole, the teachers who attended the training learned useful coaching skills for enhance leaners’ creative English communication skills and ranked these at a high level (Mean = 2.36, S.D. = 0.41). Further, when the knowledge and understanding of coaching skills before and after training were compared, it was found that the teachers’ cognitive scores on coaching skills after training were higher than before training, at a statistically significant level at .05. Overall, the participants had a high level of satisfaction with the course.
{"title":"Developing Teacher Training Course to Enhance Coaching Skills to Promote the Creative English Communication Competence","authors":"Ladda Wangphasit, Piyapong Promnont","doi":"10.5296/jei.v9i1.20317","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20317","url":null,"abstract":"The objectives of the present research were to develop and assess the effectiveness of a 1) training course, and 2) coaching for promoting the creative English communication abilities of primary school learners. The sample group used in this research comprised 170 school teachers in East Bangkok. Development of the training course consisted of defining the components of the curriculum, the core principles of the curriculum design, the course objectives, course implementation process, and methods for the course measurement and evaluation. After the course was developed, it was run with the study sample and then evaluated. It was found that the effectiveness of the training course was ranked at a high level (Mean = 4.43, S.D. = 0.19). The results of curriculum efficacy evaluation following the course trial found that, as a whole, the teachers who attended the training learned useful coaching skills for enhance leaners’ creative English communication skills and ranked these at a high level (Mean = 2.36, S.D. = 0.41). Further, when the knowledge and understanding of coaching skills before and after training were compared, it was found that the teachers’ cognitive scores on coaching skills after training were higher than before training, at a statistically significant level at .05. Overall, the participants had a high level of satisfaction with the course.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"43 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123606352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research-based learning management is a learning approach that enables students to conduct their research following the research process. It is a tool to help students learn and develop their creative thinking abilities. This research aimed to study the quality of research papers of 57 preservice science teachers published in 2022. The research tool was a quality assessment consisting of 18 sub-items. Data were analyzed with basic statistics, including frequency, mean and standard deviation. The results showed that the overall quality of the research was at a good level. The three highest quality list is the significance of the study, research instrument, and data analysis, respectively. The research articles in this study were educational studies, each of which had different teaching styles and objectives depending on the context of each school. Inquiry-based learnings are the most used learning management. Creative thinking is the most popular objective to study.
{"title":"Implementation of Research-Based Learning to Encourage the Educational Research Quality of Preservice Science Teachers","authors":"Chulida Hemtasin, Wisarut Payoungkiattikun, Anucha Pimsak, Sasitorn Sanpundorn, Tipubon Tippalert, A. Intanin, Tawan Thongsuk","doi":"10.5296/jei.v9i1.20475","DOIUrl":"https://doi.org/10.5296/jei.v9i1.20475","url":null,"abstract":"Research-based learning management is a learning approach that enables students to conduct their research following the research process. It is a tool to help students learn and develop their creative thinking abilities. This research aimed to study the quality of research papers of 57 preservice science teachers published in 2022. The research tool was a quality assessment consisting of 18 sub-items. Data were analyzed with basic statistics, including frequency, mean and standard deviation. The results showed that the overall quality of the research was at a good level. The three highest quality list is the significance of the study, research instrument, and data analysis, respectively. The research articles in this study were educational studies, each of which had different teaching styles and objectives depending on the context of each school. Inquiry-based learnings are the most used learning management. Creative thinking is the most popular objective to study.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122413131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Khansila, Wannatida Yonwilad, Prapaporn Nongharnpituk, Suwannawat Thienyutthakul
The objectives of these quasi-experimental methods were to improve academic performance in geometry using a mastery learning approach through GeoGebra for mathematics teacher students and to investigate students’ satisfaction with using a mastery learning approach through GeoGebra in geometry. The participants were divided into two groups, involving 30 and 29 students, respectively. The experimental group with 30 students received instruction in the mastery learning approach through GeoGebra, while the control group received a traditional education in learning geometry. At the end of the lessons, post-tests were administered to both groups. The statistical difference between the participant’s post-test academic performance in the experimental and control groups was analyzed with an independent sample t-test after examining the assumptions of this test, namely normality and homogeneity in each group, while percentages and means were used to assess the satisfaction of the experimental group. The instruments used were the Geometry Achievement Test (GAT), which consists of 2D and 3D dimensions, and a questionnaire with satisfied students. Results of the study indicated that the scores of academic performances in the experimental group were significantly higher than those of the control group. Analysis of the questionnaire responses indicated a positive overall satisfaction with using a mastery learning approach through GeoGebra in geometry. On the other hand, instruction with a mastery learning approach through GeoGebra supported students’ learning of these subjects meaningfully and conceptually.
{"title":"Improving Academic Performance in Geometry Using a Mastery Learning Approach through GeoGebra","authors":"P. Khansila, Wannatida Yonwilad, Prapaporn Nongharnpituk, Suwannawat Thienyutthakul","doi":"10.5296/jei.v8i2.20494","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20494","url":null,"abstract":"The objectives of these quasi-experimental methods were to improve academic performance in geometry using a mastery learning approach through GeoGebra for mathematics teacher students and to investigate students’ satisfaction with using a mastery learning approach through GeoGebra in geometry. The participants were divided into two groups, involving 30 and 29 students, respectively. The experimental group with 30 students received instruction in the mastery learning approach through GeoGebra, while the control group received a traditional education in learning geometry. At the end of the lessons, post-tests were administered to both groups. The statistical difference between the participant’s post-test academic performance in the experimental and control groups was analyzed with an independent sample t-test after examining the assumptions of this test, namely normality and homogeneity in each group, while percentages and means were used to assess the satisfaction of the experimental group. The instruments used were the Geometry Achievement Test (GAT), which consists of 2D and 3D dimensions, and a questionnaire with satisfied students. Results of the study indicated that the scores of academic performances in the experimental group were significantly higher than those of the control group. Analysis of the questionnaire responses indicated a positive overall satisfaction with using a mastery learning approach through GeoGebra in geometry. On the other hand, instruction with a mastery learning approach through GeoGebra supported students’ learning of these subjects meaningfully and conceptually.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124082872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In teaching management in modern times, teachers must have digital competence because nowadays digital platforms are being used in teaching and learning in a variety of ways. The objectives of this research aim to study the components and indicators of digital teacher competency in schools under the provincial administrative organization. The tools used to collect the data were the assessment form for the suitability of components and indicators, which was confirmed by seven experts. The results of the study showed that the components of digital teacher competency in schools under the provincial administrative organization are four components: (1) digital literacy; (2) use of digital tools and media; (3) problem-solving using digital tools; and (4) digital adaptation and transformation. Overall, each element is the most appropriate. The components and indicators of digital literacy are best suited. The digital tool and media use components and indicators are the most appropriate. The components and metrics for problem-solving with digital tools are optimal. The elements and indicators of digital adaptation and transformation are most appropriate.
{"title":"Components and Indicators of Digital Teacher Competency in Schools under the Provincial Administration Organization","authors":"Pakdee Siripan, Surachet Noirid","doi":"10.5296/jei.v8i2.20320","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20320","url":null,"abstract":"In teaching management in modern times, teachers must have digital competence because nowadays digital platforms are being used in teaching and learning in a variety of ways. The objectives of this research aim to study the components and indicators of digital teacher competency in schools under the provincial administrative organization. The tools used to collect the data were the assessment form for the suitability of components and indicators, which was confirmed by seven experts. The results of the study showed that the components of digital teacher competency in schools under the provincial administrative organization are four components: (1) digital literacy; (2) use of digital tools and media; (3) problem-solving using digital tools; and (4) digital adaptation and transformation. Overall, each element is the most appropriate. The components and indicators of digital literacy are best suited. The digital tool and media use components and indicators are the most appropriate. The components and metrics for problem-solving with digital tools are optimal. The elements and indicators of digital adaptation and transformation are most appropriate.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132979307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the article is to drive learning policies and legal regulations for transferring the ancient site mission. The target groups performed in-depth interviews, group discussions, and comparative studies with neighboring communities. The study found that 1) the delegation policy lacked the impetus, decision-making, and clarity of the competent authority for future local government projects, and 2) problematic legal measures and barriers to the exploitation and management of archaeological sites at risk under The National Antiquities, Antiquities, Artefacts, and Museums Act 1961 and as amended (No. 2) B.E. 2535 (1992), influenced policy ideas favoring the transfer of management of historic places.
{"title":"Driving Learning Policies and Legal Regulations for Transferring the Ancient Site Mission","authors":"Apichet Samerjai, Supachai Chatjaruskool, Nantana Sirichat, Aphiradee Dononbao, Kerkkai Norapan, Naruechit Saenpakdee, Kosin Attasophon, Peerapol Simma","doi":"10.5296/jei.v8i2.20460","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20460","url":null,"abstract":"The aim of the article is to drive learning policies and legal regulations for transferring the ancient site mission. The target groups performed in-depth interviews, group discussions, and comparative studies with neighboring communities. The study found that 1) the delegation policy lacked the impetus, decision-making, and clarity of the competent authority for future local government projects, and 2) problematic legal measures and barriers to the exploitation and management of archaeological sites at risk under The National Antiquities, Antiquities, Artefacts, and Museums Act 1961 and as amended (No. 2) B.E. 2535 (1992), influenced policy ideas favoring the transfer of management of historic places.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133343700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For optimal performance in soccer, high-level technical, tactical, and physical competencies are required, but they are not enough. Research shows that successful athletes apply psychological skills for high performance and need the presence of psychological aspects in sports. In this context, in addition to physical characteristics in soccer, psychological aspects should also be at a high level and in a solid structure. Therefore, the training of mental processes is very important in soccer. This paper explored whether soccer players’ athletic mental energy (AME) mediated their psychological skills in soccer (PSIS) and attitudes toward soccer (ATS). It established a hypothetical model examined by means of the Sobel test. The sample was composed of 295 soccer players from the Turkish 2021-22 soccer leagues. Data were collected using a personal information form, the Soccer Psychological Skills Scale-16 (SPSIS-16), the Soccer Attitude Scale (SAS-26), and the Athletic Mental Energy Scale (AMES). Participants’ ATS were positively correlated with their AME and PSIS. Their AME was positively correlated with their PSIS. Moreover, AME mediated PSIS and ATS. The findings verified the model. Trainers and coaches must brief soccer players about the relationship between AME, PSIS, and ATS. The theoretical model will bring innovation to the field of sports sciences, pave the way for further research, and will contribute to the literature.
{"title":"The Effect of Athletic Mental Energy on Psychological Skills and Attitudes toward Soccer","authors":"A. İslam","doi":"10.5296/jei.v8i2.20473","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20473","url":null,"abstract":"For optimal performance in soccer, high-level technical, tactical, and physical competencies are required, but they are not enough. Research shows that successful athletes apply psychological skills for high performance and need the presence of psychological aspects in sports. In this context, in addition to physical characteristics in soccer, psychological aspects should also be at a high level and in a solid structure. Therefore, the training of mental processes is very important in soccer. This paper explored whether soccer players’ athletic mental energy (AME) mediated their psychological skills in soccer (PSIS) and attitudes toward soccer (ATS). It established a hypothetical model examined by means of the Sobel test. The sample was composed of 295 soccer players from the Turkish 2021-22 soccer leagues. Data were collected using a personal information form, the Soccer Psychological Skills Scale-16 (SPSIS-16), the Soccer Attitude Scale (SAS-26), and the Athletic Mental Energy Scale (AMES). Participants’ ATS were positively correlated with their AME and PSIS. Their AME was positively correlated with their PSIS. Moreover, AME mediated PSIS and ATS. The findings verified the model. Trainers and coaches must brief soccer players about the relationship between AME, PSIS, and ATS. The theoretical model will bring innovation to the field of sports sciences, pave the way for further research, and will contribute to the literature.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"252 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132751204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purposes of the study were to investigate the effects of a professional learning community (PLC) on Thai demonstration school students’ grade point averages and to study and to study students’ satisfaction with the professional learning community to improve their grade point averages. The participants were 107 students in a demonstration school in Thailand who were selected from 1,770 populations in the school as they had lower GPAs than 2.0 in the 4 maximum point system. 107 student caretakers, 89 teachers, and 12 administrators in the same schools also took part in the PLC. The purposive sampling method was used. The instruments were a professional learning community plan and a satisfaction questionnaire. The data were collected during the 2020 academic year. The statistics used in data analysis include percentage, mean score, standard deviation, and a paired samples t-test. It was found that the collaboration between student representatives, parents, teachers, and school management results in extracurricular activities that benefited their learning attitudes and learning achievement. The result could be implicated in educational management as it exemplifies how a professional learning community is formed to serve students’ interests.
{"title":"Professional Learning Community in the Improvement of Student Learning Achievement in a Demonstration School","authors":"Wutthisak Bunnaen, Parichart Prasertsang, Wittaya Worapun","doi":"10.5296/jei.v8i2.20393","DOIUrl":"https://doi.org/10.5296/jei.v8i2.20393","url":null,"abstract":"The purposes of the study were to investigate the effects of a professional learning community (PLC) on Thai demonstration school students’ grade point averages and to study and to study students’ satisfaction with the professional learning community to improve their grade point averages. The participants were 107 students in a demonstration school in Thailand who were selected from 1,770 populations in the school as they had lower GPAs than 2.0 in the 4 maximum point system. 107 student caretakers, 89 teachers, and 12 administrators in the same schools also took part in the PLC. The purposive sampling method was used. The instruments were a professional learning community plan and a satisfaction questionnaire. The data were collected during the 2020 academic year. The statistics used in data analysis include percentage, mean score, standard deviation, and a paired samples t-test. It was found that the collaboration between student representatives, parents, teachers, and school management results in extracurricular activities that benefited their learning attitudes and learning achievement. The result could be implicated in educational management as it exemplifies how a professional learning community is formed to serve students’ interests.","PeriodicalId":314203,"journal":{"name":"Journal of Educational Issues","volume":"294 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115539182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：