Proceeding ICER 9

Education for Sustainable Development 1 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023



PROCEEDINGS th The International Conference on Education Reform 16-17 JUNE 2023 Faculty of Education Mahasarakham University Maha sarakham, Thailand

The 9th International Conference on Educational Reform June, 16 2023 Forward Welcome to the 9th International Conference on Educational Reform with the theme of Education for Sustainable Development (ICER2023). ICER is a renowned international academic conference organized by the Faculty of Education at Mahasarakham University, in collaboration with various domestic and international educational institutions. As one of the leading institutions for education in the northeastern region of Thailand, the Faculty of Education (EDUMSU) upholds the philosophy of “Education is Growth.” Our journey began in 2007 when we co-hosted the inaugural conference, attracting over 300 scholars and students from Thailand and 29 other countries. Over the past eight ICERs, we have welcomed more than 2,400 participants, presented 372 articles, and engaged scholars from 30 countries worldwide, including Australia, China, Indonesia, Lao PDR, Malaysia, Myanmar, Philippines, Singapore, South Korea, Thailand, the United States of America, and Vietnam. Our aim is to expand knowledge, enhance practices, and forge valuable connections. This pivotal event is dedicated to intelligence, creativity, adaptability, and ready access to the vast pool of human knowledge. We extend our heartfelt gratitude to our partners and supporters, without whom this conference would not be possible. It is our hope that this conference will contribute to the educational development of our partner countries and the global education landscape by fostering the exchange of ideas on current issues in educational reform. We envision this conference as a platform for broadening perspectives on teacher education at a global level. Chowwalit Chookhampaeng Assoc.Professor, Ed.D Dean of Faculty of Education, Mahasarakham University

The 9th International Conference on Educational Reform June, 16 2023 I had the honor of the part to organize the 9th International Conference on Educational Reform 2023 (ICER 2023) held at the Faculty of Education, Mahasarakham University. The conference focused on the theme of “Education for Sustainable Development,” emphasizing the integration of sustainability principles into education. ICER 2023 marked a significant milestone in the field of education, bringing together renowned professionals from various sectors, including the Secretariat of the Teachers Council of Thailand, the Office of the National Higher Education, Science, Research and Innovation Policy Council, Regional Center for STEM Education of the Southeast Asian Ministers of Education Organization (SEAMEO-STEM ED), and Regional Centre for Early Childhood Care Education and Parenting (SEAMEO-CECCEP ), along with leading educational institutes from both domestic and international backgrounds. The conference revolved around SDG 4, which emphasizes the need for sustainable education. It was inspiring to witness the collective effort of the network partners, who were dedicated to advancing research and service in this field. Through the Memorandum of Agreement on academic cooperation projects, the conference aimed to strengthen the Teachers Education Program (STEP) at the Faculty of Education, Mahasarakham University. This initiative holds great promise for the future of education, benefiting both students and academics. The conference had participants from more than 10 countries. I am immensely grateful to the academic network that came together to create a vibrant learning society during the conference. The event fostered academic strength and warm friendships, providing an environment conducive to collaboration and knowledge exchange. It is through such collaborative efforts that we can pave the way for a more sustainable and inclusive education system. I am thankful for the opportunity to have organized this transformative event, and I commend all the participants for their commitment and passion. By collectively embracing the principles of sustainable development in education, we can shape a brighter future for generations to come. Overall, ICER 2023 was a remarkable event that showcased the dedication and passion of educators, researchers, and professionals in promoting sustainable development through education. I am grateful for the opportunity to have been part of this transformative experience and look forward to the positive impact it will have on the future of education. Education is Growth! Jiraporn Chano Assistant Professor, M.Ed , MBA, Ed.D Vice Dean of Research and International Affairs Faculty of Education, Mahasarakham University

CONTENTS ROOM: A Online Methods Become a New Ecology of Campus Governance 10 Ningxin Ma, Prasert Ruannakarn Bibliometric Analysis of Studies on Educational Leadership in China 11 Weizhi Yang Questionnaire Survey on Online Learning Attitudes of University Students 12 In China and Thailand During The COVID-19 Epidemic Mingming LIU Developing Teacher Training for Vocational Teachers Based on 13 the OBEFramework and Its Effect on Trainees’ Learning Motivation Fan Wang. Chowwalit Chookhampaeng, Jiraporn Chano The Research Synthesis of Learning Management Methods Affecting on Thai Reading 14 Skills for Primary Students with Learning Disabilities: Meta-Analysis Usuma Singklang, Tatsirin Sawangboon Developing English Teacher’s Competency Indicators According to the Learning Management 15 Guidelines in the Digital Age: Testing Measurement Invariance Kanjana Thiengburanathum A Study of Learning Achievement and Matthayom Suksa 1 Students’ Learning Intention in 26 Polynomials under Game-Based Learning with 5E Learning Waritsara Jangkhan Parinya Sa Ngiamsunthorn Investigating How Preservice Mathematics Teachers Pose Mathematical 40 Problems Related to Hot Issues Weerawat Thaikam ROOM: B Creative Characteristics of Gifted Middle-School Learners in Various Schools 50 in Northern Mindanao Philippines Junalene P. Villano Small Group Storytelling and First-Grade Students’ Emotional Well-being: a Qualitative Study 51 Ran Wang Research on the Reconstruction of Curriculum System Framework in Chinese Vocational Colleges 52 under the Background of New Engineering— A Case Study of Elevator Engineering Technology Lizhi Tao, Prasert Ruannakarn The Development of Learning Activities to Enhance English Writing Ability 53 for Students of MSU Demonstration School Tanadon Damkam, Jiraporn Chano Bibliometric Analysis of Studies on Educational Leadership in China 54 Weizhi Yang Design and using Chemistry Experiments to Develop Problem Solveing Capacity for Grade 10 55 Students in Vietnam High School An Dang Thi Thuan , Giang Nguyen Thi Huong , Phuong Le Thi

CONTENTS Elementary Chinese Speaking Training Curriculum for International Students 66 Xuerong Li, Saiphin Siharak, Sutthiporn Boonsong The Results of Using the Micro Class Teaching Method in Teaching Mathematics to Develop Learning 73 Achievement for Junior High School Students in Zigong Lusheng Experimental School Yi Liang, Saiphin Siharak, Sutthiporn Boonsong The Development of Mathematics Achievement about Polygon by 5E Instructional Model with 83 Assignment for Students in Grade 6 Kamonthip Hueangsaisong, Yannapat Seehamongkon ROOM: C Acceptance and Commitment Therapy with Music Therapy in Adolescents with Depression 92 Jirathorn Buenglee, Dussadee Lebkhao A Scoping Review on the Self-Compassion Affects Motivation to Change Juvenile Delinquency 93 Kanjanee Chobsiang, Dussadee Lebkhao Quality of Life among Undergraduate Students at Mahasarakham University During COVID-19 Pandemic 94 Narin Phopaeng, Seyha Uch, Chanita Pimsri, Wipanee Suk-erb The Compassion Focused Therapy for People at Risk or Mental Health Problems in the Next Normal 95 Benjamaphorn Sajai, Dussadee Lebkhao Developing Integrated Training Programs to Improve the Self-Presentation Skills of Middle 96 School Students: A Focus on Scale Development and Adaptation” Weiwei Tong, Prasong Saihong Learning Management by Using Group Discussions to Develop Learning Achievement in Psychological Education Courses 97 for Fourth-Year Students at Sichuan University of Science and Engineering Tong Wu, Saiphin Siharak, Sutthiporn Boonsong The Development of Learning Achievment in English Online Courses Based on O-AMAS Teaching for College Students 107 Feichi He, Saiphin Siharak, Sutthiporn Boonsong Research on Designing an Instructional Model to Improve Reading Abilities of Technical Documents 117 ROOMF a:enDidLLueoa,rnJ inirgaApottritnuCd ehsanfoor Vo cation al S tuden ts i n Sh enzh en I nstitu te of Tec hn ology Development of an Innovation Center Model in Early Childhood Education, Education Faculty, 120 Mahasarakham University (ICEEM) Srikunyarphat Rangsriborwornkul, Ratchaneewan Tangpakdee, Hemmin Thanapatmeemanee, Chaiyot Ruangsuwan A Proposed Model for a Learning Space in the Library of Anuban Uthumphonphisai School, 122 under the Office of Sisaket Primary Education Service Area 2 Warangkana Sensom, Ratchaneewan Tangpakdee, Hemmin Thanapatmeemanee, Chaiyot Ruangsuwan A Proposed Model for the Innovation and Educational Technology Center of Lamthamenchaipittayakom 123 School in the Secondary Educational Service Area Office Nakhonratchasima Watcharaporn Saengtid, Ratchaneewan Tangpakdee, Hemmin Thanapatmeemanee, Chaiyot Ruangsuwan Development of the Establishment of the Center for Innovation and Educational Technology Model, 124 Graduate School of Mahasarakham University. Sarinya Kiangkhwa, Hemmin Thanapatmeemanee, Ratchaneewan Tangpakdee, Chaiyot Ruangsuwan

CONTENTS A Proposed Model for the Sejong’s Teaching and Learning Innovation Center of Mahasarakham University 126 Pimporn Polpim, Ratchaneewan Tangpakdee, Hemmin Thanapatmeemanee, Chaiyot Ruangsuwan Tensions and Concerns Over the use of ChatGPT in Academic Writing Class: A Case Study in Indonesian Universities 127 Gin Gin Gustine Student’s Graph Comprehension Ability in the Media 128 Nguyen Thi Tan An, Pham Thi Nga, Huynh Tri Binh, Nguyen Thi Lam Nguyen Learning Management by using Project-Based Learning in Innovation and Entrepreneurship Courses 138 to Develop Learning Achievement for Undergraduate Third-Year Students Ting Zeng, Saiphin Siharak, Sutthiporn Boonsong ROOM : E A Synthesis of Researches on Diagnostic Test Development 140 Piyawan Prapipek, Tatsirin Sawangboon Educational Achievement, Unequal Opportunity for Thai Children and Government Interventions 141 to Narrow the Gap: Evidence from O-NET Scores Direk Patmasiriwat, Meechai Orsuwan, Pawinee Stargel, Suwimon Hengpatana High School Teachers’ Challenges and Needs for Implementing Online Self-Assessment Tools 142 in the Post-Pandemic Era in Vietnam Tran Thi Ngoc Anh, Le Thi Khanh Tung The Influence of Multicultural Blending on Music Education in Chinese U niversities 151 Shuying Jian Design and Implementation of Online Music Teaching under the Background of Closed Isolation 152 for Epidemic Prevention and Control Wang Lili, Wang Tinghuai, Ban Junrong Education for Sustainable Development (ESD) in Postmodernism: A Case Study of Japanese Value 153 Manifestation in Vocational Education in Greater Mekong Sub-Region Country Reni Juwitasari Implementing STEAM Education in Vietnamese Preschools: An Analysis of 154 The National Early Childhood Curriculum Framework Viet-Nhi Tran, Tuan-Vinh Nguyen, Thi-Lam Bui The Development of Learning Achievement on the Exponent with Rational Degree of 11th Grade 155 Students using Inquiry Cycle (5E) with Exercise Woranitipat Worakaensai, Prasert Ruannakarn, Panuwat Kiatnaruemol



The 9th International Conference 10 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Online Methods Become a New Ecology of Campus Governance Ningxin Ma1 Prasert Ruannakarn2 ABSTRACT Under the background of “Internet + Education”, the informatization of vocational education is used to promote the development of vocational education towards modernization, digitalization, and intelligence. Under the impact of the epidemic, the college took the opportunity of the construction of the “Internet + Education” pilot school to unblock the new model of online training. The school integrates the new ecology of campus governance and strives to integrate the new ecology of information foundation from the perspectives of campus network, teaching environment, information service and information system construction. Through information technology, the new ecology of information management is integrated from the perspective of service, business, and school affairs. The school improves the new mechanism of network security operation, keeps the network position, and explores the four aspects of integrating the new network security ecology. By improving the application monitoring of information construction, the effectiveness of construction applications is tested. Keywords: Internet + Education, Education Management, New Ecology 1 Corresponding authorNingxin Ma. Curriculum and Instruction,Faculty of Education,Mahasarakham University Mahasarakham 44000 Thailand. Email: [email protected] 2Department of Educational Research and Development Mahasarakham University Mahasarakham 44000 Thailand. Email: [email protected]

Education for Sustainable Development 11 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Bibliometric Analysis of Studies on Educational Leadership in China Weizhi Yang1 ABSTRACT The objective of this paper was to analyzes the research status and hot spots in the field of educational leadership in China and discusses the future development direction. The method employed was taking educational leadership as the research topic and searched the literatures of journals in the database of China National Knowledge Network (CNKI), and used software such as VOS viewer, Endnote and Microsoft Excel to analyze the year of publication, author and keywords by cooperative network, keyword clustering and keyword co-occurrence. The results were: Since the beginning of the new century, the number of annual publications has shown a trend of fluctuation and rise. A total of 373 core Chinese literatures were included, and the analysis showed that the core authors had formed several stable research teams, but the cooperation between the teams was not close. Keyword analysis shows that there is a lot of research on “principal leadership”, “information leadership”, “teaching leadership”, “education information”, “leadership education”, especially in “information”. In conclusion, this study uses the knowledge graph research method to intuitively show the research overview of educational leadership in China and provides reference for the in-depth study of educational leadership. Keywords: bibliometric analysis, educational leadership, visual analysis 1 Corresponding author. Jiaying University, Guangdong Province, China. Email: [email protected]

The 9th International Conference 12 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Questionnaire Survey on Online Learning Attitudes of University Students In China and Thailand During The COVID-19 Epidemic Mingming LIU1 ABSTRACT Through online learning, students can acquire more knowledge than in the limited time in the classroom, and can study in any place without restriction according to their prior knowledge and acceptance ability. Academics hold different views on online learning. Do Chinese and Thai college students have a positive attitude towards online learning when they have to study online (during the new crown epidemic)? What is the reason for the difference? The purpose of this study is to investigate the attitudes of university students in China and Thailand towards online learning during the COVID-19 pandemic. In the second half of 2022, the researchers conducted an electronic questionnaire survey (n=6410 Chinese and 122 Thai) among first-year students in Chinese and Thai universities. The results show that Chinese and Thai college students have different attitudes towards online learning, and Thai students do not support online learning more than Chinese students. There are three reasons for these differences, 1. Teacher. Insufficient teaching content and unskilled online learning software. Let the students feel that the class is boring. 2 Teaching hardware. Internet is slow. 3 Students. They believe that online classes affect learning effectiveness. Through comparison, we found that among the negative attitudes of Chinese and Thai students towards online learning, there are some difficult problems that cannot be solved by individuals, such as the problem of Internet speed. Therefore, if teachers and learners want to change the attitudes towards online learning, they need to analyze the differences and reasons mentioned above, and make targeted changes based on their actual situation. Keywords: online learning, COVID-19 pandemic, attitude, university students

Education for Sustainable Development 13 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Developing Teacher Training for Vocational Teachers Based on The OBE Framework and Its Effect on Trainees’ Learning Motivation Fan Wang1, Chowwalit Chookhampaeng 2 Jiraporn Chano 3 ABSTRACT Teacher training plays a significant role to teachers in nurturing new skills, extending updated knowledge and promoting educational reform. The concept of Outcome-based education(OBE) is popular in the field of education as it matches the claim of student-centered and emphasizes measurable learning outcomes. In order to improve the training effectiveness and stimulate vocational teachers’ learning motivation, this research developed a teacher training for vocational teachers according to the design process and learning outcomes of the OBE concept. Trainees’ learning motivation is measured through the questionnaire based on the ARCS framework. The participants of this research involve 31 vocational secondary teachers and 56 higher vocational teachers. The quantitative data is analyzed by paired t-test to compare trainees’ learning motivation before and after attending the training program. This research indicates that, compared with the conventional teacher training program, the design based on the OBE frameworkcan increase trainees’ learning motivation significantly. Keywords: OBE; Learning motivation; Teacher training; Vocational education 1Author. E-mail: [email protected] 2The Dean of the Faculty of Education, Mahasarakham University 3The Vice Dean of the Faculty of Education Mahasarakham University

The 9th International Conference 14 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 The Research Synthesis of Learning Management Methods Affecting on Thai Reading Skills for Primary Students with Learning Disabilities: Meta-Analysis. Usuma Singklang 1 Tatsirin Sawangboon 2 ABSTRACT This research aims to (1) studying the characteristics of research and (2) comparing the effect size of the learning management methods affecting on Thai reading skills for primary students with learning disabilities. Forty-eight research reports on the research database (ThaiLiS) which published in 2011-2022 were synthesized. The research instrument was a form for recording research characteristics. The data analysis employed descriptive statistics, one-way ANOVA, and analysis of effect size using the formula of Glass The research results were as follows : 1. Most of the researches were published in 2012, from Songkhla Rajabhat University and special education field. Most of them were master’s thesis work, took 16-25 hours, and used One Group Pretest Posttest Design. The independent variable is instructional media and the dependent variable is word reading. Teaching techniques/styles use the phonic method and sight word approach. Instructional media use reading activity set and visual storybooks. 2. The research characteristics that can explain the differences of the effect size with statistical significance at the.05 level was the duration of the experiment. Keywords: Research synthesis, Meta-analysis, Thai reading skills, Students with learning disabilities 1 Mahasarakham University 2Corresponding author. E-mail [email protected]

Education for Sustainable Development 15 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Developing English Teacher’s Competency Indicators According to the Learning Management Guidelines in the Digital Age: Testing Measurement Invariance Kanjana Thiengburanathum1 ABSTRACT This research is a qualitative and quantitative research using a mixed research methodology. The objectives: 1. To develop performance indicators for English teachers. 2. Check the consistency of the English teacher competency model according to the learning management approach in the digital age. 3. Test the invariance of the teacher competency model. Teach English according to the learning management approach in the digital age. with different background groups. The subjects used multistage random sampling, affiliation-based random sampling. By type of school by grade level offered To provide a representation of the population using the concept of Hair et al. The samples used in the study were: Teachers under the Office of the Basic Education Commission under the Department of Local Administration Promotion Under the Office of the Private Education Commission The samples were 750 students under the Office of Non-Formal Education. The tools used for data collection were: An intellectual interview form to collect insights from teachers as a case study and another English teacher competency assessment form based on learning management guidelines in the digital age. Data analysis Descriptive statistics and reference statistics were used, consisting of arithmetic mean. Standard deviation, scatter coefficient, skewness, kurtosis, Pearson’s correlation coefficient, t-test, one-way analysis of variance. The second order confirmatory component analysis was performed using theSPSS package. and analysis of multiple group structural equation model using MPLUS program. Result of the study revealed that 1. The competency of English teachers according to the approach to learning management in thedigital age consisted of 3 components and 12 indicators, namely Component 1, Knowledge, which had 3 indicators, i.e. knowledge of the subject being taught. Have knowledge of innovative media, technology,and understand that learners can create their own knowledge. Component 2: Skills, with 5 indicators, technology skills Ability to connect activities Play a role in activities cooperative learning have communication skills and have the ability to design creative learning activities Component 3: Characteristics with 4 indicators, having compassion for students have leadership know how to adapt and social and cultural awareness.

The 9th International Conference 16 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 2. Comparative analysis of teachers’ competency levels classified by sex found that the knowledge component, skill component, and attribute components of male and female teachers were at the high level. When analyzing the mean difference of teacher competency classified by gender, it was found that the skills component had the highest weight of components, followed by knowledge components feature componentsection lowest component weight. The level of competency of teachers classified by affiliation found that the knowledge component skill component And the characteristics component of teachers from all 4 sub-districts were at high level. When analyzing the differences of the averages of English teacher competency measurements in the digital age of teachers classified by affiliation, it was found that the knowledge component. skill component And the characteristics component of teachers from all 4 affiliations were not significantly different at the 0.05level. 3. The results of validation of the competency measurement model for English teachers in the digital age are consistent with the empirical data with x2= 17.556, df = 25, p = 0.863, GFI = 0.996, AGFI= 0.996. and RMR = 0.003 4. Analysis results to test the invariance of the English teacher competency indicator model in the digital age of teachers. There was invariance in model style between gender and affiliation. But there is variation in the component weights of each indicator. and the weight of the main components Key words: Indicators, English Teacher’s Competency, Digital Age, Measurement invariance Introduction Technology plays a huge role in education in the digital age. This is an education management in the Technology Based Paradigm that uses technology to prepare for learning skills that have the characteristics of integrated learning to enhance the efficiency of the body. knowledge, skills, expertise and competencies for learners to have a love for lifelong learning Educational institutions both in Thailand and abroad have begun to develop their own learning platforms or courses or sharecorporate information. Self-knowledge through online channels on various platforms, more learning platforms called MOOCs that are open to the general public, can learn from any source in the world. In addition, there are many social media and learning materials available to study and research according to their interests. An application that helps teachers organize their teaching and learning system. Applications that offer knowledge in various fields. Applications that use AR technology to help promote learning. The competency of teachers is an important variable (Sukanya Rassamichot, 2005) that can predict or predict the quality of learners, education reform therefore gives priority to teacher reform (Committee of Basic Education, 2005) from the SEAMEO Congress 2021 organized by the Education Minister’s Organization. of Southeast Asia (SEAMEO) in collaboration with the Ministry of Education of SEAMEO member countries. Including the Thai Ministry of Education on April 28 -29, 2021, education issues were discussed. One of the key issues is “Teacher Development Reform” to raise thelevel of ASEAN education This led to an ongoing discussion in the workshop for synthesizing guidelines for driving policy modeling for teacher development. “Teacher development” is an issue that needs to be solved urgently. Especially in the “COVID-19” situation, children learn more online.Teachers need to develop children to learn to their full potential. Because the survey found that only 50% of Thai children have access to educational technology. Thailand has problems with teaching and learning in almost every group of schools. Except for the special school group The main

Education for Sustainable Development 17 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 reason is from learning from the elementary level. Thai children have reading problems. and English In addition, the subject density is higher than that of other countries. According to the SEAMEO Congress 2021, there is a policy design process. In order to solve structural problems in ASEAN education, the process that the Center has accelerated is the Teacher Development model, which covers the entire system of development, namely Collaborating with teacher education institutes and experienced teacher networks to prepare personnel to enter the teaching profession Therefore, performance indicators are indicators of teachers’ success and ability to lead to success (Nonglak Wiratchai, 2008) in developing the quality of learners according to the established standards. Therefore, it is necessary to have tools or criteria that will be used to measure the results of the study. to indicate a condition or reflect a method competency and performance in any manner whichwill lead to learning management information of quality teachers. Indicator development is a method. In order to obtain quality indicators that can be used as indicators of success in the most realistic situations. This is especially important in empirical studies. Indicators should be developed for all dimensions of the characteristics to be studied and there should be a development process that is straightforward and accurately. Quality indicators are therefore monitored and evaluate the performance clearly (Nongluck Wiratchai and Suwimon Wongvanich) are concrete and can identify orindicate the performance of the performance of English teachers well and effectively. Based on such importance, the researcher is interested in studying and developing indicatorsof English teacher competency according to learning management approaches in the digital age. There was a confirmatory component analysis (Speech Damrongpanich, 2020) and an analysis of invariance (Measurement Invariance) of the English teacher competency measurement model according to the learning management approach in the digital age. with different backgrounds to synthesize indicators of English teacher competency in the digital age (Ritinan Samutthai, 2017) to see if there are any indicators that will be indicators of knowledge, skills and characteristics of Englishteachers in the digital age that will be used to develop and validate the competency model of Englishteachers in the digital age. digital The results of this study provide an indicator of English teacher competency in the digital age. This can be used as a framework for planning educational personnel development and assessing the competency of English teachers in teaching and learning to truly be effective for learners according to the learning management approach in the digital age. Objective 1. To develop the performance indicators of English teachers. according to the learning managementguidelines in the digital age 2. To verify the consistency of the competency measurement model of English teachers according to thelearning management approach in the digital age. 3. To test the invariance of the competency measurement model of English teachers according to thelearning management approach in the digital age. with different backgrounds Scope of research In this research, the researcher defined the scope of research as follows. This research was a cognitive interview method. To search for qualitative data to find indicatorsof teachers’ competency in the digital age of English. to obtain appropriate indicators And it is consistent with the context of teachers from different backgrounds. by studying from teachers in different affiliationsand use the obtained information to define the conceptual framework

The 9th International Conference 18 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Population The population studied in this study were English language teachers under the Office of the Basic Education Commission and under the local government organization. The variable in this research was the competency of English teachers in the digital age. Methods The researcher designed the research in two phases. Phase 1 was the development of indicators and conceptual frameworks for English teachers’ competency. According to the learning management guidelines in the digital age A qualitative research method with cognitive interviews Phase 2 was used toexamine the consistency of the competency measurement model of English teachers according to the learning management approach in the digital age. And to test the invariance of the competency measurement model of English teachers according to the learning management approach in the digital age. With different backgrounds with a quantitative research method with details of the research process sample data collection and data analysis in each of the following phases. Phase 1: Qualitative Data Collection Case study The case study in this research is a teacher under the Office of the Basic Education Commission.under the Department of Local Administration Promotion Under the Office of the Private Education Commission Under the Office of Non-Formal Education, 36 people with different sex and affiliation. Because the researcher aims to test the invariance of the competency measurement model of English teachers according to the learning management approach in the digital age. between teachers with different backgrounds In terms of sex and affiliation, it consisted of 4 affiliations: 1) SPT. 2) OPT. 3) CCH. 4) KSN. Then choose schools in each undertaking, 3 schools each consisting of elementary schools. Opportunity Extension School and secondary school The researcher asked for cooperation from the school to select 3 interviewee teachers from each school, consisting of males and females. Research tools The tool used in this research was an interview form to collect data for the components and development of the indicators from the initial conceptual framework, divided into 2 parts as follows. Part 1 General information of the interviewees It is information about the interviewee’s name, gender, age, education level. grade level and the workplace, and Part 2, Guidelines and Intellectual Interview Issues (Interview guideline), with the steps for creating and checking the quality of interview forms as follows: 1.To study documents and research related to English teacher competency components in the digital age. 2. Determine the variable structure framework and define the definition of the variable to be studied. 3. Review of intellectual interview documents and create an interview guideline by specifying interview items Interview procedures and methods.

Education for Sustainable Development 19 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 4. Take the created interview form to the advisor to verify the accuracy and suitability of thequestions. as well as requesting advice and suggestions to improve the interview form. Data collection 1. The researcher contacted for permission to interview teachers in the affiliation by phone. 2. Make a request for cooperation in conducting research from the Faculty of Education to school administrators. to ask for permission to interview teachers under the jurisdiction and request an appointment for an interview to collect data. 3. Apply the developed interview guidelines to the case study interviews. to gain insights for usein component development and indicators of English teacher competency in the digital age. Analysis: The information obtained from the interviews was used for content analysis by indexing the data and summarizing the data to identify components. and indicators of English teacher competency in the digital age. Qualitative results from the use of cognitive interviewing techniques. Qualitative results from the use of cognitive interviewing techniques. To collect insights from thecase study teachers. About indicators of English teacher competency in the digital age In order to use theinformation obtained to develop the conceptual framework for this research. The sample case studies consisted of teachers from different backgrounds. Covering both under the 1) SPT. 2) OPT. 3) CCH. 4) KSN. 9 people per affiliation, totaling 36 people, mostly 20 females (55.56%) and 16 males (44.44%). Most of the samples in each affiliation were female. Older than 50 years, the largest number 15 (41.67%), followed by 9 people between 41-50 years old (25%) and less than 30 years old, the smallest number of 2people (5.55%) in all sectors. Most of them are over 50 years old as well. Phase 2 Quantitative study Quantitative study The purpose of this study was to compare the performance indicators of digitalEnglish teachers between teachers from different backgrounds. Examine the consistency of the competency measurement model of English teachers based on learning management approaches in the digital age with empirical data. And to test the invariance of the competency measurement model of English teachers according to the learning management approach in the digital age. with different backgrounds There are details of how to proceed as follows. The population were teachers under the Office of the Basic Education Commission. under the Department of Local Administration Promotion Under the Office of the Private Edu- cation Commission Under the Office of Non-formal Education, 452,141 people. The sample group was teachers under the Office of the Basic Education Commission. under the Department of Local Administration Promotion Under the Office of the Private Education Commission under the Office of Non-formal Education 1,000 people, the sample size was determined by using the concept of Hair et al. (1998 cited in Nonglak Wiratchai, 1999). Since this research is an analysis using the Mplus program which requires a sample size of 20 people per 1 value, this research consists of 12 observed variables and 31 parameters to be estimated. Therefore, the appropriate sample should be at least 620 people and the invariance test of the model according to the teacher’s background. Therefore, random sampling by affiliation was used. By type of school by grade level offered In order to have a representativepopulation of 200

The 9th International Conference 20 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 people in each affiliation, and this research was sent online questionnaires. therefore for the response rate By increasing the sample size to 1,000 people for sampling, the researcher used multi -stage random sampling as follows. 1 Randomly select schools divided by affiliation. The criterion for division of affiliation by administrative area consisted of 4 affiliations: 1) Teachers under the Office of the Basic Education Commission 2) Teachers under the Department of Local Administration 3) Teachers under the Office of the Private Education Commission 4) Teachers under the Office Non-formal education, 5 schools from each department by simple random sampling. 2. Randomly select the schools in each affiliation that can be randomly selected in item 1 to classify according to the type of school according to the grade level offered, namely elementary school.The school expands educational opportunities. and secondary school using a simple random sampling method. A total of 60 schools were obtained. 3. Teachers in each school are randomly randomized according to school size, totaling 1,000 students. Research tools The instrument used in this research was a questionnaire on the development of English teacher competency indicators according to digital age approaches. It is a 5-point scale. Digital and respondent background information It is a checklist and a fill-in form. To survey the basic information of the respondents, including gender, age, experience in teaching. education level School affiliation School size School type. Data collection The researcher conducted data collection on the competency of English teachers in the digital age.that is a sample by sending an online questionnaire which had the following steps: 1. The researcher sent a letter requesting cooperation from the Faculty of Education to the administrators of each school selected as a sample group. to ask for permission to collect teacher information under your affiliation. 2. The researcher sent the questionnaire by mail to the school director. The number of each school was 10-20 sets and asks for cooperation from the school to assign to the responsi- ble department. suchas the academic department or the guidance department To assist in the process of sending the questionnaire back to the researcher by post. 3. Supervise the return of the questionnaire by contacting the school or the designated department ofthe school by telephone regularly. 4. Check the completeness of the returned questionnaires. then analyze the data. Analysis 1. Analyze basic statistics about the characteristics of the sample using mean, percentage and standard deviation. using the SPSS program 2. Analyze the data to check the quality of the English Teacher Competency Test in the digital age. in terms of accuracy and precision Content validity analysis The IOC index was determined. The reliability was analyzed using internal concordance analysis. Cronbach’s alpha coefficient was determinedby SPSS program. 3. Analyze the competency level of English teachers in the digital age. By finding the mean (mean), standard deviation (standard deviation), coefficient of variation, skewness(skewness) and kurtosis(kurtosis) with a preset program.

Education for Sustainable Development 21 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Picture 4.1 Framework for English Teacher Competency Indicators in the Digital Age Table 1 The results of testing the invariance of the English teacher competency model in the digital age between genders Hypothesis ������2 df ������2/df p GFI NFI RFI RMR 1. Hform 30.075 55 0.554 0.940 0.995 0.993 0.985 0.003 2. Hly 47.456 64 0.745 0.935 0.991 0.992 0.985 0.004 3. HGA 41.650 58 0.993 0.993 0.985 0.004 0.730 0.941 critical value = 16.915 ������������2 2-1 = 17.390* ������df 2-1 = 9 ������������2 2-1 = 10.570* ������df 2-1 = 3 critical value = 7.811 Note. *p < .05 Table 2 Results of testing the invariance of the English teacher competency model in the digital age between different affiliations. Hypothesis ������2 df ������2/df p GFI NFI RFI RMR 1. Hform 126.009 123 0.954 0.540 0.995 0.963 0.989 0.013 2. Hly 191.456 151 1.445 0.035 0.991 0.922 0.965 0.024 3. HGA 156.650 146 1.130 0.141 0.993 0.943 0.976 0.045 ������������2 2-1 = 67.391* ������df 2-1 = 25 critical value = 36.115 ������������2 2-1 = 35.579* ������df 2-1 = 8 critical value = 15.181 Note. *p < .05

The 9th International Conference 22 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Model 4.2 A model for measuring English teacher competency in the digital age of male teachers. Model 4.3 A model for measuring English teacher competency in the digital age of female teachers. Conclusions and Discussions 1. English teacher competency according to the approach to learning management in the digital age consisted of 3 components and 12 indicators, namely component 1, knowledge, with 3 indicators, namely having knowledge of the subject being taught; Have knowledge of innovative media, technology, and understand that learners can create their own knowledge. Component 2: Skills, with 5 indicators, technology skills Ability to connect activities Play a

Education for Sustainable Development 23 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 role in activities cooperative learning have communication skills and have the ability to design creative learning activities Component 3: Characteristics with 4 indicators, having compassion for students have leadership know how to adapt andsocial and cultural awareness. 2. A comparative analysis of the differences in English teachers’ competency averages accordingto teachers’ learning management approaches in the digital age classified by sex and affiliation. 2.1 The level of competency of teachers classified by gender found that the overall knowledge component found that male and female teachers were significantly different at the 0.01 level. man When considering the indicator of the knowledge component It was found that the indicators of knowledge in the subject matter taught and knowledge in media, innovation, and technology were significantly differentamong female teachers at the 0.01 level Male, when considering the indicators of the skill components, it was found that the indicators for having technology skills, ICT SKILL, and having the ability to connect activities. Male and female teachers were significantly different at the 0.01 level. Female teachers were on average higher than male teachers. The side indicators played a role in organizing activities. cooperative learning Have communication skills and have the ability to design and create learning activities. The meanvalues of male and female teachers were not statistically different. When considering the overall characteristics, it was found that the mean values of male and female teachers were not statistically different. When considering the indicators, it was found that the indicators of knowing how to adapt Male and female teachers were significantly different at the 0.01 level. Female teachers were on average higher than male teachers. As for the indicators of having compassion for students Leadership and social and cultural awareness The mean values of male and female teachers were not statistically different. 2.2 The level of competency of teachers classified by affiliation found that the knowledge component skill component And the characteristics component of teachers from all 4 sub-districts were athigh level. When analyzing the differences of the means of measuring English teachers’ competency according to the learning management approach in the digital age of teachers classified by sex and affiliation. It was found that knowledge component skill component And the characteristics components of teachers from all 4 sub-districts were not statistically significantly different. 3. The results of checking the validity of the English teacher competency measurement model according to the learning management approach in the digital age. The second order confirmatory component analysis found that the model was consistent with the empirical data, with x^2 = 17.556, df = 25, p = 0.863, GFI = 0.996, AGFI = 0.996 and RMR = 0.003. The weight of the components of the components and the indicators of English teacher competency according to the learning management approach in the digital age. It was found that the weights of all 3 components and all indicators The value was positive and statistically significant at the 0.01 level when weighting the c omponents of English teachers’ competency according to the learning management approach in the digital age from descendingto skill, knowledge and attributes. When considering the indicators in each component, it was found that the knowledge component The weights of the components of the indicators were from high to low, i.e. understanding that learners could create their own knowledge (CONSTRUC), knowledge of the subject being taught (CONTENT), and creative design abilities (CREAT), respectively. Elements Skills can sort the element weights from descending order. is to have technology skills (ICT SKILL), knowledge in innovative media, technology (CREATIVE), have the ability to connect activities (CONNECT), have a role in organizing activities Collaborative learning (COLLAB), communication skills (COMMU), respectively. The attribute elementscan be weighted in descending order, namely, empathy for students (CARING), adaptability (ADAPT), and leadership (LEAD). social and cultural awareness (SOCIAL), respectively.

The 9th International Conference 24 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 4. The results of testing the invariance of the English teacher competency model in the digital age between gender and affiliation. It can be concluded that there is invariance in the model model. But there was variation of the regression coefficient parameter values of the observed variables on the internal latent variables. or weight values of the indicator elements and the regression coefficient of the internal latent variable on the external latent variable. or the weight of the main components on all 3 sides. 4.1 The results of the weight analysis of the main components of the indicators of English teachers competency in the digital age classified by gender. skill component had the highest weight of components,followed by knowledge components feature component section has the lowest component weight. When considering the weights of the indicators in the components, it was found that the first component of knowledge, both males and females, were able to sort the weights of the components from the highest to the lowest, meaning that the learners were abl e to create their own knowledge (CONSTRUC). Have knowledge of the subject taught (CONTENT), have the ability to design creatively(CREAT), respectively. The second aspect of skills: Males were able to sort the components from the highest to the lowest, i.e. technology skills (ICT SKILL), knowledge of innovative media technology (CREATIVE), ability to connect activities (CONNECT), play a role in organizing activities. nature Cooperative learning (COLLAB) has communication skills (COMMU), respectively. For females, the weights of the components can be sorted from the most to the least, namely Have knowledge in media, innovation, technology (CREATIVE) Have technology skills (ICT SKILL) Have the ability to connect activities (CONNECT) Have a role in organizing activities Cooperative learning (COLLAB) has communication skills (COMMU), respectively. Respectively, and the 3rd component of the attributes Both males and females were weighted in descending order, including Caring for Students (CARING), Adaptability (ADAPT), Leadership (LEAD), Social and CulturalAwareness (SOCIAL), respectively. 4.2 The results of the weight analysis of the main components of the English Teacher CompetencyIndicators in the Digital Age Between affiliations, it was found that teachers of OBEC, LAO, NSO, knowledge component had the highest weight, followed by skills component. For NFE teachers, the skillcomponent was the highest, followed by the knowledge component. References Board of Basic Education, (2005). Research report on A study of executive opinions on the trend of effective education management according to the educational curriculum. Damrongpanich, S. (2012). Mplus program with behavioral science data analysis and Social ScienceMahasarakham : Mahasarakham University. . (2020). Mplus program with behavioral science data analysis and Social Science Mahasarakham : Mahasarakham University. . (2010). Developmental curve model with latent variables. Journal of Educational Measurement Mahasarakham University, 15: 13-24. Harmer, Jeremy. (2003). “The Practice of English Language Teaching,” ELT Journal. 57(4) : 124-136. Indiana Department of Education Licensing Rules 2002, (2014). Teachers of English as A New Language, 1 October 2013. http://www.doe.state.in.us/htmls/phprint.php. Johnstone, James N. Indicators of Education System. London : Unesco, (1981). Khojastehmehr, R.and A.Takrimi. “Characteristics of Effective Teachers :

Education for Sustainable Development 25 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Lincharoen, U. (2004) Development of indicators for basic education reform success, NaresuanUniversity, Phitsanulok. McClelland, C. David. (1973). Testing for Competence rather than for Intelligence, New Jersey : American Psychologist. Nonglak Wiratchai and Suwimon Vongvanich. “Development of Assessment Indicators” Open Symposium Moral horizon and ethics at the Ambassador Hotel on August 29, 2008 M.P.A. :M.P.A., M.P.A. Pefianco, E.C. (2009). Competency Standards ... Serrat, O. (2009) Harnessing Creativity and Innovation in the Workplace. Rassameethammachot, S. (2005). Guidelines for Human Potential Development with Competency Base Learning, 3rd edition. Saenthong, N. (2004). Let’s get to know COMPETENCY, Bangkok: HR Center. Srisuk, K. (2009). Research methodology, Chiang Mai: Krongchang Printing Co., Ltd. Samutthai, R. (2017) Research and development of model Mechanisms for enhancing student disciplinein basic education institute responsibility and punctuality. Wiratchai, N. (1995). “Advanced Methodology in Research and Statistics,” Journal of Re search Methodology, 7: 1-31 ; July – December. Wiratchai, N. and Vongvanich, S. (2008). “Development of Assessment Indicators” Academic Conference Open the horizon of morality and ethics at the Ambassador Hotel on August 29,2008. M.P.A. : M.P.A., M.P.A

The 9th International Conference 26 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 A Study of Learning Achievement and Matthayom Suksa 1 Students’ Learning Intention in Polynomials Under Game-Based Learning With 5E Learning Waritsara Jangkhan1, Parinya Sa Ngiamsunthorn2 ABSTRACT The objectives of this study were: 1) To compare learning achievements with dependent t-test and normalized gain before and after learning game-based learning and 5E learning model and 2) To compare students’ learning intention behaviors before and after learning with game-based learning with 5E learning model. Using an experimental research model. The study was conducted from a sample group of secondary school year 1 students, Debsirin School who studied additional mathematics 2, English Program (EP) classroom, academic year 2022, semester 2, 30 people who were selected by cluster random sampling. Data were collected. using pre-test and post-test. and the observational form of learning intention behavior, divided into 3 cases: teacher assesses students, self-assessment by students, and student evaluating peers. The data were then analyzed by normalized gain, dependent t-test, and the behavioral analysis results of learning intentions in each element. The results showed that 1) Students who received instruction through game-based learning activities with 5E learning had higher scores on the post-test than the pre-test, which is in accordance with hypothesis 1. The results of Normalized gain concluded that students in high gain representing 10%, students in medium gain representing 60% and in the low gain representing 30% after completing game-based learning with 5E learning model, which is in with the assumption 1. 2) The results of the behavioral analysis of the attention to learn separately for each component, using the criterion for grading scores of Best (Best, 1977), were at a high level. Keywords: Game based learning, Inquiry based learning, Student’s learning achievement, Student’s learning intention 1 Science Education Program,Faculty of Science,King Mongkut' s University of Technology Thonburi. Email: [email protected] 2 Department of Mathematics,Faculty of Science,King Mongkut's University of Technology Thonburi

Educati2on for Sustainable Development 27 The 9th International Conference on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Introduction Mathematics plays a very important role in the development of human thinking. make people creative and think reasonably, systematically, with a plan, able to analyze problems or situation thoroughly carefully help foresee, plan, decide, solve problems, and applied in daily life correctly and appropriately. In addition, mathematics is also an educational tool in science, technology, and other sciences. Benefits to life Helping to improve the quality of life and can live happily with others (Basic Education Core Curriculum 2008, page 1) Game Based Learning is a medium for learning. One, which is designed to have fun while gaining knowledge. By inserting all content of that course, put it in the game and let the students play the game, where the students will receive various knowledge of the course that is through playing the game itself (Wanwisa Dadee, 2010). Learning from Game Based Learning is a paradigm. Innovative education where games are a mode for transferring learning (Tan, Ling et al, 2007) 1) Game Based Learning can create engagement (Engage) with each learner because Game Based Learning has been designed to include learning points in the context of Games make learning while having fun. It is a matter that must be given great importance to non-learners like to study 2) Game Based Learning is a process that focuses on everyone interacting with each other to learn. together (Interactive Learning Process) can make the opinions of different people together into 3) Game Based Leaming can bring both Engage and: Interactive Learning Process comes in the same package, the same media, same tool (Skul Suksiri, 2007). This suggests that paying attention to learning is necessary. One of the ways to help increase the intention to learn is Game Based Learning. There is also another method which is inquiry-based learning (5E learning model) a teaching and learning model that uses the theory of knowledge generation. Constructivism, which is said to be a process in which students must investigate, seek, investigate, and grabbed by various methods until students understand and perceive that knowledge meaningfully will be able to create a body of knowledge for students themselves and can store information in the brain for a long time can be used when encountering any situation (Biology, IPST, 2007 ). Lack of intention in class arising from the media and the stimuli around the learners are more interesting than the lecture content in the classroom and the sample in this research has already completed a polynomial mathematics course delivered in Thai on Saturdays as a school project. This is another reason for the researcher’s lack of interest in learning in the classroom. Therefore, classroom atmosphere and activities are important. That will help students focus more on the content that the teacher teaches each time by applying game-based learning to the engage and explore stage in teaching inquiry-based learning. By activities designed to get students to have their doubts at the beginning and allow them to look up and explore their doubts under each game play. Games keep students engaged and increase their interest when it comes to classroom activities. From the guidelines for developing study intention and learning achievement, it can be developed through learning using game-based learning with 5E learning model. Learning through self-practice will help learners can relate abstract things to more concrete ones with games as a medium to create force motivates students to learn and gives them the opportunity to create comparison. Choosing the right representation exchange of knowledge experience with others and the learners will be involved in the learning process until they learn by themselves. Therefore, the researcher is interested in studying learning management using game-based learning to develop learning intentions and learning achievements.

The 9th International Conference 28 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Purposes of the Study is 1) To compare learning achievements before and after learning with game-based learning activities with 5E learning model. 2) To compare students’ learning intention behaviors before and after learning with game-based learning with 5E learning model. Research Questions are 1) How does game-based learning with 5E learning model increase post-test achievement over pre-test, and how does 70% of student have normalized gain at medium gain and high gain? 2) How does game-based learning with 5E learning model develop the behavioral analysis results of learning intentions in each element to be higher? Research Hypothesis is 1) Game based learning with 5E learning model can significantly improve the learning achievement of Matthayom Suksa 1 student as measured by dependent t-test, and the normalized gain of student, 70% is in the medium gain and high gain criteria. 2) Game based learning and 5E learning model can develop learning intention behaviors of Matthayom Suksa 1 student develop the behavioral analysis results of learning intentions in each element to be higher. Conceptual framework Figure 1 Conceptual framework of the study Methods Research Design: This research the research method was used as a single-sample study with pre-test and post-test study (One-group pretest and posttest design) which had the following format:

Education for Sustainable Development 29 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Table 1 Research design Treatment Post-test Pre-test X O2 O1 By O1 is a test before studying (Pre-test). X is a polynomial learning management with a game-based learning with 5E learning model format for students, Matthayom Suksa 1. O2 is a test after studying (Post-test). The tools used in the experiment. Learning management plan on Polynomial with game- based learning with 5E learning model for Matthayom Suksa 1 students consists of pre-test, post-test and 6 lesson plans, totaling 400 minutes, 50 minutes per lesson according to 8 topics, namely: 1. Pre-test 2. Monomial and addition and subtraction monomial 3. Polynomial degree of polynomial Properties of Distributions 4. Combining similar terms, Addition, and subtraction of polynomials 5. multiplying monomial, multiplying monomial with polynomial 6. multiplication of polynomials, division of polynomials 7. Application of polynomials in real-life problems. 8. Post-test. Examples of activities organized with game-based learning: Learning activities in each lesson plan: Snake Board Game 1. Divide students into 3 groups of 15 each. 2. The teacher shows the path of the Snake Board Game on the board. 3. Let each group send one representative out to throw the dice to walk according to the number of points of the dice. 4. Conditions for each channel as follows - If the conditions are met, do so. - If you fall on the question box and get it right, you can walk 1 more space or if there is a ladder, go up the ladder. - Can’t solve the problem, it ends in one place and wait for the next throw. 5. Finish 1 time, will change the next player to continue the game. 6. The team that reaches the finish line first wins.

The 9th International Conference 30 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Structured observational questionnaire behavior: Concentrate on students secondary 1 is a checklist test with criteria for observing 5 issues, with details of each behavior as follows: 1. Cooperation in Activities: Definition of cooperative activities which concluded that it is learning that Students learn together in small groups to learn to solve problems together for the group to succeed or achieve common goals. Everyone had to consult with each other. Help each other to learn to solve problems. The students are the research themselves. Learners help each other understand the content. Teachers play a role of helping, providing, and guiding resources. 2. Enthusiasm for Learning: Taking the opportunity to speak, meaning answering questions or speaking when the teacher specifically answers. Stealing a speaking opportunity means stealing a question or speaking when a teacher asks another student. including answering questions or say when a teacher asks another student a specific question and that student doesn’t answer. Volunteer speaking means answering questions or speaking when the teacher asks without specifying the answer. Creating a speaking opportunity means speaking or expressing an opinion while others are speaking without the intention of stealing a response, such as expressing opinions or supporting other people’s ideas to show that one is giving interested. 3. Doubt and Question: Curiosity and questioning while doing activities. Indicates an impulse for curiosity. 4. Discussion and Comment: Discussion means speaking to exchange opinions. exchange knowledge Viewpoints about a specific matter This may lead to finding conclusions on solving either problem commenting. It is an expression of thoughts or feelings. to something which may arise from a feeling of trust that is not based on certainty or the truth and depends on the state of mind of the person to be expressed in various ways that may be used as an excuse to express rational reasons, support or defend them. There is also a result of interpreting facts that depend on the identity of the individual. which leads to credibility, such as educational background, environment of that person knowledge base reference work experience and emotional maturity is a key ingredient However, expressing opinions can result in either acceptance or rejection from other people. Kritsati Mahawirun (Kritsati Mahawirun, cited in Rathkan Suksawang, 1995, page 7) 5. Content Tracking Responsibility: Submitting work before time or delivering work on time. It is a characteristic of a person who shows systematicity, precision and insolence in following the most correct rules of conduct, especially time. Research methods and Data collection: The researcher conducted an experiment and collected data. Follow the steps below. Take a test before studying (Pre-test) on Polynomial, amount 17 items. Organized a game-based learning activity on Polynomial for Matthayom Suksa 1 students according to 6 teaching plans. Post-test by asking students to take the mathematics comprehension test on Polynomial, the same set of 17 questions, with an interval of 4 weeks or more for doing the pre-test and the post-test. Analysis: The learning achievement of secondary 1 students as measured by T-test Dependent: Take the results of the 14 exams and analyze each item to find the difficulty between 0.20-0.80 and the discriminating power from 0.20 and up, and the Normalized gain of most students was in from the formula <g> = (% post-test) - (% Pre-test)/ (100 %) - (% Pre-test). the levels of normalized gain into three groups as follows: “High gain” mean get value <g> ≥0.7 “Medium gain” mean get value0.3≤ <g> <0.7 “Low gain” mean get value 0.0≤ <g> <0.3. Learning intention behaviors of Matthayom Suksa 1 students measured by behavioral intention analyzed by individual components using Best scoring criteria (Best, 1977) as follows: Practice every time, average score 70.00-90.00 Practice sometimes, average score 50.00-69.99

Education for Sustainable Development 31 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Not practice, average score 30.00-49.99 Divided into behavioral levels as follows: High level 2.34-3.00 Medium level 1.67-2.33 low level 1.00-1.66 Table 2 Difficulty level (p) and discriminant power (r) for each item of the learning achievement test. Items Difficulty Index of discrimination (P) (R) 1 0.67 0.67 2 0.72 0.56 3 0.72 0.56 4 0.67 0.67 5 0.72 0.56 6 0.72 0.56 7 0.78 0.44 8 0.78 0.44 9 0.78 0.44 10 0.72 0.56 11 0.72 0.56 12 0.72 0.56 13 0.61 0.78 14 0.72 0.56 Results Learning Achievement Analysis Data analysis results of pre-test and post-test with T-test Dependent. Table 3 Data analysis results of pre-test and post-test with T-test Dependent. A comparison of pre- and post-test achievement scores on polynomial of secondary 1 student in the English Program curriculum after passing through game-based learning activities. in conjunction with 5E learning. From table 3 it was found that the students who received instruction through game-based learning activities with 5E learning had a statistically higher score on the post-test than the pre-test at .00, There is statistical significance at the .00 level, which is in line with the hypothesis 1, which has a value of . which According to hypothesis 1. Data analysis of pre- and post-test data with normalized gain (Hake, 1998). It is an assessment method that can be done by considering the difference in pre- and post-test scores compared to the chance that each student will increase their scores. Table 4 Data analysis of pre- and post-test data with normalized gain shows the results of the analysis of scores on the pre- and post-test scores of individual students with Normalized gain. From table 4, it shows that 3 students, 2, 4 and 12 are in high gain, representing 10% of the total, 18 students are in the middle level (Medium gain), representing 60%. And 9 students are in the low level (Low gain), representing 30% after passing through the game-based learning activities. in conjunction with 5E learning, on average, students have a progression level of medium gain. which is based on hypothesis 1.

The 9th International Conference 32 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Behavioral analysis results of learning intention The results of the study’s attention-to-learn behavioral analysis were separated into components. are shown in the following table. Table 5 found that the components of cooperation in activities by teachers evaluating students with learning plan 1 had an average of 2.57 and learning plan 4 had an average of 2.68, respectively, and their behavior was at a high level. The students self-assessed with the 2nd learning plan had an average of 2.39 and the 5th learning plan had an average of 2.64, respectively, and their behavior was at a high level. The student evaluating peers with the 3rd learning plan having an average of 2.48 and the 6th learning plan having an average of 2.79, respectively, and the behavior was at a high level. Similarly, Tables 6, 7, 8, and 9 found that the mean level of attentiveness behavior by constituents was higher and the criterion of behavioral level was moderate then higher, or higher for both the first behavioral observation and second round when learning through game-based learning with 5E learning model. Table 3 Data analysis results of pre-test and post-test with T-test Dependent No. Pretest Posttest D d d2 16 16 10 4 -1.7 64 36 29 17 8 2.3 225 16 35 11 6 0.3 16 81 42 17 15 9.3 81 25 53 7 4 -1.7 64 36 65 9 4 -1.7 121 4 71 10 9 3.3 25 25 81 10 9 3.3 16 25 96 11 5 -0.7 16 16 10 2 10 8 2.3 36 81 11 4 10 6 0.3 16 36 12 8 19 11 5.3 4 9 13 5 7 2 -3.7 25 25 14 6 11 5 -0.7 25 1 15 8 13 5 -0.7 49 16 2 6 4 -1.7 17 5 10 5 -0.7 18 3 7 4 -1.7 19 8 12 4 -1.7 20 3 9 6 0.3 21 5 14 9 3.3 22 8 12 4 -1.7 23 8 14 6 0.3 24 7 9 2 -3.7 25 4 7 3 -2.7 26 7 12 5 -0.7 27 5 10 5 -0.7 28 6 11 5 -0.7 29 6 7 1 -4.7 30 7 14 7 1.3

Education for Sustainable Development 33 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 1,215 Sum 155 326 171 - - Averages 5.17 10.87 5.7 - df Test N 5.17 S.D. t-value Pretest 30 10.87 5.18 29 Posttest 30 10.12 10.85 Table 4 Displays the results of the Normalized gain analysis of the Pretest and Posttest achievement tests. No. Pretest Posttest Progress Points 1 (20 points) (20 points) 0.29 2 6 10 0.73 3 9 17 0.40 4 5 11 0.83 5 2 17 0.24 6 3 7 0.27 7 5 9 0.47 8 1 10 0.47 9 1 10 0.36 10 6 11 0.44 11 2 10 0.38 12 4 10 0.92 13 8 19 0.13 14 5 7 0.36 15 6 11 0.42 16 8 13 0.22 17 2 6 0.33 18 5 10 0.24 19 3 7 0.33 20 8 12 0.35 21 3 9 0.60 22 5 14 0.33 23 8 12 0.50 24 8 14 0.15 25 7 9 0.19 26 4 7 0.38 27 7 12 0.33 28 5 10 0.36 29 6 11 0.07 30 6 7 0.54 Mean 7 14 0.38 5.17 10.87

The 9th International Conference 34 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Table 5 The mean values of learning intention behavior in Cooperation in activities. Elements of Cooperation in activities Students Students Students Students Students Students Students Students learn discuss do their help their learn discuss do their help their together with own peers together with own peers with peers and research. understand with peers and research. understand their help them the content their help them the content peers in solve of the peers in solve of the small problems. activity. small problems. activity. groups groups to learn to learn to solve to solve problems problems together together for the for the group to group to succeed or succeed achieve or common achieve goals. common goals. By 1st time 4th time teachers 2.63 2.63 2.50 2.50 2.70 2.70 2.73 2.60 assessing Total 2.57 2.68 students average By self- 2nd time 5th time assessment 2.40 2.37 2.27 2.53 2.67 2.63 2.60 2.67 students Total 2.39 2.64 average By student 3rd time 6th time evaluating 2.50 2.43 2.50 2.47 2.83 2.73 2.83 2.77 peers Total 2.48 2.79 average

Education for Sustainable Development 35 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Table 6 The mean values of learning intention behavior in Enthusiasm for learning. Elements of Enthusiasm for learning Learners are Creating one’s own opportunity Learners are Creating one’s own opportunity eager to find to speak means speaking or eager to find to speak means speaking or answers. expressing an opinion while answers. expressing an opinion while others are speaking without others are speaking without the intent of prevailing, such the intent of prevailing, such as expressing opinions or as expressing opinions or advocating for the ideas of advocating for the ideas of others to show that one is others to show that one is paying attention. paying attention. 1st time 4th time By teachers 2.5 2.43 2.57 2.7 assessing students Total 2.47 2.63 average By self- 2nd time 5th time assessment Total 2.5 2.43 2.57 2.7 students average 2.47 2.63 By student Total evaluating average 3rd time 6th time peers 2.4 2.17 2.53 2.43 2.28 2.48 Table 7 The mean values of learning intention behavior in Doubt and Question. Elements of Doubt and Question Curiosity and questioning while Curiosity and questioning while doing activities. doing activities. By teachers assessing 1st time 4th time students 2.5 2.5 By self-assessment students Total average 2.5 2.5 Total average By student evaluating Total average 2nd time 5th time peers 2.27 2.47 2.27 2.47 3rd time 6th time 2.47 2.7 2.47 2.7

The 9th International Conference 36 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Table 8 The mean values of learning intention behavior in Discussion and Comment. Elements of Discussion and Comment Students participate in Students accept Students participate in Students accept discussions to exchange the opinions of discussions to exchange the opinions of ideas, exchange knowledge, others.both those ideas, exchange knowledge, others.both those and viewpoints about a who agree and and viewpoints about a who agree and those particular subject, which those who disagree. particular subject, which who disagree. is a conversation that may is a conversation that may lead to finding a conclusion lead to finding a conclusion to solve a particular problem. to solve a particular problem. By teachers 1st time 4th time assessing students 2.43 2.57 2.47 2.83 By self-as- Total 2.5 2.65 sessment average students 2nd time 2.27 5th time 2.63 Total 2.2 2.57 By student average evaluating 2.23 2.6 peers Total average 3rd time 2.53 6th time 2.67 2.53 2.67 2.53 2.67 Table 9 The mean values of learning intention behavior in Content Tracking Responsibility. Elements of Content Tracking Responsibility Students submitting work early or on Students submitting work early or on time demonstrates systematicity, accuracy, time demonstrates systematicity, accuracy, and following the most accurate instructions. and following the most accurate instructions. By teachers 1st time 4th time assessing students 2.13 2.67 By self- Total average 2.13 2.67 assessment students 2nd time 5th time By student 2.23 2.6 evaluating peers Total average 2.23 2.6 3rd time 6th time 2.5 2.7 Total average 2.5 2.7 Conclusions and Discussion From the study of learning achievement and study intention behavior with game-based learning with 5E learning model of Matthayom Suksa 1 at Debsirin School, English program in Polynomials, 30 people who were selected by purposive sampling. Lesson plans consist of pre-test, post-test and 6 lesson plans, totaling 400 minutes. The researcher checked the quality of the pre-test and post-test with the index of item-objective congruence (IOC). It was found that achievement test mathematics learning subject group in Polynomial, 17 items, consisting of 4

Education for Sustainable Development 37 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 multiple choice questions, 14 items each, and 3 subjective items, 2 points each ranging from 0.61-0.78, and the discriminant power (r) of the individual test items ranged from 0.44-0.78 and were valid throughout the paper. Learning achievement was assessed by dependent t-test and normalized gain. The following results were obtained: Students who received instruction through game-based learning activities with 5E learning had higher scores on the post-test than the pre-test, where dependent t-test was statistically significant. 00 which is in accordance with hypothesis 1. The results of normalized gain concluded that 3 students, namely people 2, 4 and 12, are in high gain (10% of the total), 18 students are in the middle level (Medium gain), representing 60% and 9 students are in. the Low (Low gain) accounted for 30% after completing game-based learning activities in conjunction with 5E learning, which is based on hypothesis 1. In addition, the researcher also assessed the study intention behavior by component analysis. The analysis was divided into 1) Cooperation in activities 2) Enthusiasm for learning 3) Doubt and Question 4) Discussion and Comment 5) Content Tracking Responsibility. Each component has a sub-question in that component. The teacher assesses two times using lesson plans 1 and 4. Students self-assess twice using lesson plan 2 and 5. The student evaluating peers 2 times using lesson plans 3 and 6. The results were as following: The mean level of attentiveness behavior by constituents was higher and the criterion of behavioral level was moderate then higher, or higher for both the first behavioral observation and second round, which is according to hypothesis 2 From the research found that the learning achievement and study intention behavior of the learners improved after learning with game-based learning with 5E learning model. Factors that make teaching and learning with game-based learning and 5E learning odel in mathematics learning. in Polynomial for Matthayom Suksa1 students, it can help develop behaviors, willingness to study and increase academic achievement. due to the developed teaching and learning activities has followed the process of game-based learning with the 5E learning model by combining theories together, that is, using game-based learning in the Engagement and Exploration stages, then explaining and summarizing the knowledge that students have gained in the explanation stage and so that Students demonstrate their understanding and develop their knowledge in the Elaboration stage, in which students try to solve problems on their own, such as applied problems in that topic. Teachers will be evaluated in the Evaluation stage by these processes make learners have behaviors, willingness to study and higher learning achievements. Learning management using game-based learning and the 5E learning model combined is another method of organizing teaching and learning activities that can help learners to have enthusiasm for learning. because there are various forms of learning activities make it interesting learners do not get bored and improve their learning according to their own abilities. It is a tool to encourage learners to see the fun of learning mathematics by doing activities with friends. Learn to solve problems by yourself and collaboratively solve problems in groups. In which all learners will have the opportunity and participate in various activities and teaching and learning by using game-based learning and 5E learning model in combination each time. Games-based learning is a game-based learning approach and have students drive the activity, which is designed to achieve learning by combining the fun of playing games at the same time, which helps to attract students’ attention. When combined with the 5E learning model process, this is a teaching strategy that helps students understand what they are learning on their own create interest encourage learning and pave the way for skill development by using questions (inquiry) as a basis for students to apply the experience learned or practice. Come try it out or seek answers resulting in learning from the understanding that the learners gradually buildup in which the instructor will help guide, correct, and add on the necessary parts. Different from traditional

The 9th International Conference 38 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 teaching that mainly uses knowledge input from teachers make learners have behaviors, willingness to study and higher learning achievements. Recommendations From this research study the researcher has suggestions. This is beneficial to learning management with game-based Learning and 5E learning model in developing learning achievement and further developing study intention behavior of individual learners. Suggestions for applying the research results. Applying learning plans with Game Based Learning and 5E Model to organize learning activities on polynomial in developing learning achievement and developing study intention behavior of individual learners Teachers should consider consistency. and the suitability of activities, contents, and contexts of educational institutes. and each student before being used for maximum benefit. Applying learning plans with Game Based Learning and 5E Model to organize learning activities on polynomial in developing learning achievement and developing study intention behavior of individual learners Teachers should understand the details of the activities. Preparation of equipment and try out the activities before using the activities to teach. The researcher should give students the opportunity to ask questions to understand the learning activities with game-based learning and the 5E learning model in parts they still do not understand. The researcher should record the problems and questions raised by the students. To use the information to improve learning plans and activities to be more effective. Suggestions for further research teaching and learning research using game -based learning and the 5E learning model should be studied in other mathematics subjects at other levels. In the next research the researcher should develop other behaviors or study the student’s attitude from the results of using the learning plan with game-based learning and the 5E learning model, such as the level of satisfaction and student’s attitude toward mathematics after receiving the course. Teaching with game -based learning with 5E learning model. Learning plans should be developed to relate to the surroundings in everyday life for students to see the importance of applying knowledge to real life. References Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B.(2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education (UTE),4(3),542-552 from https://doi.org/10.46328/ jte.169 Anussara Chalermsri. (2012). The development of learning activity package through Science Intradisciplinary Integration for Prathom Suksa II level of Srinakharinwirot University Demonstration school (Elementary). Bangkok Srinakharinwirot University Demonstration School (Elementary). Aphisit Thongchai, Kwan Arayathanitkul, Chuanchoksonkwan, Narumol-Emarat, Ratchaphak Jit-Aree. (2007). A new assessment method by using pre-test and post-test scores. Institute for Innovation and Development of Learning Processes Know, Mahidol University. Chinnchote Maneechot, Wittawat Khattiyaman and Amonwan Weerathammo, 2019, Results of learning management using the method Mertox Integrated Instruction (MIA) combined with the use of Bloom’s questions affect comprehension in English reading and critical thinking ability of grade 4 students, Thaksin University Songkhla Campus. Chutima Sinthuwanich. (2022). Game Based Learning Design Principles, Ban Song Salung School from https://www.starfishlabz.com.

Education for Sustainable Development 39 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Gok, M., & Inan, M. (2021). Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 6(2), 142-157. Muraina Kamilu Olanrewaju (PhD). (2019). “The Effects of Cooperative Learning Techniques and Mathematical Anxiety on Mathematics Learning Achievement of Secondary School Students in Gombe State. Nigeria. Legacy University, Gambia. Natnaree Thangjai. (2022). Developing Inquiry Learning Characteristics of Grade 7 Students Using Integrated 5E’s of Inquiry-Based Learning and Game-Based Learning, Faculty of Education, Mahasarakham University, Thailand. Nattha Pewma.(2020). Game-based l earning management with the integration of computer game technology, academic article Humanities and Social Sciences Journal Ratchaphruek University. Pratya Nuankaew. (2017). Achievement, from http://www.pratya.nuankaew.com Panadda Thuratham. (2018). Improving Achievement and Satisfaction of Diploma Students in Learning Growth and Genetics by the 5E Inquiry Cycle Ubon Ratchathani University. Sakul Suksiri. (2007). Achievement of Game Based Learning learning media. Sari Saraswati, Ratu Ilma Indra Putri and Somakim. (2016). Supporting students’ understanding of Linear Equations with one variable using algebra tiles. Journal on Mathematics Education, Volume 7, No. 1, January 2016, pp. 21-32. Sombat Thamrongsinthaworn. (2015). “Student’s Learning Intention in Classroom and Global Marketing Comprehension in Classroom by Employing Case Studies in Global Marketing Class for Marketing Students”, Burapha University. Tahir, R., and Inge Wang, A. (2019). ”Codifying Game-Based Learning: Development and Application of LEAGUE Framework for Learning Games.” The Electronic Journal of e-Learning, 1(18), pp.69-87. Thanapak Saengmun. (2021). Inquiry Based Learning, from http://www.thaischool.in.th. Triam Udom Suksa School. (2014). The importance of mathematics in everyday life, from https://sites.google.com/site/mathforu227/home. Wannathida Yonwilas. (2019). Motivation in learning with gamification, Mathematics Faculty of Education and Educational Innovation Kalasin University. Wanwisa Dadee. (2010). Theory of Game Based Learning, from: http://nuybeam.blogspot. com/2010/08/game-based-learning.html. Warat Inthasara. (2019). Game Based Learning, Suan Dusit University.

The 9th International Conference 40 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Investigating How Preservice Mathematics Teachers Pose Mathematical Problems Related to Hot Issues Weerawat Thaikam1 ABSTRACT The objective of this study was twofold: 1) to investigate the contextual and mathematical content selected by Preservice Mathematics Teachers (PMTs) for problem posing, and 2) to assess the quality of the mathematical problems posed. The study targeted 53 third-year PMTs enrolled in the “Mathematical Problem Solving and Problem Posing” course in the first semester of the academic year 2022 at Nakhon Sawan Rajabhat University. The research instrument for data collection was a mathematical problem posing task, and content analysis was conducted. The results showed that PMTs chose various contexts such as diseases (including Coronavirus disease (COVID-19), Hand-Foot-and-Mouth-disease, and Monkey pox), social media, product costs, natural disasters, and sports for posing mathematical problems. Moreover, most PMTs chose the contents in number and algebra strands for posing the problems. Two-thirds of the mathematical problems required the context data to solve the problems. The average score for the mathematical problem assessment was at the highest level. Keywords: Problem posing, Hot issue, Free problem posing activity, Preservice teacher previously solved problems, Introduction Posing worthwhile mathematical problems was a critical skill for mathematics teachers, as it enabled them to provide students with the opportunity to develop their mathematical knowledge, skills, interests, and experiences. (Lappan, 1991). In the past, it was observed that teachers who had not had any experience in posing mathematical problems during their own schooling or preservice training usually avoided doing so with their students. (Lee, Capraro & Capraro, 2018). Therefore, PMTs were acquired with the aim of enhancing this ability. Numerous prior research works involved a mathematical problem-posing tasks for PMTs, categorized based on the initial stage of posing a problem. These can be classified as: (1) structured problem (2) semistructured problem-posing, where PMTs were instructed to generate problems based on specific visual aids such as pictures, diagrams, graphs, and equations, and (3) free problem-posing, where PMTs were allowed to pose problems without any constraints. (Sengul & Katranci, 2015; Silber & Cai, 2017; Kılıç , 2013). PMTs encountered certain challenges while attempting to pose problems (Mallart, Font, & Diez, 2018), particularly in free problem-posing tasks which were found to be more demanding than structured and semistructured tasks (Pittalis et al, 2004). This was mainly because in free problem-posing tasks, PMTs were expected to create problems on their own, without any guidance or constraints regarding the topic or conditions. 1Corresponding author. E-mail [email protected] Program in Mathematics, Faculty of Education, Nakhon Sawan Rajabhat University

Education for Sustainable Development 41 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Previous studies have mostly focused on free problem-posing tasks related to mathematical topics such as geometry, ratio, and fractions (Mallart, Font, & Diez, 2018; Sengul & Katranci, 2015; Kılıç, 2013). However, there has been limited research into PMTs’ ability to generate problems in free problem-posing tasks that are relevant to real-world situations, starting from real world contexts. While Nicol and Bragg (2009) focused on the types of problems posed by PMTs and the mathematical connections drawn from digital images, their study did not examine the posing of mathematical problems starting from real world contexts. Thus, further research is needed in this area. Objectives The aim of this research was to investigate the contextual and mathematical content selected by PMTs for problem posing and assess the quality of the mathematical problems posed. Theoretical framework There were various frameworks for problem posing, including those proposed by Stoyanova & Ellerton (1996), Silver (1994), Pittalis et al. (2004). However, the most well known framework, which focuses on the starting point of posing a problem, is the one proposed by Stoyanova & Ellerton (1996). It consists of structured, semi-structured, and free problem-posing situations, which are discussed in more detail below: ⬤ Structured problem-posing situations occur when a well-structured problem or problem situation is given, and the task is to construct new problems from previously solved ones. ⬤ In semi-structured problem-posing situations, PMTs are asked to pose problems from pictures, diagrams, graphs, or equations, which they are invited to explore or finish the structure. ⬤ Free problem-posing situations require PMTs to pose a problem based on a natural situation, such as mathematical content or a money problem. For the evaluation of the problems posed by PMTs, several facets needed to be considered, including quantity, originality, complexity, school level, content, strategy for solving the problem, and problem interestingness. Many researchers have proposed frameworks for evaluating mathematical problems, such as Crespo (2003), Silver & Cai (2005), Crespo & Sinclair (2008), Grundmeier (2015), Kilic (2017), Mallart, Font, and Diez (2018), and Yilmaz, Durmus, and Yaman (2018). In this research, the researcher was interested in evaluating the mathematical problems posed by PMTs. To accomplish this, the researcher adapted the criteria proposed by Nicol and Bragg (2009) to classify the mathematical connections with real-world situations. Additionally, the researcher adapted the criteria proposed by Thaikam et al. (2022), which included five facets: Mathematical Knowledge, Problem Structure, Solvability, Wording, and Reasonability. Methods Participants The study involved 53 third-year PMTs who were enrolled in the “Mathematical Problem Solving and Problem Posing” course during the first semester of the academic year 2022 at Nakhon Sawan Rajabhat University. These participants had prior experiences in mathematical curriculum, mathematics learning management, and mathematical assessment. They had obtained an understanding of mathematical problems, along with techniques and strategies for both problem-solving and problem-posing.

The 9th International Conference 42 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Data collection The research instrument used for data collection was a mathematical problem posing task, based on the problem-posing framework of Stoyanova & Ellerton (1996). This task was conducted through a free problem-posing activity and had been approved by three experts in mathematics education. The task involved assigning PMTs to pose mathematics problems related to “hot issues”. First, they were asked to draw a map of the topic within the hot issues and then pose two mathematics problems: one for low ability students and another for high-ability students in primary or secondary school. These hot issues could be topics of current or trending discussion and debate in the public domain, or they could be related to student interests such as politics, social justice, technology, environment, or entertainment. The PMTs were divided into twelve groups of equal size to pose the problems within a three-hour timeframe and then present their problems. Data Analysis Once the data collection process was complete, the researcher utilized Nicol and Bragg’s (2009) framework to examine the mathematical content and context in which the PMTs’ problems were posed. The problems were then categorized into two types: (1) contextual information necessary for problem-solving (C), and (2) contextual information not required for problem-solving (N). The researcher then used Thaikam et al.’s (2022) criteria to analyze the mathematical problems presented by PMTs. Each problem would be evaluated based on five facets: Mathematical Knowledge, Problem Structure, Solvability, Wording, and Reasonability. Each facet was assigned a score of 2 points for being complete, 1 point for being partially complete, and 0 points for being incomplete. Afterwards, the average score was calculated and classified as follows: lowest (0-29%), low (30-49%), moderate (50-69%), high (70-89%), and highest (90-100%). Results Each group of PTMs drew a map to brainstorm their ideas about hot issues before choosing a topic to pose mathematics problems on. For instance, PTMs chose the hot issue topic of Coronavirus disease (COVID-19). They generated ideas in various ways, such as face masks, vaccines, cases and deaths, treatment costs, field hospitals, medical personnel, government projects, and school management, as shown in Fig. 1 Fig 1. Coronavirus disease (COVID-19) map

Education for Sustainable Development 43 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The analysis focused on a total of twenty-four mathematics problems, with twelve problems designed for students with lower abilities and another twelve problems intended for those with higher abilities. The researcher found that the majority of topics related to hot issues for posing problems were diseases (COVID-19, Hand-Foot-and-Mouth disease, and Monkeypox) (41.67%). This was followed by product costs (smartphones, oil, and petroleum) (33.33%), while social media (TikTok), natural disasters (flood), and sports (football premier league) were identified with the same amount of problem (8.33%), as shown in Fig 2. Fig 2. The topics were selected from the PMTs. The PTMs primarily chose mathematical content from the number and algebra strands (91.67%), which included addition, subtraction, multiplication, division, percentages, proportions, ratios, and decimals. The remaining 8.33% of problems were based on the strands of statistics and probability, as indicated in the pie chart as shown in Fig 3. 8% Fig 3. The contents were selected from the PMTs.

The 9th International Conference 44 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Out of the 24 problems that PMTs posed, 16 problems (66.67%) required contextual information for problem-solving (C), while 8 problems (33.33%) did not require contextual information (N). For example, PMTs used information about the detected cases of COVID-19 from the website of the Emergency Operation Center (EOC) to create mathematical problems for students with low abilities, by selecting relevant content in the form of percentages. They used the information that appeared on posters about the detected cases of COVID 19 being treated in hospitals and cases of pneumonia to pose the problem. This information was necessary to solve the problem as shown in Fig 4. The problem was suitable for low-ability students because they could solve it in just two steps: finding the number of cases without pneumonia and calculating the percentage. Next, we consider an instance of a problem posed by PTMs where the information in the problem did not correspond to the real context, as shown in Figure 5. The PTMs posed mathematical problems about Hand, Foot, and Mouth Disease (HFMD) in two provinces (Uthai Thani and Nakhon Sawan), using only the population numbers in these provinces, but not the actual incidence of the disease. The solution to this problem was not consistent with the real context. Fig 4. Problems with contextual information for problem-solving According to Fig. 5, the problem required students to follow multiple steps to arrive at the solution. Firstly, the students had to find the percentage of HFMD cases in Uthai Thani and Nakhon Sawan provinces independently. Secondly, they had to find the sum of cases and calculate the percentage. It was observed that this problem was complex and suitable for high-ability students due to the many steps involved in finding the solution. However, the first two questions lead the students to find the solution step by step. As a suggestion, it could be possible to omit questions 1 and 2 and ask students only question 3.

Education for Sustainable Development 45 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The average score on the mathematical problem assessment was at its highest level (93.75%), with low ability students scoring an average of 93.33% and high ability students scoring an average of 94.17%. In each facet of assessment, both low-and high-ability students demonstrated correct mathematical knowledge and a complete problem structure, which includes data, context, and questions that are solvable. However, in terms of wording and reasonability, the average scores were 89.58% and 79.17%, respectively as shown in Fig 6 Fig 6. Mathematical problem assessment In cases where the reasonability facet was assessed, the researcher observed that PMTs attempted to modify the problem data to suit the students’ abilities. For example, the PMTs posed a mathematical problem about the costs of oil that depended on inflationary trends. For high-ability students, they used the actual inflation rate in the problem and required multiple steps to solve, using the content of percentages, as shown in Fig.7 On the other hand, they simplified the inflation rate from 2.17% to 10% and the price of oil from 48 baht per liter to 50 baht, believing that these numbers would be easier to calculate and more suitable for low-ability students, as shown in Fig. 8. As a result, this approach led to lower scores in this facet than in other facets.

The 9th International Conference 46 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Regarding the problem in Fig 7, while the number given in the problem corresponds to a real context and requires multiple steps to find the solution, the wording is unclear and redundant. To clarify the problem, PMTs could add the phrase “the price of oil increases by the inflation rate every month” and be specific in the question, asking for the price of oil in January. The problem can be revised as follows: In November 2021, the price of oil was 48 baht per liter. Assuming the price of oil increases correspondingly with the inflationary rate every month, what is the price of oil per liter in January 2022, given that the inflation rate was 2.17% in December 2021 and 3.23% in January 2022?” Conclusions, Discussion and Implications Problem posing is considered one of the most important and valuable mathematical activities for PMTs, particularly when presenting real-world mathematical problems to students. These types of problems can help students develop a more meaningful understanding of mathematics, which can lead to greater engagement, motivation, and learning success (Zhou & Si, 2016; Thaikam, & Ugsonkid, 2021). Based on the analysis of the data collected in the first part of the data form, it was found that PMTs tended to focus on current, trending, or student-interesting topics when engaging in free problem-posing tasks. This could be attributed to their collaborative approach in searching for data from various sources such as websites, social media, and their own school experiences. They then share and discuss their ideas together, using mapping to connect the problems to real-world contexts until they reach a group consensus. Furthermore, during the process of sharing ideas, PMTs not only discuss the real-world context but also connect it to mathematics content. The study revealed that the majority of groups chose the content of percentages, which is included in the number and algebra strands of The Basic Education Core Curriculum B.E. 2551 (A.D. 2008) revised version A.D. 2017. This is because the content is familiar and easier to relate to real-world contexts that involve numbers. Similarly, Liu, Zhang & Li (2013) found that PMTs were more confident in posing problems related to their own majors or personal interests. In the second part of the results, the mathematics problems posed by the PMTs involved high and the highest-level components. It is possible that their experience in mathematical curriculum, mathematics learning management, and mathematical assessment enabled them to use mathematical knowledge correctly, and their experience in mathematical problem-solving and problem-posing techniques and strategies allowed them to pose solvable problems. Group collaboration was also significant because it gave them the chance to discuss their ideas, especially the wording of the problems. They read and assumed the perspective of a student to ensure that the wording was understandable. Similarly, Ellerton (2015) and Kontorovich et al. (2012) found that group work was a significant factor for posing problems.

Education for Sustainable Development 47 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 However, one third of PMTs posed mathematics problems where the data did not correspond to the real-world context, which made the problems they posed unreasonable. PMTs attempted to simplify the data in real world contexts for low-ability students by using what if not technique (Brown & Walter, 2005) with editing the numbers to make them easier to calculate. Although the average score for the mathematical problem assessment was at the highest level, this study observed that the majority of problems posed by PMTs were exercise type. Şengül and Katranci (2015) also found that all PMTs posed the mathematics problems in the exercise type of free problem posing. This research provided PMTs with the opportunity to pose problems for both low-and high-ability students, and they may have used their school experience to pose the problems. They attempted to change the data by editing it to be suitable for students, either by reducing the number of steps to make it easier to calculate (for low ability students) or by adding steps to make it more complicated (for high-ability students). Although the majority of problems that PMTs posed were exercise-like, these problems were also useful because they not only required students to use mathematical knowledge but also provoked awareness about real-world situations. These problems could serve as a window for classroom discussion. Moreover, this study examined how PMTs posed problems related to a current hot issue, with a focus on the context and content of the problems they chose, as well as the quality of the problems they posed in groups during the course. It would be interesting for future studies to investigate how these PMTs pose mathematics problems individually for their students in the classroom when they become training teachers or teachers in schools. References Brown, S. I., & Walter, M. I. (2005). The art of problem posing. Psychology Press. Crespo, S. (2003). Learning to pose mathematical problems: Exploring changes in preservice teachers’ practices. Educational studies in Mathematics, 52, 243-270. Crespo, S., & Sinclair, N. (2008). What makes a problem mathematically interesting? Inviting prospective teachers to pose better problems. Journal of Mathematics Teacher Education, 11, 395-415. Ellerton, N. F. (2015). Problem posing as an integral component of the mathematics curriculum: A study with prospective and practicing middle-school teachers. Mathematical problem posing: From research to effective practice, 513- 543. Grundmeier, T. A. (2015). Developing the problem-posing abilities of prospective elementary and middle school teachers. Mathematical problem posing: From research to effective practice, 411-431. Kılıç, Ç. (2013). Pre-service primary teachers’ free problem-posing performances in the context of fractions: An example from Turkey. The Asia-Pacific Education Researcher, 22, 677-686. Kontorovich, I., Koichu, B., Leikin, R., & Berman, A. (2012). An exploratory framework for handling the complexity of mathematical problem posing in small groups. The Journal of Mathematical Behavior, 31(1), 149-161. Lappan, G. (1991). Professional standards for teaching mathematics. Reston (Virginia): NCTM. Lee, Y., Capraro, R. M., & Capraro, M. M. (2018). Mathematics teachers’ subject matter knowledge and pedagogical content knowledge in problem posing. International Electronic Journal of Mathematics Education, 13(2), 75-90. Liu, L., Zhang, M., & Li, Y. (2013). Enhancing preservice mathematics teachers’ problem posing skills through sustained practice: Challenges and opportunities. Journal of Mathematics Teacher Education, 16(1), 33-52.

The 9th International Conference 48 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Mallart, A., Font, V., & Diez, J. (2018). Case study on mathematics preservice teachers’ difficulties in problem posing. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1465- 1481. Nicol, C., & Bragg, L. (2009). Designing problems: What kinds of open-ended problems do preservice teachers pose?. In Proceedings of 33rd Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 225-232). Thessaloniki, Greece:PME. Pittalis, M., Christou, C., Mousoulides, N., & Pitta-Pantazi, D. (2004). A structural model for problem posing. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 49-56). Bergen, Norway: PME. Rosli, R., Capraro, M. M., Goldsby, D., y Gonzalez, E. G., Onwuegbuzie, A. J., & Capraro, R. M. (2015). Middle grade preservice teachers’ mathematical problem solving and problem posing. Mathematical problem posing: From research to effective practice, 333-354. Şengül, S., & Katranci, Y. (2015). Free problem posing cases of prospective mathematics teachers: Difficulties and solutions. Procedia-Social and Behavioral Sciences, 174, 1983- 1990. Silber, S., & Cai, J. (2017). Pre-service teachers’ free and structured mathematical problem posing. International Journal of Mathematical Education in Science and Technology, 48(2), 163-184. Silver, E. A. (1994). On mathematical problem posing. For the learning of mathematics, 14(1), 19-28. Silver, E. A., & Cai, J. (2005). Assessing students’ mathematical problem posing. Teaching children mathematics, 12(3), 129-135. Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. Technology in mathematics education, 4(7), 518- 525. Thaikam, W., & Ugsonkid, S. (2021). Mathematical problem posing abilities of preservice teachers. Mathematical Journal by The Mathematical Association of Thailand Under The Patronage of His Majesty The King, 66(704), 26- 45. Thaikam, W., Ugsonkid, S., Lertamornpong, C., & Kasemsukpipat, W. (2022). The development of mathematical problem posing abilities of preservice mathematics teachers. Kasetsart Educational Review, 37(3), 222 – 239. Yilmaz, Y., Durmus, S., & Yaman, H. (2018). An Investigation of Pattern Problems Posed by Middle School Mathematics Preservice Teachers Using Multiple Representation. International Journal of Research in Education and Science, 4(1), 148- 164. Zhou, Y., & Si, L. (2016). The effects of real-life problem solving on students’ attitudes toward mathematics: An exploratory study. International Journal of Science and Mathematics Education, 14(6), 1111-1131.



The 9th International Conference 50 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Creative Characteristics of Gifted Middle-School Learners in Various Schools in Northern Mindanao Philippines Junalene P. Villano 1 ABSTRACT This study aimed to explore creative characteristics of gifted middle school learners in Northern Mindanao Philippines. Qualitative textual study was used, which sought data from diverse students chosen for their giftedness, academic achievement, ethnicity, cultural background, school type, grade level, and age. The transcribed in-depth interviews were then thoroughly examined through textual analysis. Findings revealed that Filipino Mindanaoan gifted creative learners (1) process creativity through their cognitive strengths, problem-solving and divergent skills, originality, elaboration, rich imagination and curiosity, (2) are naturally creative, highly motivated, hardworking, persistent, passionate, diligent, perfectionist, friendly, shy, generous, sympathetic, good leaders, respectful, obedient, oversensitive, flexible, resourceful, inventive, risk-takers, open-minded, humble, patient and dedicated to high standards of excellence; (3) create products that are novel, original, purposeful, employ recycling, 4) are influenced by nature, home, school, media, tradition, training and competitions. It is concluded that the creative learner participants of this study are highly intellectual who excel in their academic endeavors, socio-civic and art competitions, and expressive through their music, art, movement and literary outputs. It is recommended (1) to consider the creative learners’ characteristics defined in this study; (2) to consider the creative learners’ family, school, and specific ethnic cultures in making programs/activities for creative development; (3) for families and schools to support the learners’ needs; (4) for future research to explore studies on creativity from different contexts in other regions, countries, and group of learners; and (5) to consider the creative characteristics in the development of a creativity tool. Keywords: 1