รายงานการศึกษาภาวะถดถอยทางการเรียนรู้ ในสถานการณ์ Covid

, 2550; , 28 , 2548 ( 1 American Library Association, 2005 4 2 3 4 2550 1 2

29 3 Information literacy) 2.1.2.2 Media literacy Hobbs 2003 Ability to access massages Ability to analyze messages 1) 2) 3) Ability to evaluate massages 4) Ability to communicate messages

30 ( 2559; , 2559; , Media literacy) 2.1.2.3 Information, communication and technology Literacy: ICT Education Testing Service 2002 Claro 2012 2548 Education Testing Service 2002 5 1 Access 2 Manage

3 Integrate 31 4 Evaluate 5 Create 2 Information, communication and technology literacy: ICT) 19 2.1.3 1 2 3 1 9 12 9 12 400 Multi stage sampling 2 10 3 17 Priority Needs Index PNImodified 1 2 Facebook 2 12 3

32 3 31 05 3 3 2 based instruction: WBI) : 79-54) Web- 2 Web based instruction Self directed learning readiness 4 2559 2 106 p<.05) WBI) mean =4.23, SD = 0.43) ICT literacy) 21 ) 1) 2)

33 30 3) 1) 2) 2) 4) 1) 4 t-test) 05 Hazar et al. (2021) DiPietro et al. 2020 COVID 19 COVID

34 1 ICT 2 VLE 3 SEND 5 4 SEND 6 2.2 Self-regulated learning: SRL) Zimmerman & Schunk, 1989 cited in Salmani Nodoushan, 2012) 1980 Gardner 1963 Gardner 1970 Rosenthal Zimmerman Arrangement of thoughts Improvement of memory Salmani Nodoushan, 2012

35 Trias et al., 2021; Cleary & Kitsantas, ; Dent & Koenka, 2016 Nodoushan, 2012) Zimmerman, ; Wolters, Pintrich & Karabenick, 2003; Salmani 1990 Zimmerman, 2.2.1 Wolters et al. 2003 Zimmerman 1990

36 Metacognition Motivation Behavior Zimmerman (1989a cited in Zimmerman, 1990) 1) 2) 2.2.2 Self regulated learning) Self regulation) Learning) 3 Self-observation Self-judgment Self-reaction Bandura 1991) Salmani Nodoushan, 2012; Wolters et al., 2003; Zimmerman, 1990) 1) (Cognition) Metacognition

37 2) Motivation (Behavior) 3) Overt Behavior) Wolters et al., 2003) Self-regulated learning: SRL 3 Cognitive Motivation Behavior 19

38 2.2.3 2560 3 3 1 4 6 2 13 Chi-Square= 53.44, df=40, p = .076, GFI 3 3 19 2) 2,652 3 =.98 , AGFI =.95, RMSEA .029) Pelikan et al. (2021) 19

39 Trias et al. 2021 SRL SRL Welch Yuen ANOVA Winsorized SRL Dent & Koenka 2016 ,r ; ,r Johny, Lukose & Magno (2012) 350

40 A-SRL-S LSC Otis Lennon OLSAT (SEM) Magno (2011) Predictive validity GPA A-SRL-S 2052 A-SRL-S A-SRL-S 2.3 Teacher skills 2.3.1 , 1) (Fink, 2003) simulation, debate, and case studies Role-playing, 2) Writing to learn

41 3) Small group learning 4) Assessment as learning 5) Problem-based learning 6) Service learning 7) Online learning 2.3.2 (Fink, 2003) Pedagogy Tuning Asia-South East (Social skills) skills (Leadership skills)

42 (Communication skills) (Thinking and problem-solving skills) (Networking skills) (Information and communication technology skills) 1) Pedagogy skills 2) (Leadership skills) 3) (Social skills) 4) (Communication skills) 5) (Thinking and problem-solving skills) 6) (Networking skills) 7) (Information and communication technology skills: ICT skills) Stronge & Hindman (2006) 1) Personal (Instructional delivery) characteristics (Classroom management) (Planning for instruction) (Assessment) 2.1

43 2.1 ---- - --- -- -- --- - - --- ---- --- - ---- ---- --- - --- - -- -- --- - ---- , 1) Content 2) Computer (ICT) integration

44 3) Constructionist 4) Connectivity 5) Collaboration 6) Communication 7) Creativity 8) Caring COVID-19

45 2.3.3 Chetty, Friedman, & Rockoff (2014) Zorlu & Zorlu (2021) Saeed & Akbar (2021) DiPietro et al. Digital skills EU Fitzpatrick et al. 2.4 Home-based parental involvement (Gonzales-DeHass, Willems, & Holbein, 2005) 2 School-based parental involvement Home-based parental involvement

(Ho, 2003 46 2.4.1 -19 Toren & Seginer, 2015 1) 2) (Hoover-Dempsey & Sandler, 3) (Englund, Luckner, & Whaley, 2004) 3 2.4.2 Epstein ( School-based activities) Volunteering) Home-based activities) Decision-making) Community- Parenting) Learning at home) Comer ( Home-school communication) Home-based involvement) school interface) cited in Hill & Tyson, School-based involvement)

Grolnick Slowiaczek ( 47 cited in Hill & Tyson, Behavioral involvement) Cognitive-intellectual) Personal involvement) Finn ( ( cited in Palkovitz, Lamb Interaction) 4 Accessibility) Responsibility) Hoover-Dempsey & Sandler 51 2 2 4 3

5 48 1) 3) 2) 4) (Hoover-Dempsey et al., 2001) (Hoover-Dempsey & Sandler, 1995) (Hoover-Dempsey et al., 2001) DiPietro et al. (2020) 2 1) cognitive skills) non-cognitive skills) 2) 4 1) Autonomy support 2) Responsiveness or involvement 3) Structure 4) Control Gurland & Grolnick, (Zhou, Ma, & Deci, Self-determination theory: SDT) Soenens & Vansteenskiste,

49 Grolnick, 2009 3 1) 2) 3) 2.4.3 Núñez et al. (2015) 1,683 5 6 433 7 8 716 9 10 534 Mplus 1) 2) 3) Lia et al. (2016)

50 China Education Panel Survey: CEPS 112 438 7 9 15,481 7 28 Ordinary Least Squares: OLS) Boonk et al. (2018) 2017 3 6-12 75 2003 2 12-18 1 6 3 2) 4 1) 3) 4) Lara & Saracostti (2019) 23 498 16 5 3 Hoover-Dempsey and Sandler ( 5,939 2) Thomas et al. (2019) 4 1)

3) 4) 51 Farooq & Asim (2020) 619 9 Parental involvement inventory: PII (Academic self- regulated learning inventory: ASLI) 2.5 Learning environment) 2.5.1 Learning environment)

52 Brown & Lippincott Cleveland Pedagogy Cleveland & Fisher, 2014; Radcliffe, 2008

Asynchronize 53 2.5.2 Synchronize Clayton 2004 Learning environment)

54 Cleveland ( Social setting 2 Cleveland & Fisher ( Psychological or conceptual setting Clayton ( Lewinian formula Bates Physical space Context Culture 2.5.3 Designing framework) Learning environment) Media and information literacy) Design & developmental research) Product and tools research)

Hammerstein et al. 55 COVID-19 Systematic review COVID-19 Spitzer & Musslick K-12 K-12 , , Fredy, Prihandoko, & Anggawirya Ri-Png Ri-Png

Ri-Png 56 X Disadvantaged children Y= XY Lamb et al. 3 (Learning loss) Azim Premji Foundation 2021 COVID- 16,067 COVID- 1,137 82 COVID- Engzell et al. 350,000

57 Percentile points COVID- 5 Standard deviations Locke et al. 2021 COVID- COVID- 2562 2563 Cohort analysis Piecewise analysis Grade 1-7 COVID- High-poverty Mid-high & mid-low poverty) Low-poverty Khan & Ahmed 2021 COVID- drop out COVID- Learning- adjusted years of school) 107 7.2 Drop out) COVID-

COVID- 58 Sabates et al. 2021 COVID- Longitudinal study COVID- COVID- COVID- Drop out)

59 3 : 2 (Quantitative data) (Descriptive research) 2) 1) (Qualitative data) 12 1 12 1 (Key informants) 12 4 1) 2) 19 3) 19 3.1

3.1 () 60 1 (Open ended questions) 2 -19 3 6 7 8 9 10 11 12 2 1. -19 1 2 2563 1 2564 -19 2.

61 ZOOM Meeting 2 17.00-19.00 24 2564 22 2564 17.00-19.00 ZOOM Meeting 2 -19 3.2 -19 17.00-17.15 17.15-18.00 18.00-18.45 18.45-19.00 15-20 data) (Content analysis) (Qualitative conclusion) (Inductive

62 2 2564 560 2,528 616 () 650 702 ±10% (2559) 100,000 95% 400 sampling) (Stratified random sampling) (Multi stages random sampling) 1) (Simple random 2) 3.3 3.4 3)

63 3.3 94 15.3 4 122 21.8 94 15.3 5 105 18.8 1 427 69.3 6 332 59.3 2 1 0.2 3 1 0.2 305 49.5 307 49.8 261 46.6 4 0.6 299 53.4 261 46.6 140 22.7 102 18.2 77 12.5 92 16.4 148 24.0 71 12.7 137 22.2 123 22.0 108 17.5 167 29.8 6 1.0 5 0.9 407 66.1 205 33.3 291 52.0 4 0.6 264 47.1 5 0.9 117 19.0 246 39.9 82 14.6 250 40.6 279 49.8 3 0.5 197 35.2 2 0.4 616 560

3.4 104 16.0 64 204 31.4 1 342 52.6 4 258 36.8 2 5 212 30.2 3 292 44.9 6 232 33.0 358 55.1 236 33.6 93 14.3 466 66.4 144 22.2 126 17.9 211 30.1 129 19.8 174 24.8 85 13.1 95 13.5 96 13.7 199 30.6 560 79.8 -- 142 20.2 476 73.2 105 15.0 172 26.5 280 39.9 2 0.3 317 45.2 64 9.8 702 305 46.9 280 43.1 1 0.2 650

65 19 (Close ended questions) (Checklist) (Rating scales) 3 5 3 1) 2) 3) 3.5 (Information, media (13) (13) (13) and technology skills: IMT) (14) (14) (14) 8 88 Self-regulated learning: SRL 6 66 Teacher skills (40) (40) (46) Home- 9 99 based parental involvement 9 99 Learning environment) 6 68 35 7 7 11 9 99 67 67 73 (Scale)

66 19 1. 2. 3. 4. 5. 6. 19 1. 2. 3. 4. 5. 6. 19 1. 2. 3. 4. 5. 6.

3 5 67 2 1 10 Learning loss) 5 4 3 2 1 2.51-3.00 1.51-2.50 1.00-1.50 4.51-5.00 3.51-4.50 2.51-3.50 1.51-2.50 1.00-1.50 (Content validity) 1) 2) 3)

68 Objective Congruence IOC) IOC 0.5 (Index of Item 63 63 (Item Total (Tryout) 54 (Discrimination) Correlation) (Reliability) 3.6 3.6 IOC r IOC r IOC r 1.00 - - 1.00 - - 1.00 - - 0.80-1.00 .507-.627 .804 0.80-1.00 .582-.836 .827 1.00 .608-.780 .888 0.80-1.00 .529-.744 .870 0.80-1.00 .342-.621 .808 1.00 .580-.776 .910 1.00 .449-.666 .853 1.00 .381-.702 .826 1.00 .524-.728 .883 1.00 .625-.790 .886 1.00 .583-.752 .892 1.00 .606-.826 .913 0.80-1.00 .389-.791 .851 0.80-1.00 .410-.766 .880 1.00 .587-.776 .928 0.80-1.00 .404-.688 .816 0.80-1.00 .240-.603 .745 1.00 .332-.820 .872

69 1. (Content (Index of Item Objective 2. 3. (Tryout) validity) Congruence IOC) (Item Total 4. 5. (Reliability) 6. (Discrimination) 2 Correlation) -19 (C 7. 8. 9. 1. (Descriptive statistics) 2. (Inferential statistics) (Independent t test) (One Way ANOVA) (Post hoc comparison) Bonferroni (Equal variance assumed) Dunnett T3 (Equal variance not assumed)

3. LISREL 70 (Structural Equation Modelling: SEM) 19 2 19 3.7 3.8 (Key informants) 1) 25 19 25 2) 3) 3.7 1 2 3 4 5 6 7 8 9 10 11 12 13

3.8 -19 71 1 (Open ended questions) 2 -19 3 4 2) 5 5) 6 7 8 9 10 11 12 2 : 1) 3) 4)

72 -19 14 2 15.00-17.00 ZOOM Meeting 2565 14 2565 17.30-19.30 ZOOM Meeting 2 3.9 3.10 3.9 -19 15.00-15.10 -19 15.10-16.50 16.50-17.00 3.10 17.30-17.40 17.40-19.20 19.20-19.30 8-10 -19: 28 2565 13.30- 16.30 Webex Facebook Live

OEC News YouTube OEC News 73 @oecnews Blockdit OEC News 2 1) (Qualitative 2) (Inductive 3) 4) 5) 6) 7) data) (Content analysis) conclusion)

74 4 : 3 1) : 2) 3) : 1 1.1 : 1. 1. : 2 2.1 2.2 2.2.1 2.2.2 2.2.3 2.3 4-6

2.3.1 75 2.3.2 2.3.3 4-6 2.4 4-6 2.4.1 4-6 2.4.2 2.4.3 4-6 2.5 4-6 2.5.1 2.5.2 4-6 2.5.3 4-6 3 3.1 3.2 3

76 1: 1.1 .1 On-air) Online) ZOOM Meeting, Line Application On-demand DLTV On-hand On-site) on [on-air, online, on-demand, on-hand, on-site] on on-site ... timing - on-hand

77 on-hand Line Line 1 2563 1 2564 on-hand online AB live A-B live live 1. Platform) ZOOM Meeting, Google Classroom, Google Meet, YouTube, Facebook Line Application On-hand YouTube Line Line Facebook