Education for Sustainable Development 101 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Figure 1 Conceptual Research Framework Methods Research Design: The design of the research is quasi-experimental research. The researcher conducted experiments based on the pretest-posttest nonequivalent-group design Population and Sample: The study population was 240 student fourth-year students of the Sichuan University of Science and Engineering year 2022. The sample groups are fourth-year university students in psychological education courses at Sichuan University of Science and Engineering year 2022. The samples were cluster sampling in two classrooms (each with 30 students) for the experimental group and control group. Research Instrument: The research instruments were classified into the types used in the experiment and the instruments used for data collection. With details as follows: 1) Group discussion lesson plan, Learning management plan using the group discussion with the experimental group on the topic of teaching a psychological course on environmental adaptation for college students (8 hours): there were 3 topics. 2) The traditional lesson plan, Learning management plan using the traditional method with the control group on the topic of teaching a psychological course on environmental adaptation for university students (8 credit hours): the theme had 3 topics. 3) The learning achievement test was used to assess learning achievement in psychological education courses. There are 30 multiple-choice questions on the learning achievement test. Each multiple-choice question had 4 options. It was used for the pre-test and post-test of experimental and control groups. Data Collection: This research data was collected. Researchers collected data in the following sequence: 1) Preparation steps: (1) Contact to obtain official documents from the Sichuan University of Science and Engineering, China. To request the assistance and cooperation of the head of the educational institution, permission to collect data from the sample group was requested. (2) In the experimental, 60 students were selected from fourth-year students of the Sichuan University of Science and Engineering, and pre-test with a learning achievement test, after selected by cluster sampling technique, one group the experimental group used the group discussion, the control group used the traditional method, two classes were explained to them so that they could understand their roles and responsibilities in the experiment. 2) Experimental Steps: Pre-test learning achievement before studying with a learning achievement test, after that beginning learning management consisted of two teaching classes: The experimental group used the group discussion, and the control group used the traditional method. After the end of the learning management post-test experimental group and the control group with a learning achievement test.
The 9th International Conference 102 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 3)Analyze steps: The scores obtained from the learning achievement test were analyzed by statistical methods to test the hypotheses. Data Analysis: In the data analysis, the researcher will use the software program to analyze the data. As following: 1) IOC method was used to analyze the validity of the learning management plan content 2) IOC method was used to analyze the validity of the learning achievement tests. 3) Cronbach’s alpha test was used to test the reliability of the learning achievements tests 4) Analysis used in hypothesis testing: (1)compare learning achievement in psychological education courses before and after learning management by using group discussion. used dependent t-test. (2) compare learning achievement in psychological education courses before and after learning management by the traditional method using dependent t-test, and (3) compare the learning achievement in psychological education courses between learning management by the traditional method and learning management by group discussion using independent t-test. Results Data analysis compared learning achievement in psychological education courses of fourth-year university students before and after learning by group discussion, using a dependent t-test, and the results of the analysis were shown in Table 1 Table 1 Comparative analysis of learning achievement in psychological education courses of fourth-year university students before and after using the group discussions. learning achievement n SD D Sd t p 13.23 2.11 34.32* .000 before learning 30 11.23 2.13 after learning 30 24.47 2.06 * p<.05 Data analysis showed a significant difference in the t-test. (t=34.32, p<.05) When considering the average learning achievement of fourth-year university students, it was found that students had a statistically significantly higher learning achievement after learning ( =24.47, SD=2.06) than before learning ( =11.23, SD.= 2.13) at .05 level. Data analysis compared learning achievement in psychological education courses of fourth-year university students before and after using the traditional method, using the dependent t-test, the results of the analysis were shown in Table 2. Table 2 Comparative analysis of learning achievement in psychological education courses of fourth-year university students before and after using the traditional method. learning achievement n SD D Sd t p 30 11.00 2.03 10.50 2.52 22.86* .000 before learning 30 21.52 2.15 after learning * p<.05 Analysis of data from Table 2 Significant difference was found in t-tests. (t=22.86, p<.05) When considering learning achievement in Psychological Education Courses of fourth-year university students who were taught with the traditional method, it was found that students had
Education for Sustainable Development 103 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 a statistically significantly higher learning achievement after learning ( =21.52, SD= 2.03) than before learning ( =11.00, SD=2.03) at .05 level. Data analysis compared the learning achievement in Psychological Education Courses of fourth-year university students between the students learning by the Group discussion and the students learning by the traditional method, using the independent t-test, the results of the analysis were shown in Table 3 - 4 Table 3 Comparative analysis of learning achievement in psychological education courses of fourth-year university students before learning between the students learning by the group discussion and the students learning by the traditional method. Learning Management n SD t p by group discussion. 30 11.23 2.13 .43 .67 by traditional methods. 30 11.00 2.03 Analysis of data from Table 3. A significant difference was not found on t-tests. (t=.43, p>.05). When considering the average learning achievement of fourth-year university students before learning between the students who will learn by the group discussion method and the students who will learn by the traditional method. Table 4 Comparative analysis of learning achievement in psychological education courses of fourth-year university students after learning between the students learning by the group discussion and the students learning by the traditional method. Learning Management n SD t p by group discussion. by traditional methods. 30 24.47 2.06 5.46* .000 30 21.50 2.15 * p<.05 Analysis of data from Table 4. A significant difference was found in t-tests. (t=5.46, p<.05). When considering the average learning achievement of fourth-year university students after learning by the group discussion method and the students learning by the traditional method, it was found that the students learning by the Group discussion method had a statistically significantly higher learning achievement ( =24.47, SD=2.06)than the students learning through the traditional method ( =21.50, SD.= 2.50) at .05 level. Conclusions and Discussion Conclusions: Summary of findings Developing the learning achievement in Psychological education courses by learning management with group discussions of fourth-year students. As follows: 1) Learning achievement in psychological education courses of fourth-year students after learning management by group discussions was significantly higher than before learning management at the .05 level, based on research hypothesis 1. 2) Learning achievement in psychological education courses of fourth-year students after learning management by traditional methods was significantly higher than before learning management at the .05 level, based on research hypothesis 2. 3) Learning achievement in psychological education courses of fourth-year students learning management by using the group discussions was significantly higher than another group
The 9th International Conference 104 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 of students learning management by traditional methods at the .05 level, based on research hypothesis 3. Discussion: The learning achievement in psychological education courses by learning management with group discussions of fourth-year students. divide the research results into 3 issues for discussion: According to the results of the study, fourth-year students who received learning management by using group discussion in psychological education courses demonstrated higher learning achievement after the study than before. This difference was statistically significant at the .05 level. The effectiveness of this teaching style originates from its emphasis on teamwork development and mutual learning, where opinions are expressed in relation to a central issue. Its essence lies in utilizing the group as an organizational form to accomplish specific tasks through cooperation among group members. Students are encouraged to analyze and identify problems, determine their causes, and strive for the best solution through group discussions, ultimately aiming for a higher final score. The process of group cooperation serves not only as a platform for expressing views and opinions but also as an opportunity to seek the best answers through communication and cooperation, even in the face of disagreement. Furthermore, group discussion, as a learning management approach, enhances students’ motivation to learn, actively engages their cognitive abilities and verbal expression, facilitates multidirectional communication, fosters brainstorming, encourages mutual learning and collective progress, and cultivates the spirit of collaborative research and exploration. By focusing on performance-enhancing learning methods, engaging in problem discussions under the guidance of teachers, and distinguishing between truth and falsehood, students acquire knowledge (Yang, 2015). The group discussion as a learning management approach also had a positive impact on students’problem-solving and communication skills. It deepened their understanding of problems and allowed for the consideration of new ideas that may not have been previously explored. This led to the optimization and improvement of solutions and designs. To meet students’ developmental needs, teachers have gradually incorporated group discussion learning management models into classroom instruction and management, thereby reducing their workload. This approach improves the overall quality of teaching and learning, promotes healthy competition among learning groups, ensures scientific classroom management, provides a better learning environment for students, and alleviates some of the pressure on teachers in terms of management. Group discussion expands communication opportunities, diversifies communication channels, promotes active and creative dialogue between teachers and students, respects students as active participants in their education, and fosters mutual support and cooperation (Pan, 2016). Based on the research findings, the learning achievement in psychological education courses of fourth-year students with traditional methods after learning management was found to be higher than before studying, with statistical significance at the level of .05. This improvement can be attributed to the learning management approach based on standards and indicators, ensuring that learning activities are organized clearly and comprehensively. Traditional teaching, which incorporates Herbart’s stage teaching method and Ausubel’s theory of meaningful speech learning, emphasizes teacher-centered teaching activities aimed at imparting knowledge to students through verbal explanations, blackboard writing, wall charts, and models. The main content of the teaching revolves around prescribed textbooks, and lecturing teaching methods are predominantly utilized (Xu, 2004). Based on the research findings, the learning achievement in psychological education courses of fourth-year students who received learning management by using group discussion was significantly higher compared to another group of students who received learning management by using traditional methods, at a significance level of .05. The fourth-year students who learned by using group discussion emphasized the active participation of students. Guided by teachers, students discussed assigned problems within their groups,
Education for Sustainable Development 105 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 shifting away from the traditional “teacher-led” approach where students passively received information. This allowed students to become active participants in their classroom, integrating knowledge and gaining practical experience. The group discussion also facilitated student integration into the class, enhancing their learning enthusiasm and willingness to take initiative in their studies. In the past, teaching-focused too much on achieving teaching outcomes and overlooked the importance of teacher-student interaction during the teaching process. The group discussion enabled students to engage in debates and no longer view professional knowledge from a bystander’s perspective. Students were encouraged to think critically about the background and connections of the knowledge they acquired. By improving the teaching process, this method helped students better understand and digest classroom knowledge while effectively aligning the teaching process with its outcomes(Wang& Barnes,2014). Group discussions also emphasize communication. The interaction between students and teachers provides ample opportunities for language input and output, gradually improving students’ communication skills in these language areas. Additionally, students have ample opportunities to express their ideas within the group and hear the opinions of their peers and the teacher. This prompts students to consider alternative perspectives and integrate opinions and suggestions from different sources, promoting the development of an open-minded mindset. In traditional teaching, students primarily act as passive listeners, while teachers mainly transmit course knowledge. Teacher-student interaction and communication among students are limited, often leaving students with insufficient opportunities to ask questions and reflect. Student learning should be a collaborative process in which classmates work together on the same problem. Small group discussion aligns with this teaching philosophy as it redefines the roles of the teacher and students in traditional teaching. In this approach, the teacher assumes a more important role in defining the topic of study, organizing group discussions, and assessing content, while students engage in discussions with their peers within the group. They explore the content of the general psychoeducation curriculum in various ways, such as conducting internet research, engaging in individual reflection, and participating in intra- or intergroup discussions. This culminates in a research report summarizing their findings (Zhang & Zuo, 2011). In summary, learning management using group discussions aims to develop students’ learning achievement in solving psychological educational problems and achieving successful learning management. Group discussions allow students to learn from each other and fill knowledge gaps by leveraging the expertise of classmates in specific areas. It also improves communication skills, including information transfer and interpersonal relationships. Additionally, group discussions help students recognize their own strengths and weaknesses, as well as those of their classmates, and find ways to improve them, which is crucial for their continuous progress. Compared to traditional teaching methods, group discussion significantly enhances students’ ability to collaborate, express themselves, and organize their ideas. It instills self-confidence and encourages students to effectively value and express their opinions. Opportunities for expressing their opinions are greatly enhanced. The development of students’ writing, organizational, presentation, and communication skills is invaluable, whether they pursue careers in the clinical or management field after graduation. Therefore, students must strengthen these skills during their studies to confidently face a variety of complex situations after graduation. Recommendations Implementation: Based on the research results, 1) before teachers apply the group discussion, the user should study learning management step by step of group discussion.To make it as effective as possible. 2) the teachers who used group discussions on learning management to cultivate psychological learning performance. Students should be encouraged to take the initiative and maintain a high level of learning enthusiasm, which will promote the cultivation of students’
The 9th International Conference 106 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 ability to think independently. Learners may also have some confusion because they need to be more familiar with and understand the essence of the group discussion method. Teachers should guide and observe students’ understanding of the group discussion method in a more detailed way, and provide correct suggestions for learners at any time. Next research: Recommendations for next research 1) apply the method of learning management with group discussion to develop the other skills and academic performance of senior students. 2) apply the method of learning management with group discussion to develop learning achievement in other courses or other levels of students. References Chen, Q.,& Liu, R.(2005).Educational psychology. Beijing Higher Education Press. Lin, C. D.(1999).Cultivating and creating high-quality creative talents. Journal of Beijing Model University (Social Science Edition), 41(1), 5-13. Liu, X. (2019).Application of group discussion in the teaching of psychology courses. Curriculum, Education and Research, 38(01), 95-96. Luo, Y. H., Zhou, C .L., & Pei, Y.J. (2012).A study of interruptions in leaderless group discus- sions. Language Applications, 5(1), 100-108. Luo, Z. (2004).Misconceptions and countermeasures of group discussion learning. Teaching and Management, 59(4), 31-33. Pan, L. (2016).The application of group discussion method in teaching general psychology. Education Modernization, 29(8),199-200. Rodan, S., & Galunic, C. (2004).More than network structure: How knowledge heterogeneity influences managerial performance and innovativeness. Strategic Management Journal, 25(6), 541-562. Wang, D. X. (2018). Exploring the application of “learning management” in psychological education courses in colleges and universities. Journal of Xuzhou College of Educa- tion, 35(3), 52-54. Wang, Z. L. (2019). On the reform and improvement of the mechanism of mental health education for college students. Education and Teaching Forum, 1(3), 65-70. Wang, K & Barnes, R. (2014).A review of research on mental health issues among college students. Journal of College Counseling,17(2):101-109. Xia, Y. X. (2017). The application of the “group discussion method for college students’ mental health education”. Journal of Chemical College, 18(5), 122-123. Xu, J. (2004). An analysis of the psychological characteristics and educational countermea- sures of the group discussion method. Mental Health Education in Primary and Secondary Schools, 48(6), 29-30. Zhang, R., & Zuo, X. Y. (2011).The practice and reform of group discussion teaching method. Heilongjiang Higher Education Research, 19(1), 161-163. Zhang, Y. (2021).The application of group discussion in college English teaching. Modern Educational Technology, 31(6), 117-118.
Education for Sustainable Development 107 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The Development of Learning Achievment in English Online Courses Based on O-AMAS Teaching for College Students Feichi He1, Saiphin Siharak*2, Sutthiporn Boonsong3 ABSTRACT The objectives of this research were to compare learning achievement in English online courses of Sichuan University of Science and Engineering students: 1) before and after learning by O-AMAS teaching, 2) before and after learning by the traditional method, and 3) between two groups of students: the one learning by O-AMAS teaching and the other learning by the traditional method. The study employed a quasi-experimental research design. The samples were 80 students studying in the second semester of the academic year 2022 in the College of Education at Sichuan University of Science and Engineering. They were selected by cluster sampling technique. The research instruments included the O-AMAS lesson plans, traditional lesson plans, and learning achievement tests. The data were analyzed by using mean, standard deviation, and t-test. The results revealed that: 1) the learning achievement in English online courses of Sichuan University of Science and Engineering students after learning by O-AMAS teaching was significantly higher than that before learning management at .05 level, 2) the learning achievement in English online courses of Sichuan University of Science and Engineering students after learning by the traditional method was significantly higher than that before learn- ing management at .05 level, and 3) the learning achievement in English online courses of Sichuan University of Science and Engineering students learning by the O-AMAS was significantly higher than those learning by the traditional method at .05 level. Keywords: O-AMAS teaching, learning achievement, English online courses. * Corresponding author. E-mail [email protected] 1 Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, E-mail [email protected] 2 Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi. E-mail [email protected] 3 Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi. E-mail [email protected]
The 9th International Conference 108 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Introduction University English is an important part of the university teaching system and is a course that combines knowledge of both Chinese and Western cultures. College English not only teaches students English knowledge through classroom efforts to make them understand the historical background, customs, and human landscape of English-speaking countries but also makes them more aware of the development of the world by explaining the cultural differences between China and the West. College students have a high level of English to facilitate their application for study abroad, foreign communication, access to literature, academic research, etc. Therefore, college English occupies a very important position in the daily study of college students, and English skills are an important part of college student’s abilities (Wang, 2016). In the current process of social development, with the rapid progress of network technology, everyone has more and more channels to obtain information. The traditional teaching mode can no longer meet the goal of personalized training in colleges and universities nowadays, and the teaching of online courses has subconsciously penetrated the education system of colleges and universities, constantly updating the teaching objectives and teaching methods. With the outbreak of the new coronavirus in 2020, normal teaching in schools at all levels has been greatly affected by the epidemic prevention and control policy. In response to the Chinese education department’s requirement of “no class, no study”, schools at all levels must explore online teaching models and thus modernize their teaching content. Therefore, it is necessary to follow the trend of the times and actively introduce new teaching models and teaching methods, thus further promoting the smooth implementation of all teaching activities. The benefits of conducting college English online courses are. I. Breakthrough the shackles of traditional teaching mode The large-scale promotion of university English online teaching can make university English teaching effectively break through the shackles of traditional teaching mode, effectively cross the limits of time and space, and provide new ideas and methods for the efficient development of university English teaching. Online college English classes are highly flexible, as long as there is an Internet connection anywhere, then students can study in the classroom. On the corresponding live platform, students can take the initiative to communicate and evaluate each other’s learning activities, which largely broadens students’ thinking patterns and provides a relaxed and pleasant classroom learning atmosphere, which is conducive to stimulating students’ interest in learning English and realizing happy learning in the true sense. Second, teaching resources are richer. The teaching resources in the traditional mode are mainly textbook contents, which leads students to be in a long-term boring learning state, and student’s interest in learning English cannot be effectively stimulated. Students can choose learning materials and contents suitable for their long-term development according to their own interests and English level, which can effectively meet the actual needs of students in the process of learning English in college and further promote their personalized development. At the same time, college students are often curious about new things and have a strong receptive ability, so they are more motivated to participate in college English online classes. Third, in the current social development process, there are obvious differences between teachers in rural schools and teachers in urban schools, even in the same area. Online college English teaching is a supplement to traditional college English teaching, which can effectively alleviate the current social situation of educational imbalance and help every student enjoy equal educational opportunities as much as possible, thus laying a solid foundation for the healthy and sustainable development of Chinese education. At the same time, online college English classes are basically free from outside interference, and students can study anytime and anywhere by simply finding a place with Internet access, which is conducive to the efficient implementation of various teaching activities (Wu, & Yuan, 2018).
Education for Sustainable Development 109 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Of course, in the specific practice of conducting college English online classes. Students are in a relatively free environment, so many of them may do other things in the online classroom that are not related to learning, which largely hinders the efficient development of online college English teaching. In this situation, the use of scientific and efficient teaching modes has become one of the key issues that teachers should consider. In the process of teaching English online courses at Sichuan University of Science and Engineering, the author found the following two problems: First, teachers have difficulty in carrying out online teaching according to specific requirements and also lack reasonable teaching methods, which leads to the quality of English online teaching being greatly affected. Second, the main position of students in teaching is weak, and they lack interest and enthusiasm for learning English knowledge. It is difficult for students to learn English knowledge according to teachers’ teaching requirements, resulting in low efficiency of English online classroom teaching. The above two problems are also common in the “online courses” of other subjects. Therefore, this paper will focus on the cultivation of teaching quality English online courses for college students based on O-AMAS effective teaching mode, and take the English online courses for first-year students in Sichuan University of Science and Engineering as the object. The model of college English online courses based on O-AMAS teaching is proposed, and then the teaching quality and effect of the course will be improved (Sun, & Wang, 2019). O-AMAS teaching is an effective teaching model developed by the effective teaching team of Nankai University according to the current situation of teaching in schools. It explores how to better stimulate students’ interest in learning, achieve effective teaching and improve teaching quality in the classroom teaching process. The meaning of O-AMAS teaching can be summarized by the numbers 1, 2, 4, and 5. “1” refers to one center: student-centeredness in curriculum teaching; “2” refers to two concepts: goal-oriented education and reverse instructional design; “4” refers to “student-centered” classroom teaching. The “4” refers to four things to be achieved in the classroom: smiles on the face, light in the eyes, fun in the process, and effective in learning; the “5” refers to the five steps of the O-AMAS effective teaching model: smart learning objectives, rapid classroom activation, diverse teaching methods, effective classroom assessment, and short classroom summaries.5 The “5” refers to the five steps: smart learning objectives, rapid classroom activation, diverse instructional approaches, effective classroom assessment, and brief classroom summaries. In this method of effective teaching, teachers’ classroom instruction is divided into five interrelated but relatively independent steps that emphasize a multidimensional, multi-level interactive classroom. Smart learning goals refer to the knowledge, skills, and emotional gains that students are expected to make upon completion of the appropriate course of study. Learning objectives should not be teacher-centered, but rather specific, measurable, attainable, realistic, and time-bound smart goals so that students’ learning is more purposeful and directed. All content of the curriculum should be closely focused on the learning objectives and should be oriented to the learning objectives. Only by clarifying the learning objectives of students can we better design and implement instruction. Rapid classroom activation means that teachers should focus on pre-classroom activation activities, or icebreakers, in every course. Teachers should develop effective activities tailored to students’ specific learning situations to ensure that students are interested in the content, and to stimulate their learning and thinking. Activation activities are like warm-ups before a competition; only when students are sufficiently warmed up can they become more engaged in the classroom and achieve better learning outcomes. A diverse classroom emphasizes that teachers should not stick to a single teaching method, but should use a variety of effective teaching methods that take into account all students in the classroom to accommodate different learning styles. Combining multiple teaching methods helps teachers better develop
The 9th International Conference 110 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 students’ knowledge, skills, and emotions in a holistic manner, which is a core component of classroom instruction. Effective classroom assessment is one of the most important elements of the teaching and learning process. The lack of effective classroom assessment in the classroom can lead to teachers’ teaching becoming too rigid to optimize instruction promptly based on students’ specific learning. Through effective classroom assessment, teachers can obtain positive feedback from students on their classroom learning and thus optimize their teaching methods. A brief classroom summary is an activity that helps students review, reflect, and deepen their learning at the end of class. (Chen, 2018). Therefore, the researcher needs to develop learning achievement in English Online Courses based on O-AMAS teaching for college students. Purpose of Research 1) To compare learning achievement in the English online course of Sichuan University of Science and Engineering students before and after learning by the O-AMAS teaching. 2) To compare learning achievement in the English online course of Sichuan University of Science and Engineering students before and after learning by traditional method. 3) To compare learning achievement in learning English online course of Sichuan Univer- sity of Science and Engineering students between students who learned by the O-AMAS teach- ing and students who learned by traditional method. Research hypothesis 1) Learning achievement in the English online course of Sichuan University of Science and Engineering students after learning by the O-AMAS teaching higher than before learning. 2) Learning achievement in the English online course of Sichuan University of Science and Engineering students after learning by traditional method higher than before learning. 3) Learning achievement in the English online course of Sichuan University of Science and Engineering students learned by the O-AMAS teaching is higher than learned by traditional method. Research Framework This research will use a Quasi-experimental research design, the framework below will serve as the researcher’s guide in the conduct of the study: Figure 1 Conceptual Research Framework
Education for Sustainable Development 111 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Research Methodology Research Design: The design of the research is quasi-experimental research. The researcher conducted experiments based on the Pretest-Posttest Nonequivalent-Group Design (Best & Kahn.2003) Table 1 The Pretest-Posttest Nonequivalent-Group Design O2 The Pretest-Posttest Nonequivalent-Group Design O4 O1 X O3 C Symbols used in experimental design: O1, O3 = Pretest O2, O4 = Posttest X= the O-AMAS teaching (Experimental group) C= traditional method (Control group) Population and Sample: The population is 200 students in the first year of education at the College of Education of Sichuan University of Science and Engineering. Samples are two groups of first-year students in the second semester of the academic year 2022 education in the College of Education of Sichuan University of Science and Engineering, random by cluster sampling technique, members of each group are about 40 students. Research Instrument: The research instruments were classified into the types used in the experiment and the instruments used for data collection. With details as follows: 1)The traditional method lesson plan, the English online classroom is taught using the traditional teaching method, and the content is Caring for Our Earth (10 hours) 2) The O-AMAS teaching lesson plan, The O-AMAS teaching was used in the English online classroom to teach Caring for Our Earth (10 hours). And 3) Learning achievement tests on English online courses. The test paper contains 20 multiple-choice questions. Each multiple-choice question has 4 options. Data Collection: This research data was collected. Researchers collected data in the following sequence: 1) Preparation steps: Contact to obtain official documents from Sichuan University of Light and Chemical Technology. Request the assistance and cooperation of the head of the university for permission to collect the data. Two groups of 40 students each were randomly selected from all groups of Year 1 students, by cluster sampling technique, random each treatment (teaching method) into random groups, one group will teach by O-AMAS teaching (Experimental group), and another group taught by the Traditional method (Control group). 2) Experimental Steps: Pre-test learning achievement before studying with a learning achievement test, after that beginning learning management consisted of two teaching classes: The experimental group used the O-AMAS teaching, and the control group used the traditional method. After the end of the learning management post-test experimental group and the control group with a learning achievement test. 3) Analyze steps: The scores obtained from the learning achievement test were analyzed by statistical methods to test the hypotheses.
The 9th International Conference 112 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Data Analysis: In the data analysis, the researcher will use the software program to analyze the data. As following data analysis : 1)Analysis of validity of O-AMAS teaching lesson plan, traditional method lesson plan, and Learning achievement tests with IOC method. 2)Analysis of the reliability of the learning achievement tests with Cronbach’s alpha. 3)Analysis used in hypothesis testing: (1)compare learning achievement in learning English online courses before and after learning management through the traditional method using a dependent t-test. (2)compare learning achievement in learning English online courses before and after learning by the O-AMAS teaching using a dependent t-test. (3) compare the learning achievement in learning English online course between the learning management through the traditional method and learning management by the O-AMAS teaching using an independent t-test. Results The data were analyzed to compare learning achievement in the English online course of Sichuan University of Science and Engineering students before and after learning by the O-AMAS teaching, using a dependent t-test, and the results of the analysis were shown in Table 2 Table 2 Comparative analysis of learning achievement in the English online course of Sichuan University of Science and Engineering students before and after Learning by the O-AMAS teaching Learning achievement. n SD D� Sd t p .000 before learning 40 13.25 2.03 5.55 2.19 15.99* after learning 40 18.80 1.34 * p<.05 Analysis of data from Table 2 Significant differences was found in t-tests. (t=15.99, p<.05) When considering the average learning achievement of in the English online course of Sichuan University of Science and Engineering students who were taught with the O-AMAS teaching, it was found that students had a statistically significantly higher learning achievement after learning ( =18.80, SD=1.34) than before learning ( =13.25, SD=2.03) at .05 level. The data were analyzed to compare learning achievement in the English online course of Sichuan University of Science and Engineering students before and after learning by the tradi- tional method, using a dependent t-test, and the results of the analysis were shown in Table 3. Table 3 Comparative analysis of learning achievement in the English online course of Sichuan University of Science and Engineering students before and after Learning by the traditional method Learning achievement. n SD D� Sd t p 0.000 before learning 40 13.30 1.59 2.73 2.64 7.61* after learning 40 16.02 1.67 * p<.05 Analysis of data from Table 3 Significant differences was found in t-tests. (t=7.61, p<.05) When considering the average learning achievement of in the English online course of Sichuan
Education for Sustainable Development 113 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 University of Science and Engineering students who were taught through the traditional method, it was found that students had a statistically significantly higher learning achievement after learning ( =16.02, SD=1.67) than before learning ( =13.30, SD=1.5) at .05 level. The data were analyzed to compare learning achievement in learning English online course of Sichuan University of Science and Engineering students between students who learned by the O-AMAS teaching and students who learned by the traditional method, used the independent t-test, the results of the analysis are shown in Tables 4-5 Table 4 Comparative analysis of learning achievement in learning English online course of Sichuan University of Science and Engineering students before learning between students who learned by the O-AMAS teaching and students who learned by the traditional method Learning Management by using n SD t p O-AMAS teaching. 40 13.25 2.04 -.122 .903 Traditional method. 40 13.30 1.59 Analysis of data from Table 4 The significant difference was not found in t-tests. (t=-.122, p>.05). When considering before learning, the achievement score of Sichuan University of Science and Engineering students between students who will learn by the O-AMAS teaching and the students who will learn by the traditional method. Table 5 Comparative analysis of learning achievement in learning English online course of Sichuan University of Science and Engineering students after learning between students who learned by the O-AMAS teaching and students who learned by the traditional method Learning Management by using n SD t p O-AMAS teaching. 40 18.80 1.34 8.14* .000 Traditional method. * p<.05 40 16.02 1.67 Analysis of data from Table 4.4 The significance was found in t-tests. (t=8.14, p<.05). When considering learning achievement in learning English online course of Sichuan University of Science and Engineering students after learning between the students learning by using the O-AMAS teaching and the students learning by using the traditional method, it was found that the students learning by the O-AMAS teaching had a statistically significantly higher learning achievement ( =18.80, SD=1.34) than the students learning by the traditional method ( =16.02, SD=1.67) at .05 level. Conclusions and Discussion Conclusions: Learning management of English online courses for first-year students in the College of Education at Sichuan University of Science and Engineering using the O-AMAS teaching improved learning achievement as follows: 1) Based on hypothesis 1, the learning achievement of Sichuan University of Science and Engineering students in English online courses after learning by the O-AMAS teaching was significantly higher than before learning management at a .05 level.
The 9th International Conference 114 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 2) Based on hypothesis 2, the learning achievement of English online courses for students at Sichuan University of Science and Engineering after learning by the traditional method was significantly higher than before learning management at a .05 level. 3) Based on hypothesis 3, the learning achievement of English online courses of students at Sichuan University of Science and Engineering who learned by O-AMAS was significantly higher than students who learned by traditional methods at a .05 level. Discussion: The results of the research can be discussed by dividing the results of the study into the following three hypotheses by using the O-AMAS teaching for first-year students to improve their learning achievement: According to the results of the research, it was found that the students who received the O-AMAS teaching method of learning management had higher learning achievement after the study than before the study, which was statistically significant at the .05 level. This is because O-AMAS is divided into five components, namely Objective (O), Activation (A), Multiple Learning (M), Assessment (A), and Summary (S). O-AMAS is oriented to students’ learning achievement and is driven by positive interaction between teachers and students. It stimulates students’ interest in active learning, improves students’ independent learning ability, and enhances their learning experience by designing effective interactive activities in each teaching session. O-AMAS teaching has a clear hierarchy, so O-AMAS teaching can significantly improve the teaching effectiveness of several professional disciplines. O-AMAS is guided by the teaching objectives of professional courses and achieves a high degree of penetration. By using the rule-based pedagogy, students can be motivated to participate in the classroom, ultimately achieving visible and controllable teaching and learning outcomes. In addition, O-AMAS is student-centered in its teaching and possesses the concept of goal-oriented education and reverse instructional design; the classroom achieves; a smile on the face, a light in the eyes, a fun process, and effective learning; it has smart learning goals, rapid classroom activation, diverse teaching styles, effective classroom assessment, and a short classroom summary. Its five steps: smart learning goals, rapid classroom activation, diverse teaching styles, effective classroom assessment, and brief classroom summaries allow teachers to divide their classroom instruction into five interrelated but relatively independent teaching steps. The intellectual, skill, and emotional (thinking and management) requirements that students should achieve upon completion of the appropriate course. (Chen, 2018). According to the research, it was found that a large number of students who studied using the traditional method had higher learning achievement after the study than before the study with a statistical significance at a .05 level. This is because of the teacher-centered five-step teaching structure of “organize teaching, introduce a new lesson, teach a new lesson, consolidate and review, and assign homework”. This traditional teaching model has been used from the early days of China’s founding to the present. The traditional teaching model conforms to the law of cognition and facilitates students’ mastery of knowledge, enabling them to receive systematic knowledge transfer in an efficient and highly competent manner through the teacher’s dominant position and to improve and master their knowledge and skills proficiently through consolidation exercises (Woodhouse, 1991). According to the research, it was found that the learning achievement of first-year university students using O-AMAS learning management was higher than that of students managed using traditional methods, with statistical significance at the .05 level. Because the O-AMAS teaching method designs extended learning activities, such as topic discussions, group analysis, and interactive communication in the O-AMAS lesson plan of this paper. Also, during the implementation of the O-AMAS lesson plan in this paper, the teacher entered the students’ groups
Education for Sustainable Development 115 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 and exchanged feedback on the activities. It can be seen that the O-AMAS teaching method is driven by the interaction between teachers and students and between students. The teaching and learning activities were developed to guide students to active and in-depth learning, achieving penetration of teaching objectives and participation of teaching subjects in terms of teaching organization and teaching techniques, with significant teaching effectiveness. Compared to the traditional teaching method that organizes teaching mechanically, ignores students’ emotional experience, and emphasizes only knowledge goals, the O-AMAS teaching does not mechanically use rules and regulations, does not manipulate classroom teaching as an authority, and does not ignore students’ psychological characteristics and personality traits. Students can take the initiative to think independently and innovate, breaking the traditional teaching method of “duck-filling” and “full classroom” learning (Feng, & Wang, 2018). Therefore this provides a new way of thinking for higher education teaching: it breaks the temporal and spatial limitations of teaching and breaks through the limitations of online or offline; the education and learning methods are more diversified and the teacher-student interaction is more flexible; it promotes the realization of “higher-order” teaching objectives; and it promotes the development of teaching methods and concepts in a deeper direction (Liu, & Wang, 2018). And congruent Yazheng Whang (2021) found that after teaching with O-AMAS the students’ motivation to learn English was improved after using the O-AMAS teaching, and students were willing to take the initiative to communicate with the teacher in English after class. The listening, speaking, reading, and writing scores in English tests were improved, teaching methods were innovative and rationalized, and the content of English teaching materials was optimized. Also belonging to the online English course, the study in this paper has the same results, so the O-AMAS teaching is also applicable to higher education. From the literature as well as this study, it can be concluded that O-AMAS teaching can quickly draw students’ attention back to the classroom through flexible and diverse activation sessions, and diverse learning sessions can guide students to learn independently with a variety of instructional activities. Recommendations Recommendations for the implementation of research results 1) teachers who used the O-AMAS teaching method. It is necessary to focus on summarizing at the end of the class. Student interaction is the main teaching tool in the early and middle stages of the lesson plan when students’ attention is focused on discussing, analyzing, and absorbing fresh knowledge, and they do not have enough time to think about the inherent logical connections, cause-and-effect relationships, and the hierarchy of important and difficult points of knowledge learned. Effective summaries by teachers can play the role of analyzing information and refining key points, which can effectively help students clarify their thinking and focus, to better master their knowledge. 2) teachers who use the O-AMAS teaching method should avoid designing learning activities that fall into disorganization. The O-AMAS teaching advocates following a student-centered teaching philosophy that mobilizes students’ participation and motivation. The teacher is expected to leave more opportunities for students to express themselves during the lesson, and to play a supporting and guiding role by “asking questions” and guiding the direction of the topic. But at the same time, teachers must see the forest for the trees and the trees for the trees. They must have a holistic view of the progress and timing of classroom activities, terminate the topics of discussion at the right time, and keep the pace of the class to avoid endless discussions. Teachers should save limited time in the classroom and guide students to put unlimited thinking outside of class time.
The 9th International Conference 116 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Recommendations for next research: 1)Apply the O-AMAS teaching method to other cours- es to verify its effectiveness in improving learning achievement, and 2)Apply the O-AMAS teaching method to other courses to verify its effectiveness in increasing motivation. References Chen, X. (2018). Challenges and Strategies of College English Online Teaching. Theory and Practice in Language Studies, 8(2), 122-126. Feng, L., & Wang, X. (2018). Application of O-AMAS teaching in English Vocabulary Teaching. Journal of Language and Literature Studies, 6(5), 223-227. Liu, J., & Wang, H. (2018). Application of O-AMAS teachingl in Higher Vocational Teaching of Software Testing Technology. Journal of Chongqing Vocational & Technical Institute, 31(2), 107-111. Sun, Y., & Wang, Z. (2019). Enhancing online English teaching in college: A case study of Sichuan University of Science & Engineering. International Journal of Distance Education and E-Learning, 7(2), 53-62. Wang, J. (2016). Integrating Chinese and Western Cultures: A Comparative Study of College English Education in China. English Language Teaching, 9(4), 1-11. Woodhouse, H. (1991). Herbart and Herbartianism: An Educational Ghost Story. McGill-Queen’s Press. Wu, D., & Yuan, Y. (2018). Online English Education for Chinese Rural Students: A Case Study of an Experimental Class. International Journal of Emerging Technologies in Learning, 13(5), 32-45.
Education for Sustainable Development 117 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Research on Designing an Instructional Model to Improve Reading Abilities of Technical Documents and Learning Attitudes for Vocational Students in Shenzhen Institute of Technology Fei Luo1, Jiraporn Chano1 ABSTRACT Education in China is divided into general education and Technical and Vocational Education (TVE), which have the same educational status. The future economy needs not only researchers and designers, but also a large number of application-oriented and skilled talents, who need to have the independent reading abilities of technical documents in their work. (a) How to improve the effectiveness of reading technical documents are very important to the college students, especially to the VTE students. (b) And improving the motivation with self- confidence is very important for them. Through statistical data, literature research and investigation, it is found that compared with students in ordinary colleges and universities, students in vocational colleges do not have anadvantage in cognitive skills, language skills, logical skills and speculative skills. They are betterat thinking in images, operating skills and application skills. The research questions are following: (i) what are the basic information and needs for the development of the instructional model? (ii) what are the characteristics of the instructional model? (iii) what are the affection of implementation of the instructional model? Therefore, it is necessary to develop an instructional model to: (a) enhance students’ positive learning attitudes (enthusiasm), and (b) improve the reading abilities of technical documents for TVE college students. The independent variable is a new instructional model, which is based on the theorie of (a) information processing approach, (b) a model of teaching, (c) Vygotsky ’ s theory, (d)motivation. The dependent variable are (a) reading abilities of technical documents, and (b) learning attitudes. The whole research is divided into 3 phases: contextual study, planning and construction innovation, implementation. The contextual study has 4 steps in 1) determination of field research, 2) planning, 3)literature review and 4) need analysis, which studies the basic information and needs for the development of an instructional model. Planning and construct Innovation has 4 steps in 1) formulating objectives, 2) identifying the content, 3) selecting learning experiences and theories, 4) designing a new instructional model, which develops the instructional model. Implementation has 8 steps in 1) organizing learning experiences, 2) designing activities, 3) designing experiments, 4) testing, 5) data collection, 6) data analysis, 7) revising the paradigm, 8) reporting, which studies the affection of implementation of the developed model. In the contextual study, the independent variables are (a) students’ views, (b) teachers’ views, and (c) social views, and the dependent variables are the students ’ problems on (a) reading abilities and (b)learning attitudes.The population are from 3 parts: (a) all vocational 1 Corresponding author. E-mail:[email protected], [email protected]
The 9th International Conference 118 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023
Education for Sustainable Development 119 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023
The 9th International Conference 120 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Development of an Innovation Center Model in Early Childhood Education, Education Faculty, Mahasarakham University (ICEEM) Srikunyarphat Rangsriborwornkul1, Ratchaneewan Tangpakdee2, Hemmin Thanapatmeemanee 3 Chaiyot Ruangsuwan4 ABSTRACT The objectives of this study were: 1) to survey the situations and problems in the operation of the Center of Excellence for Early Childhood Education (CEECE), Faculty of Education, Mahasarakham University; 2) to study the requirements for establishing ICEEM; 3) to develop a prototype of ICEEM; and 4) to study the opinions of experts on the ICEEM prototype. This research follows a research and development (R&D) approach, divided into three phases as follows: Phase 1: Study of basic data and needs assessment; Phase 2: Design and development of the ICEEM prototype; and Phase 3: Review of the ICEEM prototype. The study used purposive sampling, selecting 54 samples that included individuals involved in early childhood education and experts in early childhood education, educational innovation, and faculty executives. The research instruments used were questionnaires for the samples and an evaluation form to assess the suitability of the ICEEM prototype. Data analysis involved descriptive examination to determine percentages, frequencies, averages, and standard deviations. The results of the research are as follows: 1.Situations and problems in the operation of the Center of Excellence for Early Childhood Education (CEECE), Faculty of Education, Mahasarakham University: 1.1 The majority of respondents were female, aged between 18 and 25. Most respondents reported having used CEECE services more than 20 times. 1.2 The top three most common problems were lack of budget support, insufficient resources, and unfavorable space for use. 1.3 The problems encountered were divided into four areas: 1) Man, 2) Money, 3) Materials, and 4) Management. 2.Requirements for establishing ICEEM: 2.1 The most common requirements expressed by respondents were: having a place and environment conducive to learning; access to up-to-date information related to early childhood education; and the use of innovations in teaching and learning to develop the early childhood education profession. Other requirements included having a budget, hiring full-time staff, collecting foreign teaching data to improve early childhood teaching in Thailand, collaborating with a team, and finding research funds. 1 Corresponding author. [email protected] Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 2 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 3 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 4 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand
Education for Sustainable Development 121 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 2.2 The preferred location for ICEEM was the Faculty of Education, Wittayapattana Building Area. 2.3 Most respondents preferred ICEEM to operate during official hours. 2.4 Guidelines for ICEEM were divided into four areas: 1) developing innovative teaching and learning methods and using innovations in early childhood education, 2) supporting research and innovation in early childhood education, 3) collecting information on early childhood education to promote innovation, and 4) other services such as Q&A on early childhood topics, etc. 3. The ICEEM prototype consists of eight elements: 1) Philosophy, 2) Vision, 3) Mission, 4) Plan, 5) Objectives, 6) Organizational Structure, 7) Personnel Structure, and 8) Monitoring and Evaluation. 4. Expert opinions on the degree of suitability of the ICEEM prototype were very high, with an average rating of 4.44 and a standard deviation of 0.37. Keywords: Innovation Center, Early Childhood Education, ICEEM
The 9th International Conference 122 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 A Proposed Model for a Learning Space in the library of Anuban Uthumphonphisai School, under the Office of Sisaket Primary Education Service Area 2 Warangkana Sensom1, Ratchaneewan Tangpakdee2, Hemmin Thanapatmeemanee3, Chaiyot Ruangsuwan4 ABSTRACT This study was to propose a model for establishing a learning space for digital learners in the library of Anuban Uthumphonphisai School under the Office of Sisaket Primary Education Service Area 2 in Thailand. which were three sub-objectives 1) to study the problems and needs of establishing a learning space for digital learners in library 2) to develop prototype of a learning space model for digital learners in the library 3) to certify prototype of a learning space model for digital learners in the library. The 64 samples consisted of; administrators, department heads, representatives of teachers in each subject group, students and parents. The data analysis used the average ( ) and the standard deviation (S.D.) to explained. The results of the study revealed that: 1) In the opinions of samples on problems and needs in the development of a learning space model in 5 issues: (1) Learning space (2) Service (3) Information Resources (4) Facilities and (5) Reading promotion activities, The most important need was “facilities” which was in the highest level. 2) the six components of a learning space for digital learners in library of Anuban Uthumphonphisai School were (1) vision, (2) mission, (3) values, (4) structure, (5) learning space area, and (6) service. 3) Prototype of a learning space model for digital learners in the library of Anuban Uthumphonphisai School was reviewed and revised based on the suggestion of 5 experts. The certification of the model is Good, and the model can be used in the future. ( =3.85, S.D.=0.53) Keywords: Learning Space, Learning Center, Learning Center Management, School Library 1 Corresponding author. [email protected] Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 2 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 3 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 4 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand
Education for Sustainable Development 123 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 A Proposed Model for the Innovation and Educational Technology Center of Lamthamenchaipittayakom School in the Secondary Educational Service Area Office Nakhonratchasima Watcharaporn Saengtid1, Ratchaneewan Tangpakdee2, Hemmin Thanapatmeemanee3, Chaiyot Ruangsuwan4 ABSTRACT This study was to proposed model for establishing the Innovation and Educational Technology Center of Lamthamenchaipittayakom School in the Secondary Educational Service Area Office Nakhonratchasima, Thailand which were three sub-objectives 1) to study the states, problems, and needs of establishing a model for the Innovation and Educational Technology Center of Lamthamenchai pittayakom School 2) to design a prototype of the Innovation and Educational Technology Center of Lamthamenchaipittayakom School, 3) to certify a prototype of the Innovation and Educational Technology Center of Lamthamenchaipittayakom School. The 32 samples consisted of: the school administrator, teachers, students, the center personnel, and the volunteer students. Data analysis was exploitation described examination to explain the average ( ) and standard deviation (S.D.) The results of the study revealed that: 1) In the opinions of samples on states, problems, and needs in the development of the Innovation and Educational Technology Center of Lamthamenchaipittayakom School in two issues: The first issue was the use of technology and media in teaching and learning and the provision of media and equipment. The second issue was the needs, which can be categorized into four dimensions: information systems, media and equipment, personnel development, and budget. The level of importance of these needs is ranked in descending order, 2) The six components of the Innovation and Educational Technology Center of Lamthamenchaipittayakom School in the Secondary Educational Service Area Office Nakhon- ratchasima were: (1) Vision, mission, and objectives (2) Organization structure (3) Services, divided into three functions: (3.1) Media and innovation development (3.2) digital learning and learning support systems; and (3.3) academic and curriculum development. The overall rating is the high ( =3.50). When considering individual items, digital learning and learning support systems have the high demand ( = 3.67) at the high level, followed by media and innovation development ( =3.55) at the high level, and academic and curriculum development ( =3.27) at the moderate level. (4) Personnel; (5) Location; (6) Budgeting; (7) Monitoring and Evaluation, 3) The prototype of the Innovation and Educational Technology Center of Lamthamenchai pittayakom School in the Secondary Educational Service Area Office Nakhonratchasima was reviewed and revised based on the suggestions of five experts. Finally, the evaluations classified the model as very good and stated that the model would be able to be applied in the future. ( =4.74, S.D.=0.19) Keywords: Innovation Center, Learning Center, Learning Center Management 1Corresponding author. [email protected] Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 2 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 3 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 4 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand
The 9th International Conference 124 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Development of the Establishment of the Center for Innovation and Educational Technology Model, Graduate School of Mahasarakham University. Sarinya Kiangkhwa1, Hemmin Thanapatmeemanee2 Ratchaneewan Tangpakdee3, Chaiyot Ruangsuwan4 ABSTRACT The purposes of this study were to : (1) Study the condition and problems of necessity of the Graduate School of Educational Innovation and Technology, Mahasarakham University. (2) Development of the establishment of the Center for Innovation and Educational Technology model, Graduate School of Mahasarakham University. and (3) Accreditation of the Center for Innovation and Educational Technology model, Graduate School, Mahasarakham University. Conducted the research in 3 phases: Phase 1: Study the condition and problems of necessary needs. Phase 2: Development of the establishment of the Center for Innovation and Educational Technology model, Graduate School of Mahasarakham University. and Phase 3: Certification of the Center for Innovation and Educational Technology, Graduate School, Mahasarakham University. The population and sample consisted of staff, Mahasarakham University students, experts and experts. 109 people. Research instruments are questionnaires and in-depth interviews, basic statistical data analysis, and qualitative narratives. The results of the research were as follows: 1. The basic needs encountered can be divided into 3 aspects: information systems, media equipment, and networking, and the need for innovation centers and Educational technology can be divided into 5 areas as follows: Information systems, media and equipment, networking, human resource development and budgeting. 2. Creating a model of the Center for Innovation and Educational Technology, the Graduate School by synthesizing the principle of determining the composition of the Center for Educational Technology, Educational Standards, Education Development Plan Related Research Studies Educational Technology Centers of various domestic and international agencies Inquiries and interviews administrator Head of Office, staff, practitioners, lecturers, and graduate students, which consists of the following elements : 1) Vision, Mission, Objectives 2) Organizational Structure and Management Structure 3) Services 4) People and Position Framework 5) Location and 6) Budget 3. Certification of the suitability of the Center for Innovation and Educational Technology model 7 senior executives endorsed the Center for Innovation and Educational Technology. All aspects are at a very reasonable level. It can be used to set up a center for services to executives. faculty, staff, and graduate students. In conclusion, The main role of the center established to set up an information system to support the management of graduate education by One Stop Service modern to provide services in accordance with the direction of the MSU Smart Digital. To provide services and support by focusing on 3 areas of management: (1) administration, (2) academic and curric- ulum development, and (3) services. Based on the above information, it can be used to build
Education for Sustainable Development 125 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 the center efficiently and meet the specified objectives. Keywords: Innovation center, Learning Center, Learning Center Management, Innovation and Educational Technology Center
The 9th International Conference 126 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 A Proposed Model for the Sejong’s Teaching and Learning Innovation Center of Mahasarakham University Pimporn Polpim1, Ratchaneewan Tangpakdee2, Hemmin Thanapatmeemanee3, Chaiyot Ruangsuwan4 ABSTRACT The shift from traditional on-site teaching to online teaching in Korean Learning Center called Sejong institute has increased significantly, leading the issues to some continuous rotation and adaptation of teachers to start new teaching positions every two years at Sejong institute. However, some teachers are struggling to adjust, especially in terms of technological skills, which can hinder the smoothness of online teaching as intended. This study was to propose a model for establishing Sejong’s Teaching and Learning Innovation Center (Sejong TLIC) at Mahasarakham University which were three sub-objectives 1) to study the states, problems and needs of stakeholders who might be related to establishing Sejong’s Teaching and Learning Innovation Center (Sejong TLIC) at Mahasarakham University, 2) to develop a prototype of Sejong’s Teaching and Learning Innovation Center (Sejong TLIC) model, Mahasarakham University, 3) to certify a prototype of Sejong’s Teaching and Learning Innovation Center (TLIC) model, Mahasarakham University. The 35 samples consisted of; the institute manager, the institute teachers, the institute office worker, and the volunteer students. Data analysis was described by using the average () and standard deviation (S.D.) The result of the study revealed that; 1) the present issues found four most significant aspects revealed as follows; Korean Learning management on digital which teaching system and Online Exam [31.4%] was the most mentioned subject, support and development of Sejong’s personnel which showed that supporting the creation of new learning innovations in the institution [82.9%] shown the most mentioned subject, internal system management which online learning evaluation system [65.7%] revealed the furthermost mentioned significant subject, and networking alliance between Sejong institute which shown that promotes the creation of new networks in both public and private sectors [71.1%] revealed the furthermost mentioned significantly. 2) Prototype of Sejong’s Teaching and Learning Innovation Center (Sejong TLIC) Model conducted consists of seven components as follows (1) Vision, Mission, Goal (2) Organization structure (3) Services (4) Workforce (5) Location (6) Budgets (7) Monitoring and Evaluation. 3) Prototype of Sejong TLIC was reviewed and revised based on the suggestion of 5 experts. Finally, the evaluations classified the model as GOOD and stated that the model be able to be applied in the future. ( =3.85, S.D.=0.52) To reduce internal problems and improve teaching and learning of key skills, the Sejong TLIC model will, nevertheless, offer essential services in 4 categories as follows: Digital Learn- ing System (DLS), Personnel Support and Development (PSD), System Development (SD), and Partner Network Support (PNS). Keywords: Innovation center, Learning Center, Learning Center Management, Korean Institute 1 Corresponding author. [email protected] https://drive.google.com/drive/folders/1WgQykHNEiK5kZklDN4FUpKn72fYN99DG 2 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 3 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand 4 Department of Educational Technology and Communications, Faculty of Education, Mahasarakham University, Thailand
Education for Sustainable Development 127 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Tensions and Concerns Over the use of ChatGPT in Academic Writing Class: A Case Study in Indonesian Universities Gin Gin Gustine [email protected] ABSTRACT The use of artificial intelligence, such as ChatGPT, in the field of education has sparked endless debates among educators. While some educators believe it might threaten the roles of teachers in the classroom, some other believe that ChatGPT may also bring benefits for both students and teachers. This article aims to investigate the concerns from educators who teach academic writing in some Indonesian universities on the use of ChatGPT in their classes. Furthermore, students’ perspectives on the use of ChatGPT were also be explored. Questionnaires were distributed and a follow-up interview was conducted to answer the research questions. Both the questionnaires and the interview aim to identify strategies of how educators inte- grate ChatGPT into their lessons, their goals, and challenges. Findings indicate that educators believed that the integration of ChatGPT into their lesson may bring help students in brain- storming and generating ideas before prior to writing. However, some educators were afraid that students may cheat during examination. On the other hand, students considered ChatGPT as a helpful tool to help them paraphrase and understand a topic given in academic courses. Keywords: academic writing; artificial intelligence; ChatGPT
The 9th International Conference 128 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Student’s Graph Comprehension Ability in the Media Nguyen Thi Tan An1, Pham Thi Nga2, Huynh Tri Binh3, Nguyen Thi Lam Nguyen4 ABSTRACT The study was conducted with 50 students grade 11 in Hue city, Vietnam. To assess students’ graph comprehension ability in media, we designed a questionnaire that includes 4 different contextual situations taken from media, each situation consists of 4 items corresponding to 3 levels of Friel et al. (2001). Collected data includes students work. The results are analyzed qualitatively and quantitatively, focusing on the student’s graph comprehension ability. The results showed that most of the students could read values on various graph type correctly, but only about 1/2 of the students gave a suitable explanation. For ability to read and interpret trends on graphs, less than 1/2 of students gave clear or reasonable explanation, and for ability to critique, extrapolate or predict only about 1/5 of students gave a reasonable explanation. In addition, contextual knowledge also affects students’ ability to read out of data. Keywords: graph comprehension ability, graph in media, statistical literacy. Introduction The growing use of graphs in the media shows that graphs are intuitive in communicating their meaning (Ainley, 2000). In Vietnam, the Mathematics Curriculum (Vietnam Ministry of Education, 2006) spends very little time on statistical graphs, and the main goal of this content is that students can draw graphs based on given statistical data and read simple quantitative information from the graph. The curriculum introduces 3 types of graphs, including column graph, line graph and pie graph. In textbooks, tasks are mainly about extracting information and comparing values on individual graph types. The examples and exercises in the textbook are largely not based on real data. The importance of statistical literacy has been recognized in recent curriculum materials in many countries. Developing students’ ability to read and interpret graphs also contributes to achieving the goal of statistical literacy (Ben-Zvi et al., 2018). Nowadays, increasing media exposure has increased the extent to which people are exposed to quantitative information in the form of graphs, so the ability to read and interpret graphs is essential for every citizen to be able to make appropriate decisions. Engel (2017) believes that in order to participate in a 1 Hue University of Education, Hue University, Vietnam. E-mail: [email protected] 2 Chau Thanh High School, Baria, Vietnam. 3 Quynhon University, Vietnam. 4 Hue, Vietnam.
Education for Sustainable Development 129 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 democracy, people need to understand how to analyze data and make sense of it. Students also need to learn how statistics can help us understand important social issues. Engel (2017) argue that using real databases to teach statistics can motivate students and promote the ability to analyze data for a democratic society. This approach can also contribute to global literacy skills and align with concept of statistical literacy. Although much research has been done on students’ ability to work with graphs, more research is needed to focus on the deeper aspects of student understanding related to statistical graphs (Aoyama, 2007; Nicholson et al. 2018). The article focuses on answering the question: How is 11th grade student’s graph comprehension ability in the media demonstrated? What are the suggestions for teaching statistical graphs to promote statistical literacy of students in high schools? Theoretical framework Statistical literacy Statistical literacy is described as the ability to interpret, critically evaluate, and communicate statistical information and messages (Gal, 2002). In the current era of data digitization, the need for statistical literacy is necessary for all citizens in society (Watson, 2014). Statements and research reports using statistics frequently appear in the media and to be able properly interpret such reports we need to rely on statistical literacy rather than feelings and beliefs (Frost, 2013). Statistically illiterate citizens cannot distinguish between reliable and unreliable information, and therefore have difficulty in interpreting, evaluating, reflecting and making decisions about those messages (English & Watson, 2016). The importance of statistical literacy in everyday life and the workplace has led to calls for increased statistical literacy in school mathematics curricula. According to the National Council of Teachers of Mathematics (1989), statistical literacy is necessary for students to become smart consumers who can make important and informed decisions. Today, statistics literacy is a common goal of teaching statistics at all levels (Sharma, 2017). School-level statistical literacy includes the ability to understand and use the language and tools of statistical computing in a variety of contexts, and the ability to understand and evaluate statistical information scientifically, however researchers aim even further, which is the ability to use statistical literacy to make informed decisions in life (Gal, 2004). The ability to understand and interpret the information presented in graphs is one of the important elements of statistical literacy and this should be taken into account in teaching statistics at school (Kemp et al., 2010). Gal (2004) suggested that these important skills should be built as part of the statistical content of the school curriculum, contributing to develop critical thinking for students. Many research results show that although students can extract specific information from graphs, they are not able to interpret graphs in an informed manner. Graph and its structural components Graphs are tools for presenting data visually in ways that are easy to understand and analyze. According to Friel, Curcio and Bright (2001), the graph consists of 4 components and these components affect the students’ ability to read and understand graph: • The common frame of a graph is usually L-shaped, with a horizontal axis representing the measured data and a vertical axis providing information about the measurements. In addition, there are also other types of frames such as pie graph. • Images of a graph used to represent data values, such as points, lines, bars, pictures, etc.
The 9th International Conference 130 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 • Labels of a graph include titles, variables, parameters on axes, data on images. • The background of a graph is usually one color (white, black, blue…) but can also be an picture or drawing. The majority of graphs that appear in the media are used to convey information and summarize data. These representations are mainly line graphs, column graphs (or variations), pie graphs, and picture graphs. Graph Comprehension Ability A number of studies have focused on students’ knowledge of graphs, levels of understanding and difficulties students face when using graphs, for example Friel et al (2001), Wu (2004), Aoyama & Stephens (2003), Aoyama (2007). Among these studies, Friel et al. (2001) gave the definition of graph comprehension ability which is the ability to read, understand, interpret, look for relationship and extrapolate or interpolate from graphs. The graph comprehension ability can be developed gradually, through the construction and use of various types of graphs in problem contexts, which require a clear understanding of the data. To analyze the students’ graph comprehension ability, the researchers used various models to describe the levels. Students not only read statistical graphs, but also find new facts or make their own conjectures and hypotheses from these graphs. The model of Friel et al. (2001) is quite commonly used to rank the levels of graph comprehension ability and at the same time it can also be used as a theoretical framework for teachers to guide students in reading and understanding the graph. Four levels of the model include: Level 1 (Reading from data): focuses on extracting data from graphs; Level 2 (Reading between data): looks for relationships between data; Level 3 (Reading out of data): requires the ability to extrapolate / interpolate and identify relationships to make predictions or generalizations; Level 4: looks for possible causes of variation and relationships of variables in the data. Methods The researchers conducted a graph comprehension ability survey on 40 grade 11 students in Hue city, a province in the central part of Vietnam. These students volunteered to participate in the research. At the time of the study, these students had fully learned about the graph types in the program. In addition, Students at this age were selected for the survey because their gen- eral knowledge of society was better than in the lower grades. Table 1. Graph Type, Context, Image and Source of 4 Situations Situations 1 Situations 2 Situations 3 Situations 4 column graph column graph pie graph compound column Graph line graph line graph graph Type
Education for Sustainable Development 131 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Parameters • Budget for edu- Vietnam’s pop- businesses’ related to traffic cation ulation structure response to accidents by socio-eco- scenarios of the • Percentage of nomic region Covid-19 epidem- Context GDP spent on ic in 2020 education Image https://zh.infographics. https://fsppm.fulbright. https://www.vietdata.vn/ https://nhandan.vn/ vn/quy-i-nam-2021- edu.vn/cache/Chi- info-toan-canh-dan-so- nhan-dinh/can-tinh- gan-1-700-nguoi- tieu-cho-GD-o-VN- viet-nam-moi-nhat-2- phuong-an-giai-cuu- chet-vi-tai-nan-giao- -Do-Thien-Anh-Tu- vung-co-dan-ong-dong- neu-dich-benh-covid- thong/19641.vna hon-phu-nu1930133059 19-keo-dai-454250/?f- Source bclid=IwAR3d- VEqQ8AYVintL5m- suLNsuvxQB0P_jRuB- fBDBu4-w9jCJJck- Ti0MCdIsk To assess students’ graph comprehension ability in media, we designed a questionnaire consisting of 4 situations in which different contexts were taken from multiple media sources (see Table 1). Besides, the types of graphs used in the survey are quite diverse, including column graphs, compound column graphs, line graphs, pie graphs and there is a combination of many graph types / many groups of objects on one frame (situations 1 and 2). Each situation consists of 4 items corresponding to 3 levels of Friel et al. (2001): (i) Reading from data (level 1) – question 1; (ii) Reading between data (level 2) – questions 2 and 3; and (iii) Reading out of data (level 3)– question 4. An example of 4 items of situation 2 in the questionnaire can be found in figure 1. We do not assess level 4 on graph comprehension abili- ty because level 4 is quite difficult for students. Each question consists of 2 parts, students will first choose the appropriate option from the 4 given options and then have to explain the reason for their choice. Students will take a personal survey with a duration of 60 minutes. The questions in each situation are sorted by increasing difficulty. Question 1 (level 1) of each scenario asks students to read basic information from the graph, namely reading a certain value or comparing several values. Questions 2 and 3 (level 2) involve recognizing trends in the data. In question 4, students are asked to rate some statements based on the graph and make predictions about the context or phenomenon implied by the graph (level 3).
The 9th International Conference 132 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Figure 1. Situation 2 of the questionnaire Rubric to score each question in the questionnaire as follows: • 0 points: No choice / Choose the wrong option. • 1 point: Choose the correct option, but do not explain, or explain incomplete / unreasonable, not based on the graph. • 2 points: Choose the correct option, explain fully, reasonably, related to the graph, highly persuasive. • 3 points: (For level 3 questions) Choose the correct option, give appropriate explanation based on the graph, highly persuasive, demonstrate a broad understanding and complete knowledge of the context in question. Collected data includes students work. The results will be analyzed qualitatively and quantitatively, focusing on the student’s graph comprehension ability.
Education for Sustainable Development 133 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Results Ability to read values on various graph types The results of the level 1 questions are shown in the following graph (Graph 1): Graph 1. Students’ scores on questions of level 1 The majority of students (over 50%) achieved 2 points for items 1.1, 2.1 and 4.1. The maximum number of students receiving 0 points and 1 point is in item 3.1. In item 1.1, the number of students with 2 points is the highest (27 students, 67.5%). The given graph includes a column graph and two line graphs. Students need to identify which graph the information in the question corresponds to, specifically in this question it is the red line graph. Next, students need to read the number of traffic deaths corresponding to 2021 on that graph. There were 37/40 students who correctly read the information from the graph, but only 27 of them presented appropriate explanations. Similarly, for item 2.1, students should realize that the budget for education is the bar graph and value of each column is placed above that column. All students (40) are not confused between the two types of information on the graph, correctly read the data corresponding to the budget for education in Vietnam in 2010. However, only 25/40 students gave a suitable explanation. Item 4.1 is a compound column graph consisting of 4 groups of data, each group of data includes 4 responses of businesses: maintain, continue downsizing, suspend operations and go bankrupt. Students need to correctly identify the data group “the epidemic lasts until the end of December”, and read the data in the “bankruptcy” response column (red column). There are 14/40 students with 1 point and 26/40 students with 2 points.
The 9th International Conference 134 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Graph 2. Students’ scores on questions of level 2 For item 3.1, students have the lowest total score in the questions at level 1. This question asks about the units of the values given in the pie graph, but only 15 students answered correctly and gave appropriate explanations (2 points), 18 students chose the correct answer but did not explain (1 point), 7 students chose the wrong answer (0 points). Ability to read and interpret trends on graphs Scores of students’ answers to questions at level 2 (see graph 2) show that most students get 1 point (except for item 3.2), which means that students choose the correct option but they do not explain or the explanation is not clear or reasonable. For item 1.2 - comment on the trend of traffic accidents from 2017 to 2021 based on the column graph and item 3.3 - comment on the population uniformity in different socio-economic regions based on the pie graph, all students chose the correct answer, none of them get 0 points. In item 3.2, 25 students (62.5%) got the maximum score (2 points). However, there are still 6 students who do not recognize the population of which region is the highest from the pie graph even though the graph clearly shows the proportion of each region. That is, the students did not find a relationship between the ratio and the quantity on the pie graph. Nine students chose the correct answer but did not explain or explain briefly, lack of cohesion with the graph. Item 2.3 is a difficult question that requires students to consider simultaneously the trend of two factors: the percentage of GDP spent on education (blue line graph) and the budget for education of countries (orange bar graph). In which, the column graph is arranged in ascending order, and the line graph does not follow a rule, so it is impossible to conclude about the relationship between these two factors. For example, the US budget for education is very high $811.1 billion and the percentage of GDP spent on education is 5.5%, while in Japan it is $207.8 billion and 3.8% respectively, the UK is 149.9 billion and 6.7%. So, this question has the lowest number of students with 2 points (6 students) and the highest number of students with 0 points (14 students).
Education for Sustainable Development 135 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Graph 3. Students’ scores on questions of level 3 Table 2. Average score for each item, each level The ability to critique, extrapolate or predict The results of the level 3 questions are shown in graph 3. Most students get 1 point for level 3 questions, that is, choosing the correct option but not explaining it or explaining it inappropriately. The number of students who got 3 points on level 3 questions is not much, maximum is 4 students (item 3.4). Item 2.4 is also a difficult question for students. No student got the maximum score in item 2.4 and the number of students who chose the wrong answer was also the highest (22.5%). The reason is that the question involves factors that are not familiar to students such as the percentage of GDP spent on education, the budget for education of countries, which is confusing for students, so it is difficult for them to make extrapolated judgments. The highest number of students with 2 points was in item 4.4 (27.5%) because the context of this question is quite familiar, predicting difficulties of businesses when the Covid-19 epidemic situation lasts. However, the number of students explaining with full understanding of the problem is still small (7.5%). Student’s graph comprehension ability The following statistics table (Table 2) shows the average score achieved by students in graph comprehension ability at each item and each level. We found that as the difficulty level of the questions increased, the students’ scores decreased accordingly. In level 1, the lowest level, questions related to basic graph reading, where students only read a certain value or compare several values, student’s average score is 1.52 score (above average, since the maximum score is 2).
The 9th International Conference 136 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 At level 2, the questions are related to trends in the data, and the student’s average score is 1.26, which is lower than level 1 but still above average (since the maximum score is 2). Finally, level 3 questions ask students to evaluate statements based on the graph or make conjecture about the context implied by the graph, the student’s average is only 1.19 (below average, since maximum score is 3). Conclusion The results of this study showed that students are able to distinguish different elements on the graph when there are many types of graphs or groups of data combined in the same frame. From there, students identify the correct object to read data, compare data of the same object as well as recognize the trend of data on the graph. However, if students lack contextual knowledge, they will have difficulty reading out of data in unfamiliar situations. Therefore, when teaching graphs, teachers should use situations with contexts that students are familiar with and interested in, which can help them develop their ability to read and interpret the data in the graph, from which they applicable in new contexts. Although, students only learn to read and interpret simple graphs at school, but when encountering complex graphs, combining many types of graphs or data in the same frame, students can still separate them to get relevant information as well as to recognize relationships or trends of data objects. This result may not only be the result of teaching statistics at school but also can be the product of cognitive development, learning other subjects and daily experience. The research also show that the tasks at level 3 are quite difficult for students, so besides the tasks at level 1 and 2, teachers / programs need to add learning tasks to promote qualitative interpretation of information presented graphically. References Ainley, J. (2000). Constructing purposeful mathematical activity in primary classrooms. In C. Tikly and A. Wolf (eds.), The Maths We Need Now: Demands, Deficits and Remedies. University of London, London, 138-153. Aoyama, K., & Stephens, M. (2003). Graph interpretation aspects of statistical literacy: A Japanese perspective. Mathematics Education Research Journal, 15(3), 207-225. Aoyama, K. (2007). Investigating a hierarchy of students’ interpretations of graphs. International Electronic Journal of Mathematics Education, 2(3), 298-318. Ben-Zvi, D., Gravemeijer, K., & Ainley, J. (2018a). Design of statistics learning environments. In D. Benzvi et al. (Eds.), International handbook of research in statistics education (pp. 473-502). Springer. Engel, J. (2017). Statistical literacy for active citizenship: A call for data science education. Statistics Education Research Journal, 16(1), 44–49.English, L., & Watson, J. (2016). Making decisions with data: Are we environmentally friendly? Australian Primary Mathematics Curriculum, 21(2), 3–7. Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32, 124-158. Frost, J. (2013). Why statistics is important. The World of Statistics. Retrieved from http:// www.worldofstatistics.org/2013/03/04/why-statistics-is-important/ Gal, I. (2002). Adults’ statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70, 1–25.
Education for Sustainable Development 137 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Gal, I. (2004). Statistical literacy: Meanings, components, responsibilities. In J. B. Garfield & D. Ben-Zvi (Eds.), The challenge of developing statistical literacy, reasoning and thinking (pp. 47–78). Dordrecht: Kluwer. Kemp, M., & Kissane, B. (2010). A five step framework for interpreting tables and graphs in their contexts. In C. Reading (Ed.), Data and context in statistics education: Towards an evidence-based society. Proceedings of the Eighth International Conference on Teaching Statistics (ICOTS8, July, 2010), Ljubljana, Slovenia. Voorburg, The Netherlands: International Statistical Institute. Sharma, S. (2017). Definitions and models of statistical literacy: a literature review. Open Review of Educational Research, 4(1), 118-133. National Council of Teachers of Mathematics (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: NCTM. Nicholson, J., Gal, I., & Ridgway, J. (2018). Understanding civic statistics: A conceptual framework and its educational applications. A product of the ProCivicStat Project. Retrieved August 30, 2021 from: http://IASE-web.org/ISLP/PCS Vietnam Ministry of Education and Training (2006). School Mathematics Curriculum. Hanoi, Vietnam. Watson, J. (2014). Curriculum expectations for teaching science and statistics. In K. Makar, B. de Sousa, & R. Gould (Eds.), Proceedings of the International Conference on Teaching Statistics. Flagstaff, AZ. Wu, Y. (2004, July). Singapore secondary school students’ understanding of statistical graphs. Paper presented at the Tenth International Congress on Mathematics Education (ICME-10), Copenhagen, Denmark.
The 9th International Conference 138 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Learning Management by Using Project-Based Learning in Innovation and Entrepreneurship Courses to Develop Learning Achievement for Undergraduate Third-Year Students Ting Zeng1, Saiphin Siharak*2, Sutthiporn Boonsong3 ABSTRACT The purposes of this research were to: 1) compare learning achievement in innovation and entrepreneurship courses of undergraduate students before and after learning by using project-based learning, 2) compare learning achievement in innovation and entrepreneurship courses of undergraduate students before and after learning by using the traditional method, and 3) compare learning achievement in innovation and entrepreneurship courses of undergraduate students between students who learned by using project-based learning and students who learned by using the traditional method. The research design was a quasi-experimental research methodology. The samples of the research were 60 undergraduate third-year students in the second semester of the 2022 academic year at Sichuan University of Science and Engineering, China. Two classes of students were randomized by cluster sampling technique. The research instruments were project-based learning lesson plans, traditional lesson plans, and learning achievement tests. The data were analyzed with mean, standard deviation, and t-test. The research results showed that 1) Learning achievement in innovation and entrepreneurship courses of undergraduate students after learning by using project-based learning was significantly higher than before learning management at the .05 level,2) Learning achievement in innovation and entrepreneurship courses of undergraduate students after learning by using the traditional method was significantly higher than before learning management at the .05 level, and 3) Learning achievement in innovation and entrepreneurship courses of undergraduate students after learning by using project-based learning was significantly higher than students learning management by using traditional methods at the .05 level. Keywords: project-based learning, entrepreneurship, innovation, learning achievement *Corresponding author. E-mail [email protected] 1 Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, [email protected] 2 Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi. E-mail [email protected] 3 Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi. E-mail [email protected]
Education for Sustainable Development 139 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023
The 9th International Conference 140 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 A Synthesis of Researches on Diagnostic Test Development Piyawan Prapipek 1 Tatsirin Sawangboon 2 ABSTRACT This research aimed to synthesize knowledge on the development of diagnostic tests. There were 45 research papers that were synthesized. The selected research papers had the condition that they must be studies related to the development of diagnostic testing. The tool utilized was a data collection form, and the data analysis employed content analysis. The results showed that the development of diagnostic tests involves three steps. Step 1 explores learning deficiencies by creating a subjective test that examines the reasoning process and collects incorrect answers and deficiencies in each problem-solving step. Step 2 involves creating a multiple-choice test with four options. The questions are designed based on the flaws identified in step 1, gathered from the students’ incorrect answers and deficiencies in each problem- solving step. These questions serve as a decoy test to diagnose the learning deficiencies in the students’ answers. Furthermore, step 3 of the process involves assessing the quality of the diagnostic test using item difficulty, item discrimination, validity, and reliability. Keywords: diagnostic test, research synthesis, test development 1 Mahasarakham University 2 Corresponding author. E-mail [email protected]
Education for Sustainable Development 141 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Educational Achievement, Unequal Opportunity for Thai Children and Government Interventions to Narrow the Gap: Evidence from O-NET scores Direk Patmasiriwat1, Meechai Orsuwan2, Pawinee Stargel3, Suwimon Hengpatana4 ABSTRACT The ONET test has been widely used to measure the knowledge and skills that students are learning in school, and a million of Thai children has put a huge effort to take this standardized test every year to prove their academic ability. Because the test score is one of standardized indicators for school performance, thousands of schools and teachers try their best to train their students to master the test to enhance the school’s reputation. Nevertheless, when using such test scores as a proxy for school quality, unequal school quality has long been the subject of public concern. There has been a call for government interventions to narrow the gap. The establishment of the Equitable Education Fund (EEF) in BE2561 is seen as a vital tool for the government to narrow the gap between rich and poor students. This research is set for two objectives. First, using the 2021 O-NET results of Grade 6, this research performs a comparative statistical analysis and regression analysis on ONET test scores by school, province, region and government agency. Second, this research discusses the role of EEF in closing educational inequality and what is expected to come from the Thai government to promote equity and ensure poor students have the resources they need. There are two main findings. First, our regression analysis finds that the ONET test scores vary by school location, size and agency. Second, we recommend EFF to provide scholarships for teachers in remote areas. Long-term scholarships should be awarded the underprivileged to increase access to quality teachers and expand participation in education. Keywords: Educational Inequality, ONET, Government Interventions 1The National Institute of Development Administration (NIDA) 2 Kasetsart Universiyt 3 Naresuan University 4 Srinakharinwirot University *Corresponding author. E-mail [email protected]
The 9th International Conference 142 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 High School Teachers’ Challenges and Needs for Implementing Online Self-Assessment Tools in the Post-Pandemic Era in Vietnam Tran Thi Ngoc Anh1, Le Thi Khanh Tung ABSTRACT The COVID-19 pandemic has necessitated the adoption of online self-assessment tools in education. However, challenges remain in implementing these tools in high school teaching. The study aimed to identify challenges and needs faced by high school teachers in Vietnam regarding online self-assessment tools. A survey of 196 high school teachers in Vietnam was conducted to assess their awareness and knowledge of online self-assessment tools and their challenges and needs in adopting these tools in their teaching. Descriptive statistics were used to analyze the survey data. Limited awareness and knowledge about online self-assessment tools, along with limited training opportunities, were significant challenges faced by high school teachers in Vietnam. Concerns about the validity and reliability of online self-assessment tools, technology access, and infrastructure limitations were identified as barriers to effective implementation. Strategies were proposed to support high school teachers in effectively implementing online self-assessment, including training, technology access and infrastructure, and best practices for implementation. The findings provide practical implications for education practitioners in Vietnam and contribute to the field of educational research on the challenges and opportunities of implementing online self-assessment in high school teaching during the post-pandemic era. Keywords: challenge, opportunity, online self-assessment, post-pandemic era, teacher. 1 Corresponding author. E-mail: [email protected] University of Education, Hue University, Vietnam
Education for Sustainable Development 143 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Introduction The COVID-19 pandemic has dramatically altered the landscape of education, leading to the widespread adoption of online learning tools and platforms. As a result, online self- assessment has become an increasingly important tool for educators to track student learning progress and adjust their teaching strategies in the post-pandemic period (Rapanta et al., 2021). However, the effective implementation of online self-assessment requires a high level of awareness and knowledge about the available tools and platforms, as well as the skills and ex- pertise to use these tools effectively (Tomczyk et al., 2020). In this context, this study aims to assess the awareness and knowledge of high school teachers in Vietnam regarding online self- assessment tools, as well as the challenges and needs they face in adopting these tools in their teaching. Specifically, this study seeks to answer the following research questions: 1. What is the level of awareness and knowledge of high school teachers in Vietnam regarding online self-assessment tools? 2. What are the primary challenges faced by high school teachers in Vietnam in adopting online self-assessment tools in their teaching? 3. What are the needs of high school teachers in Vietnam for support in adopting online self-assessment tools in their teaching? To answer these questions, a survey was conducted among 196 high school teachers in Vietnam, and the results revealed that the lack of awareness and knowledge about online self- assessment tools and limited training opportunities were the primary challenges faced by high school teachers in Vietnam. Additionally, concerns about the validity and reliability of online self-assessment tools and technology access and infrastructure limitations were also identified as significant barriers to effective implementation. The survey results also revealed that high school teachers in Vietnam expressed a strong need for support in adopting online self-assessment tools in their teaching, particularly in areas such as understanding the features and functionality of different tools, integrating self-assessment into their teaching practices, and interpreting and utilizing data generated from self-assessment. The findings of this study have practical implications for education practitioners in Vietnam and beyond, as they provide a roadmap for effectively implementing online self- assessment in high school teaching in the post-pandemic era. Additionally, this research contributes to the field of educational research by providing empirical evidence on the challenges and opportunities of implementing online self-assessment in high school teaching. Literature review The purpose of this literature review is to examine the literature on online self-assessment tools in education and to discuss the challenges and opportunities of implementing these tools in high school teaching. This review will also provide a critical analysis of previous studies on this topic and summarize the main findings to support the study’s purpose of assessing high school teachers’ awareness and knowledge of online self-assessment tools and identifying the challenges and needs they face in adopting these tools in their teaching.
The 9th International Conference 144 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Online self-assessment tools have gained increasing attention in recent years as a means of improving students’ learning outcomes and facilitating teachers’ assessment and evaluation processes (Ćukušić et al., 2014). The use of these tools enables students to monitor their progress and identify areas that need improvement, which promotes self-regulated learning and enhances their motivation and engagement (Wong & Wong, 2021). Moreover, online self-assessment tools provide teachers with immediate feedback on students’ performance, allowing them to adjust their teaching strategies and provide targeted support and guidance to individual students (Caena & Redecker, 2019). Despite the potential benefits of online self-assessment tools, their implementation in high school teaching has been challenging. One of the primary challenges is the lack of teacher awareness and knowledge of online self-assessment tools, which can hinder their effective adoption in teaching (Kim et al., 2020). This challenge is particularly significant in contexts where teacher training and professional development opportunities for online self-assessment are limited. Studies have identified several barriers, such as limited access to technology and infrastructure, lack of awareness and training among teachers, concerns about the validity and reliability of the tools, and difficulties in interpreting and utilizing the data generated from the tools (Baticulon et al., 2021; Christensen & Knezek, 2017). In addition, some studies have found that teachers’ attitudes and beliefs about assessment and their perceptions of the benefits and limitations of online self-assessment tools can also affect their adoption and use of these tools (Canals & Al-Rawashdeh, 2019; Giske et al., 2023). Another challenge is related to the validity and reliability of online self-assessment tools, as some studies have suggested that these tools may not be as accurate as traditional forms of assessment (Mohamed Jamrus & Razali, 2019; Seifert & Feliks, 2019). In addition to these challenges, technology access and infrastructure limitations can also pose significant barriers to the implementation of online self-assessment in high school teaching, particularly in low-resource contexts (Rashid, 2019; Ravi et al., 2021). Moreover, the effective integration of online self-assessment into teaching practices can also be challenging for teachers, as it requires a shift in their pedagogical approaches and a redefinition of their roles in the teaching process (Zhang, 2020). Online self-assessment tools have the potential to enhance student learning and support formative assessment practices in high school teaching. However, the effective implementation of these tools requires addressing the challenges related to teacher awareness and knowledge, validity and reliability, technology access and infrastructure, and pedagogical integration. Therefore, this study seeks to contribute to the existing literature by examining the awareness and knowledge of high school teachers in Vietnam regarding online self-assessment tools, identifying the challenges and needs they face in adopting these tools, and proposing strategies to support their effective implementation. Methodology This study utilized a quantitative research design with a survey method to assess the awareness and knowledge of high school teachers regarding online self-assessment tools and to identify the challenges and needs they face in adopting these tools in their teaching. The survey was conducted in a cross-sectional manner, where data was collected at a single point in time. The participants in this study were high school teachers from various provinces in Vietnam. A total of 196 teachers were recruited using convenience sampling methods. Inclusion criteria for the study were: (1) currently employed as a high school teacher in Vietnam, (2) willing to participate in the study.
Education for Sustainable Development 145 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The data collection instrument used in this study was a self-administered questionnaire. The questionnaire was developed based on a comprehensive review of the literature on online self-assessment tools in education and previous studies on the challenges and opportunities of implementing online self-assessment in high school teaching. The questionnaire consisted of three sections: (A) demographic information, (B) awareness and knowledge of online self- assessment tools, and (C) challenges and needs in adopting online self-assessment tools in teaching. Section A collected demographic data such as age, gender, teaching experience, and subject taught. Section B included questions about teachers’ awareness and knowledge of online self-assessment tools, such as familiarity with different types of tools, frequency of use, perceived benefits, and attitudes towards using these tools in teaching. Section C collected information on teachers’ challenges and needs for support in adopting online self-assessment tools, such as preferences for types of support (e.g. training, resources, technical assistance), barriers they have encountered, and any suggestions they have for improving support for teachers. The questionnaire was pretested on a small group of high school teachers to ensure its validity and reliability. The reliability of the questionnaire was assessed using Cronbach’s alpha coefficient, which was found to be 0.85, indicating good internal consistency. The data collected from the survey were analyzed using descriptive statistics. Descriptive statistics were used to summarize the demographic characteristics of the sample, as well as the awareness and knowledge of online self-assessment tools, and the challenges and needs of high school teachers in adopting these tools in their teaching. Before completing the survey, all participants provided their consent and volunteered to participate. They were informed that their responses would be kept anonymous and collected and stored the data securely. Results The research conducted among 196 high school teachers in Vietnam revealed several significant findings related to online self-assessment tools. Descriptive statistics were used to summarize the demographic characteristics of the sample, as well as the awareness and knowledge of online self-assessment tools, and the challenges and needs of high school teachers in adopting these tools in their teaching. Table 1 shows the frequency and percentage distribution of respondents based on their level of awareness of online self-assessment tools. Out of the total sample of 196 high school teachers in Vietnam who participated in the study, 87.7% reported being aware of online self- assessment tools. The majority of respondents reported having basic to intermediate knowledge of online self-assessment tools, with 37.2% having basic knowledge and 45.5% having intermediate knowledge. Only 5.1% of respondents reported having advanced knowledge of online self-assessment tools. In terms of frequency of use, 14.8% of respondents reported never using online self- assessment tools, while 30.6% reported rarely using them. 41.3% reported using them sometimes, 9.2% reported using them often, and 4.1% reported using them very often. Table 2 shows the frequency and percentage distribution of respondents based on their frequency of use of online self-assessment tools. To further investigate the level of knowledge of high school teachers in Vietnam regarding online self-assessment tools, a reliability analysis was conducted on the items related to knowledge in the questionnaire. The results showed that the items had a Cronbach’s alpha of 0.85, indicating high internal consistency among the items.
The 9th International Conference 146 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Overall, these results suggest that while a majority of high school teachers in Vietnam are aware of online self-assessment tools, their knowledge of the tools is mostly at a basic to intermediate level, and many do not use them frequently in their teaching practices. Table 3 presents the primary challenges faced by high school teachers in Vietnam in adopting online self-assessment tools in their teaching. The results show that the top three challenges identified by the respondents were “lack of technical skills and knowledge” (30%), “lack of time” (25%), and “lack of resources” (20%). Other challenges identified by the respondents include “limited access to technology” (15%) and “resistance to change” (10%). These results suggest that high school teachers in Vietnam face significant challenges in adopting online self-assessment tools in their teaching, particularly in terms of technical skills and knowledge, as well as time and resource constraints. The findings highlight the need for professional development opportunities and support for teachers to enhance their technical skills and knowledge in using online self-assessment tools, as well as the need for adequate time and resources to facilitate the integration of these tools in their teaching. Table 4 presents the concerns about the validity and reliability of online self-assessment tools, technology access, and infrastructure limitations as barriers to effective implementation. The results show that 50% of the respondents identified concerns about the validity and reliability of online self-assessment tools as a barrier to effective implementation, while 30% identified technology access and 20% identified infrastructure limitations as barriers. These results suggest that concerns about the validity and reliability of online self- assessment tools are a major barrier to effective implementation among high school teachers in Vietnam. This finding highlights the need for greater attention to the development and evaluation of online self-assessment tools to ensure their reliability and validity in educational contexts. Additionally, technology access and infrastructure limitations were also identified as important barriers to effective implementation, emphasizing the need for adequate technological resources and support to facilitate the integration of online self-assessment tools in teaching. To answer the research question regarding the needs of high school teachers in Vietnam for support in adopting online self-assessment tools, the questionnaire data was analyzed using SPSS. The results are presented below. First, the respondents were asked to rate their level of agreement with a series of statements related to their needs for support in adopting online self-assessment tools. The mean scores for each statement are presented in Table 5. The highest mean score was for the statement “I need more training on how to use online tools”, indicating that the respondents felt that additional training would be valuable in helping them adopt online self-assessment tools. This was followed closely by the statement “I need more information about the benefits of online self-assessment tools”. The respondents also indicated that they would benefit from technical support, more time to learn and implement the tools, and better access to technology and infrastructure. To further explore the needs of high school teachers in Vietnam for support in adopting online self-assessment tools, the respondents were asked to rank a series of possible types of support in order of preference. The results are presented in Table 6. The most preferred type of support was training workshops, with 42.5% of respondents ranking this as their 1st preference. Access to online tutorials and manuals was the 2nd most preferred type of support, followed by on-site technical support. Online technical support and financial support to purchase technology and equipment were ranked as the least preferred types of support.
Education for Sustainable Development 147 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The results suggest that high school teachers in Vietnam would benefit from additional training and information about the benefits of online self-assessment tools, as well as technical support, more time to learn and implement the tools, and better access to technology and infrastructure. The most preferred types of support were training workshops and access to online tutorials and manuals. Table 1 Level of Awareness of Online Self-Assessment Tools Level of Awareness Frequency Percentage Not aware 24 12.3% Basic 73 37.2% Intermediate 89 45.4% Advanced 10 5.1% Total 196 100.0% Table 2 Frequency of Use of Online Self-Assessment Tools Frequency of Use Frequency Percentage Never 29 14.8% Rarely 60 30.6% Sometimes 81 41.3% Often 18 9.2% Very often 8 4.1% Total 196 100.0% Table 3 Primary Challenges in Adopting Online Self-Assessment Tools Primary Challenges Frequency Percentage Lack of technical skills and knowledge 61 31.1% Lack of time 49 25.0% Lack of resources 38 19.4% Limited access to technology 30 15.3% Resistance to change 18 9.2% Total 196 100.0% Table 4 Concerns about Validity and Reliability, Technology Access, and Infrastructure Limita- tions as Barriers to Effective Implementation Barriers Fre- Percentage Validity and reliability of online self-assessment tools 101 51.5% Technology access 58 29.6% Infrastructure limitations 37 18.9% Total 196 100.0%
The 9th International Conference 148 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Table 5 Mean scores for statements related to needs for support in adopting online self-assessment tools Statement Mean score 4.23 I need more training on how to use online tools 4.05 I need more information about the benefits of online self-as- sessment tools 3.79 I need technical support to use online self-assessment tools 3.64 effectively 3.42 I need more time to learn and implement online self-assess- ment tools I need access to better technology and infrastructure Table 6 Ranking of types of support for adopting online self-assessment tools Type of support Percentage of respondents ranking Training workshops as 1st preference Access to online tutorials and manuals 42.5% On-site technical support 28.5% Online technical support 18.5% Financial support to purchase technology and equipment 7.5% 3.0% Discussions The study found that high school teachers in Vietnam encounter challenges when using online self-assessment tools. These challenges include lack of awareness and knowledge, limited training opportunities, concerns about tool validity and reliability, and technology access limitations (Ibabe & Jauregizar, 2010; Seifert & Feliks, 2019). These findings are consistent with previous research in the field of educational technology, which has also highlighted the challenges of implementing new technologies in educational settings. Despite these challenges, high school teachers in Vietnam expressed a strong need for support in adopting online self-assessment tools in their teaching, particularly in areas such as understanding the features and functionality of different tools, integrating self-assessment into their teaching practices, and interpreting and utilizing data generated from self-assessment. How teachers accept and use new technology is explained by the Technology Acceptance Model (Marangunić & Granić, 2015). Teachers’ perspectives on usefulness and easiness are important. These views have an impact on acceptance and execution. Therefore, it is important to provide training and professional development opportunities to enhance teachers’ awareness, knowledge, and perceived usefulness of online self-assessment tools. To address these challenges, strategies should be proposed to support high school teachers in effectively implementing online self-assessment. Firstly, training and professional development should be provided to teachers to increase their awareness and knowledge of online self- assessment tools. This is consistent with the emphasis on perceived utility and perceived ease of use in the Technology Acceptance Model. Secondly, technology access and infrastructure should be improved to ensure teachers have access to the necessary resources to implement online self-assessment in their teaching. These infrastructural upgrades are critical, as previously demonstrated by Aduwa-Ogiegbaen (2009) and Solar et al. (2013). Lastly, best practices for
Education for Sustainable Development 149 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 effective implementation should be developed and shared among teachers to promote consistent and successful use of online self-assessment. This study highlights the importance of online self-assessment tools in the post-pandemic era and the need to support high school teachers in effectively implementing these tools in their teaching. The findings of this study provide valuable insights for education practitioners in Vietnam and beyond, and recommendations for strategies to support effective implementation can guide future efforts in this area. Furthermore, this study contributes to the field of educational research by providing empirical evidence on the challenges and opportunities of implementing online self-assessment in high school teaching, which can inform future research on the effectiveness and impact of these tools in educational settings. However, it is important to acknowledge the limitations of this study. Firstly, the study was limited to high school teachers in Vietnam, and the findings may not be generalizable to other contexts. Additionally, the study relied on self-reported data, which may be subject to response bias. Further research is needed to explore the effectiveness and impact of online self-assessment tools in a broader range of educational settings and to address these limitations. Conclusions The findings of this study provide practical implications for education practitioners in Vietnam and beyond. Specifically, the study highlights the importance of providing adequate training and support to teachers to overcome the challenges associated with the adoption of online self-assessment tools. Moreover, the results of this study contribute to the field of educational research by providing empirical evidence on the challenges and opportunities of implementing online self-assessment in high school teaching during the new normal post-pandemic era. In light of the COVID-19 pandemic and the resulting shift to online learning, this study offers valuable insights into the use of online self-assessment tools as a means of tracking student progress and improving teaching strategies. The results of this study could inform policy and practice by providing guidance on how to support teachers in effectively implementing online self-assessment tools in their teaching. Additionally, this research could serve as a foundation for future studies on the effectiveness and impact of online self-assessment in high school teaching in Vietnam and other similar contexts. References Aduwa-Ogiegbaen, S. E. (2009). Nigerian inservice teachers’ self-assessment in core technology competences and their professional development needs in ICT. Journal of Computing in Teacher Education, 26(1), 17-28. Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. Medical Science Educator, 31(2). https://doi.org/10.1007/s40670-021-01231-z Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3). https://doi.org/10.1111/ejed.12345 Canals, L., & Al-Rawashdeh, A. (2019). Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan.
The 9th International Conference 150 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Computer Assisted Language Learning, 32(7). https://doi.org/10.1080/09588221.2018.15 31033 Christensen, R., & Knezek, G. (2017). Validating the Technology Proficiency Self-Assessment Questionnaire for 21st Century Learning (TPSA C-21). Journal of Digital Learning in Teacher Education, 33(1). https://doi.org/10.1080/21532974.2016.1242391 Ćukušić, M., Garača, Ž., & Jadrić, M. (2014). Online self-assessment and students’ success in higher education institutions. Computers and Education, 72. https://doi.org/10.1016/j. compedu.2013.10.018 Giske, T., Schep-Akkerman, A., Bø, B., Cone, P. H., Moene Kuven, B., Mcsherry, W., Owusu, B., Ueland, V., Lassche-Scheffer, J., van Leeuwen, R., & Ross, L. (2023). Developing and testing the EPICC Spiritual Care Competency Self-Assessment Tool for student nurses and midwives. Journal of Clinical Nursing, 32(7–8). https://doi.org/10.1111/jocn.16261 Kim, D., Lee, Y., Leite, W. L., & Huggins-Manley, A. C. (2020). Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform. Computers and Education, 156. https://doi.org/10.1016/j.compedu. 2020.103961 Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59, 243-258. https://doi.org/10.1007/s10734-009-9245-6 Marangunić, N., & Granić, A. (2015). Technology acceptance model: a literature review from 1986 to 2013. Universal access in the information society, 14, 81-95. Mohamed Jamrus, M. H., & Razali, A. B. (2019). Using Self-Assessment as a Tool for English Language Learning. English Language Teaching, 12(11). https://doi.org/10.5539/elt. v12n11p64 Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigital Science and Education, 3(3). https://doi.org/10.1007/s42438-021-00249-1 Rashid, L. (2019). Entrepreneurship education and sustainable development goals: A literature review and a closer look at fragile states and technology-enabled approaches. In Sustainability (Switzerland) (Vol. 11, Issue 19). https://doi.org/10.3390/su11195343 Ravi, P., Ismail, A., & Kumar, N. (2021). The Pandemic Shift to Remote Learning under Resource Constraints. Proceedings of the ACM on Human-Computer Interaction, 5(CSCW2). https:// doi.org/10.1145/3476055 Seifert, T., & Feliks, O. (2019). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169-185. https://doi.org/10.1080/02602938.2018.1487023 Solar, M., Sabattin, J., & Parada, V. (2013). A maturity model for assessing the use of ICT in school education. Journal of Educational Technology & Society, 16(1), 206-218. Tomczyk, Ł., Potyrała, K., Włoch, A., Wnęk-Gozdek, J., & Demeshkant, N. (2020). Evaluation of the functionality of a new e-learning platform vs. Previous experiences in e-learning and the self-assessment of own digital literacy. Sustainability (Switzerland), 12(23). https://doi. org/10.3390/su122310219 Wong, I. H. M., & Wong, T. T. Y. (2021). Exploring the relationship between intellectual humil- ity and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback. Learning and Individual Differences, 88. https://doi.org/10.1016/j.lindif.2021.102012 Zhang, C. (2020). From Face-to-Face to Screen-to-Screen: CFL Teachers’ Beliefs about Digital Teaching Competence during the Pandemic. International Journal of Chinese Language Teaching, 1(1), 35–52. https://doi.org/10.46451/ijclt.2020.06.03
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