Education for Sustainable Development 51 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Small Group Storytelling and First-Grade Students’ Emotional Well-being: a Qualitative Study Ran Wang1 ABSTRACT This study examined the impact of a small group storytelling activity on the emotional well-being of first-grade students. It employed a qualitative research design, including interviews with one school librarian, three parent volunteers, and observations of 25 first graders’ engagement during the storytelling session. Thematic analysis was utilized to identify patterns and themes in the data and interpret what potential benefits those students can receive from engaging in a small group storytelling activity; what positive effects small group storytelling brings compared to the traditional one. Findings revealed that the small group storytelling activity facilitated students’ expression, engagement, and interaction; it contributed to their emotional well-being and sense of belonging. Students reported increased emotional awareness, improved emotional regulation skills, and a greater connection with peers and storytellers. These findings highlighted the positive effects of small group storytelling on first-grade students’ emotional well-being and suggested the importance of incorporating such activities in educational settings to promote students’ socio-emotional development. Keywords: small group storytelling, emotional well-being, qualitative study 1 Faculty of Education, Mahasarakham University, Thailand E-mail: [email protected]
The 9th International Conference 52 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Research on the Reconstruction of Curriculum System Framework in Chinese Vocational Colleges Under the Background of New Engineering — A Case Study of Elevator Engineering Technology Lizhi Tao1, Prasert Ruannakarn2 ABSTRACT Abstract: With the continuous progress of science and technology, there is an increasing demand for engineering expertise. Traditional engineering education no longer satisfies the requirements of new engineering fields. To adapt to the changing times and assist vocational colleges in transitioning from simple skill training to comprehensive quality cultivation, this study focuses on the elevator engineering and technology major in Chinese vocational colleges. By applying Taylor’s theory, conducting interviews with industry experts and analyzing job demands, this paper utilizes grounded theory to internally and logically analyze job content and reconstruct the Curriculum system framework within the context of new engineering. The research expounds the essential elements of a vocational college curriculum system framework and the different levels of curriculum. Furthermore, this study enriches the theory of curriculum system framework construction and provides a deeper understanding of the pathway for reconstructing Curriculum system framework in the era of new engineering. Ultimately, the findings help Chinese vocational colleges overcome challenges in restructuring their curriculum system framework. The new curriculum system framework emphasizes the inclusion of information technology, innovation and entrepreneurship, and social responsibility, thereby enhancing the overall competence of students. Keywords: new engineering; Vocational colleges and universities; Elevator engineering technology; Curriculum system; Comprehensive quality 1 Corresponding author. Lizhi Tao，Faculty of Education，Mahasarakham University, Khamriang Sub-District, Kantarawichai District, Mahasarakham 44150 Thailand. [email protected] 2Prasert Ruannakarn，Department of Educational Research and Development Mahasarakham University Mahasarakham 44150 Thailand. Email：[email protected]
Education for Sustainable Development 53 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The Development of Learning Activities to Enhance English Writing Abilityfor Students of MSU Demonstration School Tanadon Damkam1 Jiraporn Chano2 ABSTRACT The purposes of this study were 1) to design and develop the learning activities applied with concept of the professional learning community (PLC) and 2) to assess English writing abilityof Thai EFL students who participated in the study. The participants in this study consisted 30 ThaiEFL students studied in grade 11 of MSU Demonstration school, which were purposively selected as the samples of the study, and 5 teachers as informants in the process of PLC in designing and developing the learning activities, who were co-teachers in the course of English writing for grade 11. The research method was conducted based on classroom action research in 3 cycles includingplan, act, observe, and reflect (PAOR). The data were collected from two drafts of two essays, andgroup conferences with the teachers. The score data from assessing writing were analyzed by descriptive statistics including mean and percentage. The content analysis was conducted for analyzing data from teacher group conferences. The results of the study contribute the learning activities with the components of English writing as a process; namely pre-writing stage, while- writing stage, and post-writing stage. In addition, the stages in learning activities consists of characteristics of cooperative learning. Moreover, the study result revealed that the students tendedto gain in English writing ability from before learning although they still made some mistakes. Furthermore, some recommendations for further study are proposed. This study focused on data collected from a small group of teachers. So, to upgrade the reliability of result of the study, the students’ opinion of learning activities should be investigated. Besides that, the further studies should be conducted in terms of quantitative research. Keywords: learning activities, English writing ability, secondary school students 1 Corresponding author. E-mail [email protected] 2 Mahasarakham University
The 9th International Conference 54 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Bibliometric Analysis of Studies on Educational Leadership in China Weizhi Yang1 ABSTRACT The objective of this paper was to analyzes the research status and hot spots in the field of educational leadership in China and discusses the future development direction. The method employed was taking educational leadership as the research topic and searched the literatures of journals in the database of China National Knowledge Network (CNKI), and used software such as VOS viewer, Endnote and Microsoft Excel to analyze the year of publication, author and keywords by cooperative network, keyword clustering and keyword co-occurrence. The results were: Since the beginning of the new century, the number of annual publications has shown a trend of fluctuation and rise. A total of 373 core Chinese literatures were included, and the analysis showed that the core authors had formed several stable research teams, but the cooperation between the teams was not close. Keyword analysis shows that there is a lot of research on “principal leadership”, “information leadership”, “teaching leadership”, “education information”, “leadership education”, especially in “information”. In conclusion, this study uses the knowledge graph research method to intuitively show the research overview of educational leadership in China and provides reference for the in-depth study of educational leadership. Keywords: bibliometric analysis, educational leadership, visual analysis 1 Corresponding author. Jiaying University, Guangdong Province, China. Email: [email protected]
Education for Sustainable Development 55 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Design and Using Chemistry Experiments to Develop Problem Solveing Capacity for Grade 10 Students in Vietnam High School An Dang Thi Thuan 1, Giang Nguyen Thi Huong 2 & Phuong Le Thi 3 ABSTRACT Developing problem-solving capacity for students is an urgent task for high schools during the period of educational reform in Vietnam. Chemistry experiments contribute to the development of problem-solving abilities for students. The article presents research results on developing problem-solving capacity for students through the study, design and use of chemistry experiments in teaching 10th grade Chemistry at high schools. The results of the survey on the actual use of chemical experiments are the scientific basis for determining the content and design process of the 10th grade chemical experiment system. The pedagogical experiment was carried out in high schools in the North, Central and South regions of Vietnam with 444 10th graders in the same group before and after using chemistry experiments. The measured results of the pre- and post-criteria assessment using the experiment were grouped into levels indicating that the number of students at the low level shifted sharply to the higher level. We can confirm that the benefits of chemistry experiments depend on the design, use, and learning abilities of each student. Keywords: problem solving ability; chemical experiments; 10th grade, high school 1 Corresponding author. Hue University of Education. E-mail:[email protected] 2 Hue University of Education 3 Hung Vuong High School, Bo Trach District - Quang Binh Province.
The 9th International Conference 56 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Introduction Chemistry is a science with a combination of theory and experiment, with an emphasis on experimental practice. Experiments are one of the teaching aids used to improve the quality of the teaching and educational process in schools (Christina et al., 2014). The General Education Program in Vietnam (2018) aims to develop students’ capacity and promote practicality; helping students develop practical skills to apply chemical knowledge to solve practical problems, meeting the requirements of life. However, the application of experiments in Chemistry teaching in many high schools in Vietnam has not yet been given due attention (An et al., 2021). In addition, the conditions of infrastructure, equipment, chemicals ... have not been fully met, and the quality has not been ensured to properly fulfill the requirements of experimental teaching of the subject (Matt O’Leary et al., 2023). Many studies have shown that it is necessary to combine many programs, research activities that transmit research to the laboratory, research group meetings, etc (Guo et al., 2021; Mehlich, 2022). Laboratory practice is an essential component of any high school chemistry course. Laboratory experiences provide students with practice using standard laboratory methods and equipment, to give students a feel for the theoretical relationship and results of a real-world experiment (Giac Cao Cu et al., 2022) Problem-solving ability is one of the common capabilities of human intellectual activity that requires the mobilization of thinking and creativity to find solutions (Ronny Scherer et al., 2012; Ronny Scherer et al., 2014). Chemistry experiment is one of the measures contributing to the development of problem-solving ability for students. In this study, the problem of designing and organizing teaching activities is clearly stated by the teaching conditions of Vietnamese general education to develop students’ problem-solving capacity and demonstrate the effectiveness of teaching activities. of the proposal through analysis of experimental data. Methods Goals: The research aims to develop students’ problem-solving capacity by designing and using grade 10 chemistry experiments in teaching in high schools. Design: The research process was carried out through the following stages: Phase 1: Research the actual situation of using experiments in Chemistry in high schools Phase 2: Research on building problem-solving capacity structure for high school students. Phase 3: Building a system of 10th grade chemistry experiments in high school in the direction of developing students’ problem-solving capacity. Phase 4: Using the experimental system for topics to develop students’ problem-solving capacity. Phase 5: Pedagogical experiment and experimental data processing. Steps to build a chemical experiment system: - Step 1: Proposing experiments for topics: Derived from the analysis of the structure and content of the lessons in the program and relevant practical knowledge to determine the names and experiments for the topics. . - Step 2: Determine the problems to be solved in the experiment: Identify the main contents, problems/questions that students need to solve in the implementation of the experiment according to the level and actual teaching conditions. economic. - Step 3: Build an experimental system for the topics. Design instruction for students that corresponds to the problem solved about the experiment. - Step 4: Seek expert advice: Conduct consultation with experts: teachers of pedagogical universities and experienced chemistry teachers at high schools.
Education for Sustainable Development 57 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 - Step 5: Check and complete correction: Conduct pilot teaching in high schools, and get feedback from teachers and students to continue editing and perfecting the systems. experimental system. At the end of the construction process, expert opinions were collected to confirm the practicality, accuracy and science, suitability and feasibility of the experimental system. Principles of designing chemical experiment systems in high schools in the direction of developing students’ problem-solving abilities: a. Chemistry experiments must adhere to the requirements of the program, the content of knowledge and the objectives of the Chemistry lesson, creating opportunities for students to develop problem-solving abilities. b. Chemistry experiments must be associated with the development of student’s abilities, especially problem-solving abilities. Chemistry experiments need to contain problems, requiring students to apply knowledge and skills to solve and regularly perform learning tasks with the cooperation of their classmates. c. Chemistry experiments must be appropriate to the cognitive level and attract students’ attention and interest. d. Chemical experiments should be suitable for the school’s facilities, creating conditions for students to exploit and use them and create meaningful products. Measure: To match the content of the study, the researchers selected a pre- and post-impact test design for a single group. The development of students’ problem-solving capacity in the experimental class is assessed by the teacher and self-assessed by the students through the use of a set of tools including: Teacher survey questionnaire about the current situation using experiments, rubric evaluates the development of problem-solving capacity for students before and after the impact. Sample: The sample includes experts lecturer from universities: Hanoi National University of Education, University of Education - Hue University and Ho Chi Minh City University of Education and Chemistry teachers from high schools. - evaluate the practicality, accuracy and science, suitability and feasibility of the experimental system. 444 students in grade 10: 72 students from Thuan Hoa High School, Thua Thien Hue Province, 73 students from Krong Bong High School, 75 students from Tran Hung Dao High School, Dak Lak Province, 73 students from Nguyen Khuyen High School, 69 students from Tinh Bien High School, An Giang Province, 82 students from Thanh Nhan High School in Ho Chi Minh City, in the 2021– 2022 school year. Analysis: Experimental data were processed and analyzed using SPSS 20 software to conclude the effectiveness of teaching organization using experiments to develop students’ problem-solving capacity. Results Survey results of teachers on the reality of using experiments in Chemistry at high schools in Vietnam The questionnaire is designed based on the characteristics and properties of the use of experiments in teaching Chemistry. A survey using questionnaires for 285 chemistry teachers in Vietnam, including 0.4% doctorate, 38.6% master and 61.1% Bachelor.
The 9th International Conference 58 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 * About the extent to which teachers use experimental forms in the teaching process Frequent Sometimes Never 80 66.3 73 64.6 56.5 30.5 60 41.1 33 40 20 11.9 15.1 2.4 4.9 0.7 0 1234 1. Teacher’s performance experiment; 2.Research experiment; 3. Practical experiment; 4. Experimental experience Figure 1: Percentage of teachers using experimental forms in the teaching process The survey results showed that most teachers use student’s practical experiments (56.5%) but up to 30.5% of teachers have never used extracurricular experiments, or experience during teaching. This proves that teachers are still used to using forms such as demonstration experiments or students’ practical experiments but have not yet focused on using experiments to help students discover knowledge to experience or expand their knowledge. * About the extent to which teachers use experimental forms in teaching Frequent Sometimes Never 80 63.2 72.3 74.4 60 53.7 45.3 40 1 21.4 20.3 6.3 5.3 21.4 2 15.4 34 20 0 1 1. Research experiment; 2. Illustrated experiment; 3. Comparative experiment; 4. Control experiment Figure 2. Percentage of teachers using experimental types in chemistry teaching The results show that the level of teachers using illustrated experiments with the highest frequency (45.3%) is not high (21.4% and control experiments). 20.3%). Thus, the methods of using experiments by teachers are not diversified, limiting the advantages of experiments in teaching subjects.
Education for Sustainable Development 59 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 * About the extent to which teachers build an experimental system according to the topics used in the teaching process The survey results showed that the majority of teachers (68.1%) at the level sometimes build experimental systems according to topics. That proves that teachers still mainly rely on textbooks and traditional teaching methods, but have not systematically designed appropriate experiments to use in teaching Chemistry. 4.2 27.7 68.1 Frequent Sometimes Never Figure 3. The extent to which teachers develop experimental systems by topics * About the extent to which teachers use assessment methods when using chemistry experiments in teaching The survey in Figure 4 results shows that the level of teachers using the written test method is the highest (56.3% often), followed by observation with a rate of 49.6% frequently. Evaluation of learning records and product evaluation results in a high percentage of teachers who have not used it (31.3% and 22.8%) showing the use of assessment methods when using experiments in teaching. Chemistry needs to be supplemented by the teacher. Figure 4. Percentage of teachers using assessment tools
The 9th International Conference 60 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 From the actual situation of using experiments in Chemistry in high schools in Vietnam is the basis for us to design and use chemistry experiments to develop problem solving capacity for students. Table 1. Structure of problem - solving competence of high school students Component capacity Criteria of competence 1. Detect and clarify the Criterion 1. Identify problems to be solved in the experiment. problem to be solved in the Criterion 2. Collect and process information related to the content to be solved in the experiment experiment. Criterion 3. Propose many valuable questions to clarify the problem posed in the experiment. 2. Proposing and selecting Criterion 4. Propose options/ways to solve the problem. solutions to solve problems Criterion 5. Select the most suitable option/way to solve the problem posed in the experiment. 3. Solve the problem of the Criterion 6. Plan and execute the plan. experiment. Criterion 7. Gather and coordinate necessary resources for the operation Criterion 8. Adjust the plan and implement the plan to be effective. 4. Performance evaluation Criterion 9. Comment and evaluate the problem just solved. Based on the criteria of the problem-solving capacity structure of high school students, we have built a 10th grade chemistry experiment system. Design the corresponding content to facilitate the use that system of experiments aims to develop students’ problem-solving ability. Table 2. Grade 10 chemistry experiment system in High school Topic Chemical experiments Oxidation-reduction reac- 1. Zinc metal reacts with sulfuric acid. tion 2. Zinc metal reacts with copper sulfate solution Chemical energy 1. Quicklime (CaO) reacts with water. 2. Pyrolysis of potassium chlorate 1. Effect of concentration on reaction rate. Chemical reaction rate 2. Effect of temperature on reaction rate. 3. Effect of pressure on reaction rate. 4. Effect of surface area on reaction rate. 5. Effect of catalyst on reaction rate. 1. Preparation of chlorine. 2. Chlorine reacts with metals. Element group VIIA 3. Chlorine reacts with water - The bleaching properties of chlorine water. 4. Preparation, and bleaching properties of Javel water. 5. Preparation and properties of hydrogen chloride. 6. Identify halide ions in the solution. 7. Compare chemical reactivity between halogens. Using the experimental system to develop problem-solving capacity for students in the activity “Research on factors affecting the rate of chemical reactions” Objectives: Students will be able to conduct experiments to research and explain the factors affecting the reaction rate. Content: Students work in groups. Discuss, and propose experiments to investigate a factor affecting the rate of a chemical reaction. Carry out survey experiments in the laboratory, and record the experimental data. Explain how that factor affects the reaction rate. Prepare a poster to report on the survey experiment.
Education for Sustainable Development 61 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Product: Study Diary. Posters and student presentations. Mind mapping explores the influence of factors on reaction speed. Implementation organization: Learning task: Divide the class into 4 groups of experts. Groups draw factors affecting reaction rate: Concentration (green); Temperature (red); Catalyst (blue); Surface area (purple). The teacher informs the progress of the performance and the evaluation criteria. Students use assessment criteria to guide requirements when performing learning tasks. Perform mission: Experimental groups: read materials, list chemicals and equipment to perform experiments, and learn precautions to ensure safe experiments. Groups of experts carry out experiments according to the procedure. The groups completed the report in the study log of the survey results with the following contents: 1. Name of survey element. 2. Survey experiments (chemical equations, chemicals, tools, implementation procedures). 3. Survey results. 4. Conclusion on the influence of the survey factor on the reaction rate. 5. Explain the influence of the survey factor on the reaction rate. Groups continue to complete posters at home. It is necessary to ensure that all members know the results of the group’s practice to prepare for the puzzle group in the next step. Reports and discussions: Forming a puzzle group: Each group of experts receives 4 pieces of colored paper (Red - Purple - Green - Blue) according to the correct number of team members. Create 4 new groups by color. The experts report on the factors that the team has surveyed. While listening to the report, other students in the group record the information and summarize the information in the form of a mind map. Students in the group evaluate your presentation. At the end of each turn, students sit in their seats and pass the posters until the end of their turn. Total evaluation Groups of students self-assess their learning activities according to the Assessment Criteria Table. The teacher summarizes the survey results of the groups and comments on the groups’ presentations. Green group support table - Study on the effect of concentration Conduct the experiment: Dilute 0.15 M Na2S2O3 solution according to the following ratio: Chemicals Cup 1 Cup 2 Cup 3 0.15 M (mL) Na2S2O3 solution 50 30 10 Distilled water (mL) 0 20 40 Simultaneously pour 10 mL of 0.1 M H2SO4 solution into each beaker, stir and stop the timer. Observe what happens, and record the time when the phenomenon occurs. a. Write the chemical equation that occurs in the experiment. b. Explain the purpose of conducting the experiment. State the test results. Explain.
The 9th International Conference 62 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Red group support table - Study on the effect of temperature Conduct the experiment: Take into 2 beakers 20 mL of the oxalic acid solution, and 0.1 M H2SO4 solution. Heat the first beaker. Add to both beakers 10 mL of 0.1 M KMnO4 solution and stir well. Observe the phenomenon of the timer to monitor the time when the phenomenon occurs, take a thermometer to measure the temperature in 2 cups and record it. a. Write the chemical equation that occurs in the experiment. b. Explain the purpose of conducting the experiment. State the test results. Explain. Support for the group purpose- Study on the effect of surface area Conduct the experiment: Weigh about 2 grams of CaCO3 of each type, and put it into the triangle flask (1), (2). Measure about 20 mL of HCl solution and pour it into both flasks simultaneously. Observe the amount of gas escaping from both cylinders. a. Write the chemical equation that occurs. b. Explain the purpose of the experiment. Support team blue- Research on the effect of catalysts Experiment: Pour about 2 mL of H2O2 solution into 2 test tubes (1), (2). Add some MnO2 powder to the test tube (2). Observe the phenomenon of observing the amount of gas released in both cylinders a. Write the chemical equation that occurs. b. Explain the purpose of the experiment. Experiment results? Explain Hint: does the decomposition reaction take place under normal conditions? The role of MnO2. Observe the color of the solution after the reaction. Conclusions and Discussions Result of expert assessment After building the experimental system, it was evaluated by experts in terms of practicality, accuracy and scientificity, suitability and feasibility. Responses from 25 experts are listed in Table 3. The results of the expert’s assessment show that the proposed experiments are suitable for the curriculum and teaching conditions in high schools in Vietnam, including practicality, accuracy and scientificness, suitability and practicality possibility. Assess the development of students’ problem-solving abilities The pedagogical experiment was carried out on 444 10th grade students in high schools with the topics: “Factors affecting reaction rate” and “Elements of group VIIA” – Grade chemistry 10 - High School. Figure 5. Illustrations of experimental lessons at schools.
Education for Sustainable Development 63 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Collected data was synthesized and analyzed using SPSS 20 software. Assess problem -solving ability on 56 groups of students when performing experiments (from Level 1: Low ability, Level 2: Medium). to Level 3: high competence), the frequency of each level in each criterion was recorded, and the standard deviation and mean difference were determined and a t-test was performed in assessing whether each criterion before and after the experiment is statistically significant or not. The results are summarized in the following table 4. Student self-assessment results The students’ self-assessment results are shown in Table 5. Table 3. Results of expert assessment of 10th grade chemistry experiment system 1. Practicality Totally Disagree Uncertain Agree Totally 2. Accuracy, science disagree agree 3. Conformity 0 00 100 4. Feasibility 0 0 44 0 0 8 12 92 0 0 0 12 80 0 88 Table 4. The average value before and after the impact through the teacher’s assessment. Criteria N Mean Std. Devia- Correlation Sig. (2-tailed) 1 before after tion 2 3 impact impact 4 5 56 1.37 2.32 .352 .731 .000 6 7 56 1.16 2.53 .488 .407 .000 8 9 56 1.78 2.75 .187 .905 .000 56 1.76 2.80 .830 .290 .000 56 1.48 2.91 .499 .302 .000 56 1.42 2.19 .466 .480 .000 56 2.01 2.57 .536 .820 .000 56 1.46 2.57 .412 .711 .000 56 1.60 2.50 .454 .668 .000 Table 5. Results of self-assessment of students’ problem-solving ability before and after the impact Criteria N Mean Std. Correlation Sig. Deviation (2-tailed) 1 444 before after 2 444 impact impact .29913 3 444 .47650 4 444 1.42 2.32 .21912 .808 .000 5 444 .90925 .464 .000 6 444 1.21 2.56 .49332 .882 .000 7 444 .51762 .154 .000 8 444 1.69 2.73 .49685 .282 .000 9 444 .44547 .360 .000 1.90 2.82 .57983 .907 .000 .606 .000 1.53 2.92 .469 .000 1.44 2.20 2.07 2.51 1.44 2.56 1.59 2.46
The 9th International Conference 64 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 The teacher’s evaluation results: the evaluation results of each criterion and the average score of the criteria on the problem-solving ability of students after the impact increased significantly compared to the time before the impact (number of students). Efficiency of the evaluation results after – before > 0. The most significant difference is in the criteria: 2 (Collect and process information related to the content to be solved in the experiment). 5 (Select the most suitable option/way to solve the problem posed in the experiment). This change is not due to randomness but due to the effect of the value of Sig. in the t-test is always less than 0.05. This reflects the development of students’ problem-solving abilities through the use of experiments. The data in Figure 9 show that the students’ self-assessment scores for the indicators of problem solving ability after the impact are higher than those before the impact, especially the criteria 2, 5, and 8 This is quite similar to the teacher’s assessment and proves once again that the use of experiments has a positive impact on the development of students’ problem-solving abilities. By observing students’ attitudes and interests and interviewing students in the experiment, we found that the students in the experimental classes were very active, active and excited about performing, and learning, especially with the presentation, debate and evaluation of products and results of experiments. Thus, the positive feedback of both teachers and students also partly reflects the feasibility and effectiveness of the application of experimental teaching to develop students’ problem-solving capacity, contributing to affirming the value of teaching and learning. value and practical significance of this study. In order to develop problem-solving capacity for high school students through the organization of chemical experiments, it is necessary to have a consensus from setting goals, developing content, planning to organize - practice. implementation of plans and assessment of capacity. In which the focus is on developing content and organizing experimental activities. Through participating in hands-on experiments, students develop problem-solving abilities. Through experiments, students actively explore, discover, and solve cognitive tasks and flexibly and creatively apply knowledge and skills. However, teaching hands-on experiments to develop problem-solving capacity for students is a long process, gradually implemented through each class hour, and to do well, it needs the efforts of teachers and the standardization of students. active support of the students as well as the facilitated support of the forces involved. To develop students’ ability to solve problems, it should be organized in the direction of discovery and discovery. The experimental system has been built with detailed research problems built by studying the content of the characteristics of the 10th grade chemistry section. The process of organizing teaching has also been proposed. Effective teaching has been proven through the experimental process at high schools representing three regions of Vietnam; The results show a clear development of problem solving ability of students participating in the experiment. Acknowledgments: This study belongs to the topic of Hue University, code: DHH2021-03-155.
Education for Sustainable Development 65 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 References An Dang Thi Thuan (2021), The key to developing practical capacity in Chemistry (Meeting the General Education Program 2018), Hue University Publishing House ISBN-978-604-337-120-8 An Dang Thi Thuan, Linh Nguyen Thi Phuong, Dung Le Trong, The reality of using experiments to develop students’ capacity in teaching chemistry at high schools, Journal of Social Sciences and Humanities, University of Science and Technology. Hue study, volume 130, number 6E (2021). https://doi.org/10.26459/hueunijssh.v130i6E.6314 An Dang Thi Thuan, Duc Nguyen Mau, Thien Trinh Le (2021), Developing Integrated Teaching Capacity Following STEM Educational Orientation for Pedagogical Chemistry Students, American Journal of Educational Research, 2021, Vol. 9, No. 4, 146-156. DOI:10.12691/ education-9-4-1 Christina H. Swan, John D. Mays (2014), Chemistry Experiments for High School. Novare science, Spiral bound Giac Cao Cu - An Dang Thi Thuan - Do Nguyen Dinh - Quan Nguyen Xuan Hong - Tuan Pham Ngoc (2022), Chemistry 10 - Student’s Book (Creative Horizons), Vietnam Education Publishing. Matt O’Leary, Vanessa Cui, Minh Tran Kiem, Dung Tien Dang, Giang Thi Huong Nguyen, Kim Hue Thi Hoang (2023), The role of classroom observation in the development and assessment of schoolteachers in Vietnam: a review of national policy and research, Asia-Pacific Journal of Teacher Education, DOI: https://doi.org/10.1080/135986 6X.2023.2191307 Ministry of Education and Training (2018). General education program. (Publication of the Ministry of Education and Training No. 32/2018/TT-BGDĐT, Vietnamese version). Available online: https://data.moet.gov. Jonassen, D. H. (2011). Learning to solve problems. New York, NY: Routledge. Ronny Scherer - Rüdiger Tienmann (2012). Factor of problem-solving competency in a virtual chemistry environment: The role of metacognitive knowledge aboutstrategies. Germany Computers & Education, Vol. 59, Issue 4. Ronny Scherer - Rudiger Tienmann (2014). Measuring student’ progressions in scientific problem solving: a psychometric approach. Germany Procedia - Social and Behavioral Sciences, Vol. 112, pp. 87-96.
The 9th International Conference 66 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Elementary Chinese Speaking Training Curriculum for International Students Xuerong Li1,Saiphin Siharak*2 Sutthiporn Boonsong3 ABSTRACT The purposes of this research were to: 1) develop the Elementary Chinese Speaking Training Curriculum for International Students. 2) evaluate the suitability of the Elementary Chinese Speaking Training Curriculum for International Students. The sample of this research consisted of Phase 1) 30 foreign students from the Chinese Institute of Beijing Language and Culture University. For international students, and Phase 2) includes 3 curriculum and instruction experts, 3 administrators, 5 teachers, and 39 students from the Chinese Language Institute of Beijing Language and Culture University which were selected by purposive sampling. The research instruments consisted of 1) The draft of the elementary Chinese speaking training curriculum for international students and 2) The evaluation form for evaluating the suitability of the elementary Chinese speaking training curriculum for international students involved in the training curriculum. The data were analyzed by using mean and standard deviation. The research results showed that： The research study on elementary Chinese speaking training curriculum for international students, results as follows:1） From the results of the development of an elementary Chinese speaking training curriculum for international students which has a curriculum that contains the components of the course, including Principles and Reasons, Training Objectives, Content, Structure Scope/Content Scope and Training Time, Training approach/Training Methods, Training Materials, and learning resources, and Measurement and Evaluation, and 2) From the result of the evaluation of the suitability of the elementary Chinese speaking training curriculum for international students which found the appropriate of training curriculum elements in seven areas were in a most appropriate and appropriate level and the overall average score which was as appropriate level. Keywords: elementary Chinese speaking, international students, training curriculum. *Corresponding author. E-mail [email protected] China’s influence on the world grows and its international status continues to rise, and Chinese society flourishes, the Chinese 1Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi, E-mail [email protected] 2Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi. E-mail [email protected] 3Department of Education, Faculty of Technical Education, Rajamangala University of Technology Thanyaburi. E-mail [email protected]
Education for Sustainable Development 67 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Introduction Language is the most fundamental and direct tool for human beings to exchange information and communicate ideas, and it is the crystallization of human civilization. As China’s influence on the world grows and its international status continues to rise, and Chinese society flourishes, the Chinese language has received more and more attention as a carrier of Chinese culture. (Shaohuixin, 2015) According to the statistics of the Chinese Ministry of Education in November 2021, more than 25 million people are learning Chinese worldwide, and the cumulative number of people learning to use Chinese worldwide is close to 200 million Since 2021, Chinese has officially become the official language of the United Nations World Tourism Organization, the role of Chinese in international communication has become increasingly prominent, and the international influence of Chinese continues to climb. According to the data from the Chinese Ministry of Education, the number of foreign students coming to China has maintained steady growth for 20 years. in 2018, China received 492,185 foreign students from 196 countries and regions in 1,004 colleges and universities from 31 provinces (autonomous regions and municipalities) across the country. Now China has become the third in the world and the first destination country in Asia to study abroad. Ministry of Education (2022) In the past decade, the Chinese President Xi Jinping has been vigorously promoting Chinese culture and the image of a diversified and colorfulChina which has been attracting more and more foreigners’ attention. With the strengthening of China’s comprehensive national power, the Chinese language is spreading and developing rapidly in the international arena, and its international status and economic value as a language are also rising. Therefore, the Chinese language can help international students improve their “soft power”, and it is foreseeable that international students who can use Chinese proficiently will get more development oppor- tunities and better development prospects. The quality of Chinese language teaching will also directly affect the management of international students. If international students live in China for a long time, they will not be able to communicate with Chinese people and integrate into the local society if they cannot master Chinese, and their daily habits and actions will follow the characteristics of their home countries. Therefore, the most effective way to understand China is to master Chinese, and the Chinese language is very rich in expression, which makes people’s language rich in aesthetics. In addition, the Chinese Ministry of Education requires international students to reach HSK (Chinese Proficiency Test) Level 3. All this shows that it is very necessary to learn spoken Chinese. For International students, overcoming the Chinese language barrier and adapting to Chinese culture are the first two key problems they have to face and solve when studying and living in China. In a city where Chinese is almost the absolute language environment, if international students do not master Chinese in time and try to improve their Chinese language skills, their life circle will be limited to their native language group and they will not be able to use Chinese for daily communication and life, which will inevitably lead to frustration and lose interest in learning over time. If international students do not have a good command of Chinese and a certain level of Chinese communication skills, the language communication barrier will become the primary problem that prevents them from going deeper into their future internship, which will prevent them from completing their future internship and apprenticeship. The curriculum is a practical curriculum that is guided by relevant theories and uses a variety of disciplines to develop students’ ability to use spoken Chinese in the curriculum of work and communication. (Sky Ballad, 2021)
The 9th International Conference 68 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 By taking this training curriculum, students are equipped with basic oral expression skills and can make short questions, statements, and communicative conversations in simple sentences. In the second year, students acquire the ability to speak naturally and appropriately in a manner consistent with Chinese expressions and are trained to express themselves orally with accurate voice, intonation, and rhythm at a speed appropriate for Chinese speakers, ultimately enabling them to meet the quantitative language targets for listening and speaking in the International Standard for Chinese Language Education, Primary 2, and to use the vocabulary and grammar learned at this level to express and communicate on relevant topics tasks (Peng Yanxia. 2019 ) At the same time, through teacher-student interaction and communication, students can feel the teacher’s professionalism, dedication, patience, and enthusiasm, and cultivate a good teacher-student relationship in teaching, so that the classroom of spoken Chinese for foreigners becomes a stage for subtle influence on international students. In addition, through learning this curriculum, we can also explore the ideological and political education for international students, and make cultivating people who know and love China one of the teaching objectives, hoping to make international students understand and feel the beauty of China’s language, culture, nature, and humanity through teaching so that foreigners can know China, understand China and trust China more. (Chinese Language Institute of Beijing Language and Culture University Syllabus, 2022) Therefore, the researcher is interested in developing a training curriculum for elementary -speaking Chinese. In training, the researcher uses the situational method to create the best scenario, seize the most attractive angle of the topic, select the best way of experience, and combine the actual situation of students, to attract students through elaborate preparation, setting questions, scenario creation, role-playing, group activities, and other teaching links, to capture students’ attention and stimulate their interest. To maximize students’ potential for learning Chinese, optimize the use of the situational approach, and optimize students’ performance, we aim at capturing students’ attention and arousing their interest. Purpose of Research 1) To develop the Elementary Chinese Speaking Training Curriculum for International Students. 2) To evaluate the suitability of the Elementary Chinese Speaking Training Curriculum for International Students. Research Framework Elementary Chinese Speaking Training Curriculum for international students at the Chinese Language Institute of Beijing Language and Culture University In this study, the re- searchers defined the conceptual framework as follows.
Education for Sustainable Development 69 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 was research and development (R&D). Population and Sample: The population in this study includes curriculum and instruction experts, administrators, teachers, and students from the Chinese Language Institute of Beijing Language and Culture University. The sample used in this study included 3 curriculum and instruction experts, 3 administrators, 5 teachers, and 39 students from the Chinese Language Institute of Beijing Language and Culture University Which were selected by purposive sampling. Research Instrument: The tool used for data collection was a questionnaire on the needs of International students for elementary Chinese speaking training curriculum. The process of creating the questionnaire was as follows: 1) Study how to make a demand questionnaire from relevant documents, national policies, and research, the researchers created a closed needs questionnaire. 2) Created a needs questionnaire, which is divided into the following three parts: Part 1 General information of the respondents; Part 2 Trainees’ needs and interests; Part 3 Additional suggestions. 3) Obtained the generated demand questionnaire. Suggest the thesis advisor and then revise it. 4) Published the demand questionnaire for collecting information. 5) By liaising with the president of Beijing Language and Culture University, the data collection researchers conducted a questionnaire survey according to their own needs. 6) From the analysis of training needs, it was found that there was a high level of training needs. Data Collection: The researcher led the 21 items questionnaire to international students to complete the questionnaire and collect the data back to the researcher at the beginning of November 2022. Data Analysis: The researcher took the data from the questionnaire received from International students 21 items and analyzing information needs by summarizing from the questionnaire.
The 9th International Conference 70 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Results 1. The result of the development of an Elementary Chinese-speaking training curriculum for international Students. 1) Result of study on the needs of international students for elementary Chinese speaking training curriculum. The result found that most samples think that speaking is most important, and most of them very much like to learn to speak Chinese. And most of them think that their speaking English was not good and can understand in Chinese speaking class. The sample also pointed out that the most difficult aspect of learning in the oral Chinese class was answering questions and speaking Chinese to classmates. In summary, all samples need to train with the “Elementary Chinese speaking training curriculum. 2) Result from the development of an Elementary Chinese-speaking training curriculum for international students can show the component of the curriculum as follows: “Elementary Chinese Speaking Training Curriculum for International Students” which developed by the researcher, there are important components including: (1) Training Curriculum Name, (2) Participants/ Learners, (3) Principles and Reasons of curriculum, (4) Curriculum Objectives, (5). Content, (6) Structure Scope/Content Scope and Training Time, (7) Training approach/ Training Methods, (8). Training Activities, (9) Training materials and learning resources, and (10) measurement and evaluation. Elementary Chinese Speaking Training Curr iculum for International Students includes 5 units and a training time of 12 hours. The stru cture consists of Unit 1: What is your name?, Unit 2: Be Cheap, and Unit 3: How far is it fr om here? Unit 4: I’m really sorry Unit 5: Can you make dumplings? 2. The result of the evaluation of the suitability of the Elementary Chinese Speaking Training Curriculum for International Students. The results of the analysis were shown in Table 1 Table 1 The result of the evaluation of the appropriateness of the Elementary Chinese Speaking Training Curriculum for International Students.
Education for Sustainable Development 71 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Conclusions and Discussion Conclusions: 1) From the results of the development of Elementary Chinese Speaking Training. Curriculum for International Students which has a curriculum that contains the components of the course, including Principles and Reasons Training Objectives, Content, Structure Scope/ Content Scope and Training Time, Training approach/ Training Methods, Training approach/ Training Methods, Training Materials, and learning resources, and Measurement and Evaluation. 2) From the result of the evaluation of the suitability of the Elementary Chinese Speaking Training Curriculum for International Students found the appropriate training curriculum elements in seven areas were at the most appropriate and appropriate level, and the overall average score was an appropriate level. Discussion: 1) From the results of the development of an Elementary Chinese Speaking Training Curriculum for International Students which has a curriculum that contains the components of the course, including Principles and Reasons Training Objectives, Content, Structure Scope/ Content Scope, and Training Time, Training approach/ Training Methods, Training approach/ Training Methods, Training Materials and learning resources, and Measurement and Evaluation. This is consistent with the concept of Raymond, A. & Amitabh, K. (2018), which states that designing an effective training process is designing employees to become proficient in knowledge, skills, abilities, attitudes, or behaviors of employees to prepare them for future jobs or positions, which has the following process needs assessment ensuring employees are ready for training creating a learning environment training review Evaluation plan preparation choosing a training method monitoring and evaluation. The elements of the established training course outline are as follows: principles and reasons Training objectives, content, training techniques training materials training period, and evaluation This is in line with the research of Pinyada Phomsinong (2017) who studied the development of a training course on processing bee products into cosmetics for villagers, Wang Thong Subdistrict, Phitsanulok Province. The curriculum outline has the following components: Course Background Course principles Course Aims Course structure Course content Guidelines for organizing activities and evaluation.
The 9th International Conference 72 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 2) From the result of the evaluation of the suitability of the Elementary Chinese Speaking Training Curriculum for International Students found the appropriate training curriculum elements in seven areas were at the most appropriate and appropriate level, and the overall average score was an appropriate level. This is due to the development of the curriculum by surveying in accordance with the needs and problems of international students. Until the curriculum has been developed to be suitable for the trainees. This enables the trainees to apply their knowledge, skills, and attitudes in their daily lives. This is in line with the development of the training course according to the steps of Somkid Bangmo, with the following steps: 1) finding the need for training, 2) creating a training curriculum, training program design, training operations, and training evaluation (Somkid Bangmo, 2016) Recommendations Implementation: The development of Elementary Chinese Speaking Training Curriculum for International Students can be summarized the ideas and recommendations in detail as follows, Recommendations for implementing training courses: 1) Training activities should review the content and procedures from past activities and then proceed to teach in the next activity. To enable trainees to remember the steps and content completely and continuously. 2) The facilitator should provide training, demonstrations, and practical exercises to facilitate the trainees more along with a demonstration supervise trainees to be able to follow step by step correctly 3) In case the trainees have no background in speaking Chinese before, the basics should be taught first and then increase the time in activities that allow the trainees to practice more. Next research: Recommendations for the next research, 1) The Chinese speaking curriculum should be developed for international students at other levels.2) Courses on other Chinese language skills such as writing and reading should be developed for international students. References Chinese Language Institute of Beijing Language and Culture University. (2022). Course Syllabus of Chinese Language Institute of Beijing Language and Culture University. Ministry of Education. (2022). The number of foreigners who are learning Chinese exceeds 25 million https://m.gmw.cn/baijia/2022-06/28/1303018712.html Pinyada Phomsinong (2017). Development of training curriculum on the processing of bee products into cosmetics For villagers Wang Thong Subdistrict, Phitsanulok Province. (Master’s Thesis, Pibulsongkram Rajabhat University). Raymond, A. & Amitabh, K., (2018). Employee Training and Development 7ed. Maindenhead : McGraw-Hill. Sky Ballad. (2021). A Study on the Application of Situational Teaching Method in Teaching Elementary Spoken Chinese in Thai Vocational High Schools Somkid Bangmo, (2016). Training and conferences techniques. Bangkok: Wityapat.
Education for Sustainable Development 73 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The Results of Using the Micro Class Teaching Method in Teaching Mathematics to Develop Learning Achievement for Junior High School Students in Zigong Lusheng Experimental School Yi Liang1, Saiphin Siharak*2, Sutthiporn Boonsong3 ABSTRACT The purposes of this research were to: 1) compare the learning achievement in the mathematics course of secondary 3 students before and after learning management by using the micro class teaching method, 2) compare the learning achievement in the mathematics course ofsecondary 3 students before and after learning management by using traditional methods, and 3) compare the learning achievement in the mathematics course of secondary 3 students between the group of students learning management by using the micro class teaching method and another group of students learning management by using traditional methods. The research design was a quasi-experimental research methodology. The sample of this research was 60 secondary 3 students in the Zigong Lusheng Experimental School, China. The samples were 2 classes of secondary 3 students in junior high school, selected by cluster sampling technique. The research instruments were the micro class teaching method lesson plans, traditional lesson plans, and learning achievement tests. The data were analyzed using mean, standard deviation, and t-test. The research indicated that: 1) the learning achievement in the mathematics course of secondary 3 students after learning management by using the micro class teaching method was significantly higher than before learning management at the .05 level, 2) the learning achievement in the mathematics course of secondary 3 students after learning management by traditional methods was significantly higher than before learning management at the .05 level, and 3) the learning achievement in the mathematics course of secondary 3 students learning management by using the micro class teaching method was significantly higher than another group of students learning management by traditional methods at the .05 level. Keywords: learning achievement, micro-class teaching method, mathematics teaching *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 74 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Introduction In the national basic education curriculum reform outline, it is elaborated that primary and secondary school teachers needed to continuously improve their information literacy, apply information technology to all aspects of teaching, and promote the effective integration of information technology and subject curriculum. To achieve changes in the presentation mode of teaching content, the learning mode of students, the teaching mode of teachers, and the interaction mode of teachers and students. Reform, tap the advantages of information technology, promote the development of students, and provide students with high-quality learning methods (Wang Chunxue & Wang Jian, 2018). The teaching process of teachers was not simply a process of imparting knowledge and accepting knowledge. It also needed to take students as the main body, observed the needs of students from life, combined the characteristics of students’ growth and development and the characteristics of the development of the times, and used new teaching methods or teaching methods to let students actively participate in the learning of mathematics classes, maximized the enthusiasm of students for learning, and tapped the learning potential of students, So that every student could achieve greater development. In the mathematics curriculum standard of full-time compulsory education, it was pointed out that the development of modern information technology has a great impact on the value, objectives, contents, and learning and teaching methods of mathematics education, and the design and implementation of mathematics curriculum should pay attention to the use of modern information technology methods (Yao Zirong, 2019). Using micro class meant to design the junior high school mathematics classroom process, process the mathematical knowledge, and display it in another dynamic way, that was, the hidden knowledge was visually displayed through short videos, which reduced the difficulty of understanding the knowledge, helped students find the fun of learning mathematical knowledge, made students willing to learn and explore and triggers students’ exploration and creativity. For the students in the targeted training school (hereinafter referred to as school d), their parents’ education level was relatively low. Most of the students’ parents’ education level was below junior high school, and some even had not graduated from primary school. No matter before or after class, the parents could not provide effective homework guidance to the students, and the students could not complete the homework before and after class in a timely and accurate manner, resulting in more and more knowledge that the students will not know. The weariness of learning has become more serious, directly reducing the students’ interest in learning, and leading to a gradual decline in academic performance (Du Shuang, 2016). The emergence and rapid development of network technology had brought a great impact on the operation and lifestyle of human society, especially the rapid progress of Web 2.0 technology has provided great convenience for people’s information integration and sharing. At present, the “micro era” represented by microblogs, WeChat, and other information media has arrived, which is both an opportunity and a challenge for the development of all walks of life. Specifically, in the field of the education industry, the rapid development of information technology in recent years has brought great impetus to the traditional teaching model. At present, a new round of teaching mode innovation, represented by micro-courses and micro classes, is gradually attracting the attention of the educational community, creating the necessary conditions for the improvement of teaching quality and efficiency under the premise of the rapid development of mobile Internet technology. Since the beginning of this century, Harvard University, Yale University, Massachusetts Institute of Technology, and other world-renowned universities in the United States have opened web-based open video courses. China is also vigorously promoting the construction of the national high-quality course network video resource system. Open sharing of educational resource systems under the network environment has become an important direction and trend in the future development of education.
Education for Sustainable Development 75 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 However, with the progress and development of the times, the above development model of open education using classroom teaching records also has some shortcomings. For example, the video time of online open courses is relatively long, and the requirements for network bandwidth resources are relatively strict. At the same time, too large video files also affect the upload, download, and sharing of these resources in the network environment, It is not conducive to learners’ open learning anytime and anywhere. At the same time, the open online course video did not simplify the teaching content, which led to the inability of learners to maintain high attention for a long time in the learning process. In this context, new teaching models systems such as teaching video cases, micro videos, micro classes, and micro classes have emerged in the education systems at home and abroad. At present, many domestic scholars, experts, and front-line teachers have attached great importance to micro class. With its distinctive teaching theme, highly targeted teaching content, short resource system, and highly structured and expandable advantages, the micro class has created a good environment for mobile learning and hybrid learning under the network environment, which can better meet the basic needs of learners for autonomous learning at any time and anywhere, Therefore, it has high theoretical and practical value for the relevant theoretical and practical research of micro class. The Researcher designed and developed a micro class resource system in the mathematics teaching system of secondary 3 students in junior high school as the research object, this paper discusses the necessity and possibility of introducing micro class mode into the mathematics teaching process of the secondary 3 students by sorting out and analyzing the learning achievements in the micro class system in China, and combining the author’s experience in mathematics classroom teaching in elementary and intermediate schools, To study the design and development mode of mathematics micro class resources for the secondary 3 students, analyze the implementation effect of micro class in mathematics teaching activities for the secondary 3 students, provide some reference and reference for the design, development and implementation of micro class resources in domestic elementary and intermediate schools, and promote the improvement of mathematics teaching quality in elementary and intermediate schools. Purpose of Research 1) To compare the learning achievement in the mathematics course of secondary 3 stu- dents before and after learning by a micro class method. 2) To compare the learning achievement in the mathematics course of secondary 3 students before and after learning by traditional method. 3) To compare the learning achievement in the mathematics course of secondary 3 students between students who learned by micro class method and students who learned by traditional method. Research hypothesis 1) Learning achievement in the mathematics course of secondary 3 students after learning by micro class teaching method is higher than before learning. 2) Learning achievement in the mathematics course of secondary 3 students who learn by the traditional method is higher than before learning. 3) Learning achievement in the mathematics course of secondary 3 students who learned by micro class teaching method is higher than that who learned by traditional method.
The 9th International Conference 76 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 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 1Conceptual Research Framework Methods Research Design: the design of the study is quasi-experimental research in which the experimental design was the Pretest-Posttest Nonequivalent-Group Design Best & Kahn (2003). Table 1 The Pretest-Posttest Nonequivalent-Group Design pre-test independent variable post-test T1 X T2 T3 C T4 Symbols Used in experimental design X = A learning management by the Micro-Class teaching method C = A learning management by the traditional approach T1, T3 = Pre-test T2, T4 = Post-test Population and Sample: the population is 203 secondary 3 students from 5 classes in a junior high school in Zigong Lusheng Experimental School, China in the academic year 2022. The samples are 60 secondary 3 students in junior high school in Zigong Lusheng Experimental School, China in the academic year 2022. The sample students were randomized by cluster sampling technique into two classes, the experimental group, and the control group. members of each group are 30 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) traditional lesson plan: The learning management through the traditional method in mathematics curriculum for secondary 3 students in junior high school, The main content of this course is to teach the students of concept and operation of rational numbers, addition and subtraction of integrals, concept, and solution of linear equation with one variable, type, and characteristics of a geometric figure, etc. The course includes the following chapters: lesson plan 1: Rational Numbers, lesson plan 2: Addition and Subtraction of Integers, lesson plan 3: Univariate quadratic equation, and lesson plan 4: Preliminary Geometry for 8-hour learning.
Education for Sustainable Development 77 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 2) Micro-Class teaching lesson plan:The learning management by the Micro-Class in mathematics curriculum for secondary 3 students in junior high school. The course content is an assessment of the learning management plan by the Micro-Class teaching method. The course includes the following chapters: lesson plan 1: Rational Numbers, lesson plan 2: Addition and Subtraction of Integers, lesson plan 3: Univariate quadratic equation, and lesson plan 4: Preliminary Geometry for 8-hour learning 3) Learning achievement test on the mathematics curriculum secondary 3 students in junior high school. The test is conducted according to the lesson plans. The learning achievement test contains 30 multiple-choice questions. Each multiple-choice question has 4 options. Data Collection: The researchers collected data in the following sequence of steps: 1) Preparation steps: (1) Contact the head of the education authority and request his assistance and cooperation in obtaining permission to collect data on the teaching experimental sample group. (2) Contact the administrator of Zigong Lusheng Experimental School and request his assistance and cooperation in obtaining permission to collect data on a sample group of teaching experiments. (3) In the experimental, 60 students were selected from secondary 3 students in Zigong Lusheng Experimental School in Sichuan, China, and pre-test with a learning achievement test, after selected by cluster sampling technique, one group the experimental group used the micro-class teaching method, and the control group used the traditional method, two classes were explained to them so that they could understand their roles and responsibilities in the teaching experiment 2) The experiment steps: (1) after pre-test learning achievement before studying with a learning achievement test, the experiment group used the Micro-Class teaching method and the control group used the traditional method for 8 hours. 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. Data Analysis: In the data analysis, the researcher used a software program to analyze the data as follows: 1) Quality analysis of the tools: (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 test. And checking reliability from the Cronbach Alpha Coefficient formula. 2) Analysis used in hypothesis testing: (1) To compare learning achievement on the mathematics curriculum between the before and the after learning management by the traditional approach used dependent t-test. (2) To compare learning achievement on the mathematics curriculum before and after learning management by the Micro-Class teaching method used dependent t-test. And (3) To compare the learning achievement in the mathematics curriculum between the learning management by the traditional method and learning management by the Micro-Class teaching method using the independent t-test. Results Data analysis to compare the learning achievement in the mathematics course of secondary 3 students before and after learning by a micro class teaching method. using the dependent t-test, the results of the analysis were shown in Table 2.
The 9th International Conference 78 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Table 2 Comparative analysis of the learning achievement in the mathematics course of secondary 3 students before and after learning by micro class teaching method. Analysis of data from Table 2, significant differences were found in t-tests. (t=48.05, p<.05). When considering learning achievement in the mathematics course of secondary 3 students who were taught by the micro class teaching method, it was found that students had a statistically significantly higher learning achievement after learning (X̅ =25.20, SD=1.13) than before learning (X̅ =19.13, SD=1.19) at .05 level. Data analysis to compare the learning achievement in the mathematics course of secondary 3 students before and after learning by the traditional method, using the dependent t-test, the results of the analysis were shown in Table 3. Table 3 Comparative analysis of the learning achievement in the mathematics course of secondary 3 students before and after learning by the traditional method. Analysis of data from Table 3, significant differences were found in t-tests. (t=23.75, p<.05)When considering the average learning achievement of secondary 3 students who were taught by the traditional method, it was found that students had a statistically significantly higher learning achievement after learning(X̅ =22.67, SD=1.09) than before learning (X̅ =18.73, SD=1.14) at .05 level. Data analysis to compare the learning achievement in the mathematics course of secondary 3 students between students who learned by micro class teaching method and students who learned by the traditional method, using the independent t-test, the results of the analysis were shown in Table 4-Table 5. Table 4 Comparative analysis of the learning achievement in the mathematics course of secondary 3 students before learning between the students learning by the micro-class teaching method and the students learning by the traditional method. Analysis of data from Table 3, When considering the average learning achievement of secondary 3 students before learning between the students learning by the micro class teaching method and the students learning by the traditional method, it was found that the students learning through the micro class method (X̅ =19.13, SD=1.19) was not significantly different at the .05 level from the students learning by the traditional method. (X̅ =18.73, SD=1.14).
Education for Sustainable Development 79 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Table 5 Comparative analysis of the learning achievement in the mathematics course of secondary 3 students after learning between the students learning by the micro-class teaching method and the students learning by the traditional method. Analysis of data from Table 5, the significance was found in t-tests. (t=8.84, p<.05)When considering the average learning achievement of secondary 3 students after learning between the students learning through the micro class method and the students learning by the tradition- al method, it was found that the students learning by micro class teaching method were higher learning achievement (X̅ =25.20, SD=1.13) than the students learning by the traditional method (X̅ =22.67, SD=1.09) at .05 level. Conclusions and Discussion Conclusions: Developing the learning achievement in mathematics by learning management with the micro class teaching method of secondary 3 students produced conclusions as follows: 1) the learning achievement in the mathematics course of secondary 3 students after learning management by using the micro class teaching method was significantly higher than before learning management at the .05 level, based on Table 2. 2) the learning achievement in the mathematics course of secondary 3 students after learning management by traditional methods was significantly higher than before learning management at the .05 level, based on Table 3. and 3) the learning achievement in the mathematics course of secondary 3 students learning management by using the micro class teaching method was significantly higher than another group of students learning management by traditional methods at the .05 level, based on Table 5. Discussion: Developing the learning achievement in the mathematics course by learning management with the micro class method of secondary 3 students can discuss research findings into 3 issues as follows: 1) According to the research result it was found that the learning achievement in the mathematics course of secondary 3 students who received learning management with the micro class method, after studying higher than before studying with statistical significance at the .05 level. Because the learning management with the micro class method is a kind of micro course resource in a network environment that is structured through multiple composite resources, using short video files as the carrier and presentation of teaching content, and operating in a Web network environment. It can break through the constraints of time and space and can support multiple learning environments. For mathematics classroom teaching in the third grade of junior high school, micro classes can provide students with more convenient learning assistance based on the original teaching resource system, helping them quickly master mathematical knowledge and problemsolving skills that previously took a long time to master.( Lippényi Z, & Gerber T P, 2016) In the meantime, because the micro class is still a relatively new teaching method, it can meet the curiosity of junior high school students in grade three, and it is also relatively easy to be accepted by students, improving their enthusiasm and enthusiasm for learning. At the same time, the short characteristics of micro-class resources also facilitate the teaching of individual
The 9th International Conference 80 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 knowledge points, and the overall learning difficulty is not high. It is also relatively easy to accept for vocational high school students with very poor basic mathematical knowledge. (Jin Z, 2015) 2) According to the research which found that the learning achievement in the mathematics course of secondary 3 students who received learning by using traditional methods after studying was higher than before studying with statistical significance at the .05level. Because the traditional teaching form is relatively simple, and students lack the space for independent thinking: Currently, the teaching form of mathematics courses in vocational schools is still mainly using the “one talk hall” teaching form, with teachers conducting classroom teaching and students passively accepting it. However, the teaching content in mathematics courses has a strong logic, and students have limited space for independent learning and independent thinking. (Iksan Z H, etc. al, 2014). At the same time, due to the generally poor knowledge level and quality ability of students in the third grade of junior high school, although the content setting in the mathematics curriculum is relatively simple, the difficulty of learning is still relatively high for some students with poor basic knowledge. While most teachers are faced with problems such as tight class hours and low student learning efficiency during classroom teaching, and students’ enthusiasm for autonomous learning after class is generally not high, resulting in students’ relatively prominent fear and psychology for learning math courses, affecting the overall learning effect. (Zhou H Y, 2017) 3) According to the research which found that the learning achievement in the mathematics course of secondary 3 students who received learning management with the micro class method was higher than the groups that were managed by using traditional methods with statistical significance at the level of .05. This may because the teaching content and knowledge points of the selected chapters in this experiment are relatively dense, and there is a relatively close relationship between them and the actual life experience of students. There is a relatively obvious progressive relationship between each knowledge point. Teachers can use situational settings and knowledge point teaching methods in a short time to conduct teaching, which is more suitable for the micro class mode, and the teaching effect is relatively good. ( Zhou L, 2016). At the same time, the micro-class teaching system provides convenient ways for students to learn independently and answer questions after class. After the author introduced the micro-class teaching mode, students can conduct autonomous learning after class by reviewing micro-videos, consolidating the knowledge-learning effect in the classroom, and adding ways to solve problems when there are questions. ( Luo J Y, 2020) Therefore, as a newly emerging learning resource and teaching method in recent years, the micro class mode is in line with the basic requirements of current quality education. At the same time, students also prefer to introduce the micro class model into the classroom teaching of in-service high school mathematics. Micro-class teaching can effectively enhance and stimulate students’ learning enthusiasm and interest, maintain students’ attention in the classroom through resources such as demonstration videos, promote students to quickly grasp the knowledge and skills learned, and advance the improvement of students’ comprehensive quality and ability. Therefore, with the rapid development of information technology such as network technology, software technology, and multimedia technology, today’s society has entered the development stage of the micro era in recent years. In the field of education, new teaching models represented by micro classes and micro courses have emerged, attracting the attention of experts, scholars, and front-line teachers at home and abroad, and gradually becoming a research hotspot in the field of education. (Wang Y M, 2021) The micro-class teaching method meets the educational needs of the network environment and also provides solutions to the shortcomings of traditional teaching models. Through the research work on this topic, it can be seen that the application prospect of micro class in junior high school mathematics teaching activities is very broad, and micro class can effectively improve students’ learning enthusiasm and learning
Education for Sustainable Development 81 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 effectiveness in junior high school mathematics teaching. (Su J P, 2020) At the same time, to effectively integrate the microclass education system with junior high school mathematics teaching, it is necessary to further strengthen the quality of microclass resource development and design, as well as the mastery of micro-class related theories and skills by teachers. Through research, it can be seen that micro classes can effectively enhance students’ interest in learning and provide effective help for students’ knowledge understanding and deepening. (Ma Q, 2018) At the same time, the micro-class teaching model can also improve students’ self-learning ability and overall learning quality. Introducing the micro class resource system into the current domestic junior high school mathematics teaching classroom can play a role in improving teaching quality and learning effectiveness. (Li, Z, X, 2021) In recent years, the achievements achieved in the design and development of micro-class resources in China have begun to take shape. By analyzing and investigating these existing micro-class resource design and development achievements, it can also provide necessary reference and guidance for the design and development of micro-class resources for the junior high school mathematics curriculum. Recommendations Implementation: 1)Based on the findings, the micro-class teaching method requires teachers’ comprehensive technical ability. As a new teaching system in the information era, the micro class model requires teachers to master the basic teaching ability and knowledge of the course teaching content, as well as the basic operation of some information-based software tools, Therefore, to adopt a micro class system, it is necessary for teachers to continuously strengthen their mastery of relevant tools for the design and development of micro class resources. Only in this way can the quality of the design and development of micro class resources be improved, and the teaching effect of the micro class mode be improved. 2) Based on the findings, in the implementation process of the micro class method, it is necessary to adopt a combination of the micro class system and the traditional teaching system to conduct the micro class and select suitable teaching content for the micro class. Based on the findings, teachers should also actively solve students’ learning problems outside of micro-class teaching resources, attach great importance to answering students’ questions and doubts after class, and actively provide students with relevant materials and books to help them consolidate their classroom learning achievements. Next research: 1) Apply the method of learning management with the micro class method to develop the ability to solve math problems in other content or at other levels. 2) Bringing learning management methods with the micro class method. Develop other abilities or process skills, such as creative thinking abilities. other mathematical communication skills. References Best, J. W., and Kahn, J. V. (2003). Research in Education 9th ed. A Pearson Educational Company, Boston. Du Shuang. (2016) Analysis on the application of mathematics micro class teaching in junior high school. China education technology equipment, (3), 141. Iksan, Z. H , Zakaria E & Daud M Y. (2014). Model of Lesson Study Approach during Micro Teaching[J]. Canadian Center of Science and Education. (13), 701-309. Jin, Z . (2015). Research on the Practice of “Flipped Classroom” Teaching Model Based on Micro-class in the Teaching of Service Etiquette: A Case Study on the Classroom Teaching of “Squatting Position Etiquette”, The Science Education Article Collects. Lippényi, Z., & Gerber, T. P. (2016) Intergenerational micro class mobility during and after socialism: The power, education, autonomy, capital, and horizontal (PEACH) model in Hungary. Social Science Research, 80-103.
The 9th International Conference 82 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Li, Z. X. (2021). Analysis on the Innovation of Middle School Mathematics Teaching Mode under the Background of “Internet plus”. Mingshi Online, (07), 81-83 Luo, J.Y. (2020). The production of micro courses in junior high school mathematics and the application of micro courses in teaching . Liberal Arts and Science Navigation, (35), 1-5. Ma, Q. (2018). Research on Promoting Students’ Autonomous Learning Based on Junior High School Mathematics Micro classes. Middle School Curriculum Guidance, (08), 93-95 Wang Chunxue., & Wang Jian. (2018). Research on the development and application of teaching resources of junior high school mathematics micro class under the intelligent education Mathematics learning research, (14), 136. Wang, Y.M. .(2021). Exploring the Basic Strategies for Designing and Recording Junior High School Mathematics Micro classes. Academic Weekly, (11), 28-30. Yao Zirong. (2019). Micro class application strategy in junior high school mathematics classroom teaching. Mathematics learning and research, 91-93. Zhao Xinglong. (2015). Re interpretation of “micro courses”: cognition returning to application value. Modern Distance Education Research, (04), 53-59. Zhou, H. Y. (2017). Applied research on model of teaching as flipped classroom based on micro class in junior Mathematics teaching[J]. Journal of Liaoning Teachers College (Natural Science Edition). Zhou, L. (2016). The Practice of Flipped Classroom Model based on the Micro-class in Junior Math Class Teaching. Journal of Jiangsu Institute of Commerce.
Education for Sustainable Development 83 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The Development of Mathematics Achievement about Polygon by 5E Instructional Model with Assignment for Students in Grade 6 Kamonthip Hueangsaisong1, Yannapat Seehamongkon*2 ABSTRACT The aims of this research were 1) To study the efficiency of 5E Instructional Model with assignment for students in grade 6 according to the criteria 75/75. 2) To study the learning effectiveness index of grade 6 students in the 5E Instructional Model with assignment in polygons. 3) to study the students’ satisfaction for studying through 5E Instructional Model with assignment. The target group used in this research was students in grade 6 at Mahasarakham University Demonstration School (Elementary) , Mahasarakham Province. derived from purposive sampling. Research tools include learning management plans. Test, assignment, and student satisfaction questionnaire for learning management. Statistics used in data analysis include the average percentage, standard deviation. And progress percentage The results show that 1) learning Management plan about polygon By 5E Instructional Model with assignment for students in grade 6 is as effective as 97.05/79.05, higher than the 75/75 threshold. 2) Students studying by learning Management plan about polygon By 5E Instructional Model with assignment for Grade 6 has a higher Mathematics achievement score than before learning. With a progressive percentage equal to 45.30 3) Students are satisfied with learning Management plan about polygon By 5E Instructional Model with assignment for Grade 6 at a high level ( x̅ = 4.46) Keywords: 5E Instructional Model, assignment, Mathematics achievement, learning achievement, micro-class teaching method, mathematics teaching 1 2
The 9th International Conference 84 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Introduction Mathematics plays a crucial role in the success of learning in the 21st century, as it enables individuals to think creatively, reason logically, and analyze problems or situations with patterns. It facilitates the ability to carefully and thoroughly examine problems, make accurate predictions, and make appropriate decisions. Moreover, mathematics finds practical application in everyday life, allowing for efficient problem-solving. Additionally, mathematics serves as a fundamental tool for studying science, technology, and other fields of knowledge. It forms the basis for developing a high- quality national workforce and contributes to the advancement of the national economy on an international scale. Consequently, there is a constant need to continuously update and modernize mathematical education to align with economic conditions, societal needs, and the rapid progress of scientific knowledge and technology in the era of globalization (Ministry of Education, 2017). The revised version of the indicators and learning materials for mathematics learning, as stated by Professor in 2017, is based on the core curriculum for basic education developed in 2008. The core curriculum aims to foster essential skills among learners to thrive in the 21st century. These skills include analytical thinking, critical thinking, problem-solving, creative thinking, technology utilization, communication, and cooperation. By acquiring these skills, learners become aware of the dynamic changes in the economy, society, culture, and environment. They become equipped to compete and collaborate effectively within the global community (Ministry of Education, 2017). Since the initial assessment in PISA 2000, Thailand has consistently scored lower in mathematics compared to the OECD average. However, it is important to note that Thai students have shown the most improvement in their math scores over the years of evaluation. Despite this progress, there has been a lack of significant development in the mathematical knowledge and skills of Thai students for nearly two decades. The trend analysis of assessment scores from the first round to the present reveals that Thai students’ mathematical performance has remained unchanged (IPST, 2018). The organization of 5E learning activities and the pursuit of knowledge serve as guidelines for teaching and learning, with teachers acting as facilitators. They adapt the learning environment to align with students’ existing knowledge, stimulating their thinking and facilitating meaningful learning that can be retained in long-term memory. This approach is suitable for developing the thinking skills of Thai children. The method of knowledge discovery is based on the BSCS group’s guidelines, which encompass five teaching steps: 1) Engagement Phase: Creating interest to capture students’ attention. 2) Exploration Phase: Surveying and searching for knowledge. 3) Explanation Phase: Providing explanations and drawing conclusions. 4) Elaboration Phase: Expanding on the acquired knowledge. 5) Evaluation Phase: Assessing students’ understanding. These activities aim to maximize the benefits for students, while the extension of knowledge represents a crucial step. It helps students establish connections between newly acquired knowledge and new problems. Encouraging doubts and fostering a continuous exploration and search for knowledge are essential aspects of this process (Sombat Kajanarakpong et al., 2006). Based on the aforementioned rationale, the researcher recognizes the significance of learning management styles in fostering mathematical achievement. Consequently, they have selected the 5E Instructional Model as the focus of their study, specifically using it to design assignments centered around polygons for grade 6 students at Mahasarakham University Demonstration School (Elementary). The objective of this research is to create a guideline that promotes the development of mathematical achievement and enhances the effectiveness of learning management. By implementing the 5E Instructional Model, the aim is to improve the overall quality of education in terms of mathematics instruction
Education for Sustainable Development 85 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The purpose of the research 1) To evaluate the effectiveness of the 5E Instructional Model with assignments for grade 6 students based on a criterion of achieving a score of 75 out of 75. 2) To assess the learning effectiveness index of grade 6 students when using the 5E Instructional Model with assignments in the context of polygons. 3) To investigate the satisfaction level of students regarding their learning experience through the implementation of the 5E Instructional Model with assignments. Scope of research 1. The population for this research included grade 6 students at Mahasarakham University Demonstration School (Elementary) in Mahasarakham Province. Specifically, it covers four classrooms with a total of 88 students during the 2nd Semester of the academic year 2022, according to the Office of the Higher Education Commission. 2. The target group chosen for this research consisted of grade 6 students at Mahasarakham University Demonstration School (Elementary) in Mahasarakham Province. Specifically, it includes one classroom with 32 students during the 2nd Semester of the academic year 2022. This selection was based on purposive sampling. 3. The research utilizes the following variables: 3.1 Independent variable: The 5E Instructional Model with assignments. 3.2 Dependent variables: 3.2.1 Mathematics achievement. 3.2.2 Student satisfaction with the 5E Instructional Model with assignments. 4. The content used in this research is focused on the mathematical concept of polygons. The content aligns with the core Mathematics curriculum for basic education in 2008, which was revised in 2017. 5. The research was conducted over a specific duration. It took place during the 2nd semester of the academic year 2022 and spanned 10 sessions, with each session being one class period of approximately one hour. The timeline included one period for the pre-test, eight periods for teaching based on the learning management plan, and one period for the post-test. The research methods 1. Target group: The target group consisted of grade 6 students at Mahasarakham University Demonstration School (Elementary) in Mahasarakham Province during the 2nd Semester of the academic year 2022. A single classroom with 32 students was selected using purposive sampling. 2. Research tools: 2.1 Learning management plan: The study employed a learning management plan based on the 5E Instructional Model with assignments focusing on polygons for grade 6. A total of 8 plans were developed, with each plan covering one class period lasting approximately one hour. 2.2 Assignments: The research incorporated 8 assignments aligned with the core curriculum of basic education in 2008, revised in 2017. These assignments were specifically designed to assess students’ understanding of polygons. 2.3 Polygonal tests: Two sets of polygonal tests were administered, one as a pre-test and the other as a post-test. Both tests were multiple-choice in nature, with 20 questions featuring four answer options. 2.4 Satisfaction questionnaire: A satisfaction questionnaire was utilized to assess students’ satisfaction with the learning management approach using the 5E Instructional Model with assignments.
The 9th International Conference 86 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 These research tools were employed to gather data and evaluate the effectiveness of the 5E Instructional Model with assignments in teaching polygons to grade 6 students.3. Data collection Once the research tools were prepared, the researcher proceeded with the experiment involving the target group of grade 6 students at Mahasarakham University Demonstration School (Elementary) in Mahasarakham Province. The experiment was conducted during the 2nd Semester of the academic year 2022 in a single classroom with 32 students. The steps followed in chronological order were as follows: 1. Pre-test: The students were administered a pre-test before commencing the study. This test was conducted for one class period using the tools developed by the researcher. 2. Learning management: The researcher implemented the learning management plan based on the 5E Instructional Model with assignments designed for grade 6 students. This plan consisted of eight sessions, and throughout the sessions, the researcher collected data on student behavior, participation, and skill development, which were used to evaluate the effectiveness of the learning management approach. 3. Post-tests: Following the completion of the learning sessions, the students were given post-tests. These tests assessed their mathematical achievement and were parallel to the pre-tests administered before the start of the study. The post-tests were conducted for one class period. 4. Score analysis: The scores obtained from the post-tests were examined and evaluated based on the predetermined criteria. The data analysis phase followed, wherein the researcher analyzed the collected data to draw conclusions and assess the effectiveness of the learning management approach. Data analysis In this research, the researcher analyzed the collected data using a statistical software program. The analysis involved the following steps: 1. Study of academic achievement: The researcher calculated the average percentage and standard deviation of the academic achievement scores obtained by the students. This analysis helped in understanding the overall performance of the students in relation to the learning objectives. 2. Study of the Learning Effectiveness Index: The researcher computed the Learning Effectiveness Index to assess the effectiveness of the learning management approach. This index measures the extent to which the students’ learning outcomes improved as a result of the instructional method employed. 3. Study of student satisfaction: The researcher determined the average and standard deviation of the student satisfaction scores. This analysis provided insights into the students’ perceptions and levels of satisfaction with the learning management approach used in the study. Summary Based on the results obtained from the analysis, the following findings can be discussed: 1) Learning Management Plan about polygons using the 5E Instructional Model with assignments for grade 6 students was found to be highly effective, with an effectiveness score of 97.05 out of 79.05. This score surpasses the predetermined threshold of 75/75, indicating that the instructional approach had a positive impact on student learning outcomes. 2) Students who participated in the learning management plan experienced a significant improvement in their Mathematics achievement scores. The progressive percentage of 45.30 indicates that the students’ scores increased after engaging with the learning activities based on the 5E Instructional Model with assignments.
Education for Sustainable Development 87 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 3) The findings suggest that students expressed a high level of satisfaction with the learning management plan. The average satisfaction score, denoted as “X̅ = 4.46,” indicates a positive perception of the instructional approach and its effectiveness in facilitating their learning experience. The analysis results indicate that the learning management plan, based on the 5E Instructional Model with assignments, for grade 6 students studying polygons, was highly effective with a score of 97.05/79.05, surpassing the threshold of 75/75. This suggests that the implemented approach had a positive impact on the academic achievement of the students in mathematics, specifically in the context of polygonal concepts. Several factors may have contributed to this positive outcome. Firstly, the researcher’s ability to effectively transfer knowledge according to the designated learning management plan within the allocated timeframe played a significant role. The learning plan was designed to be suitable for the classroom context, ensuring that skill training aligned with the content and knowledge-based learning methods. The 5E Instructional Model, with its emphasis on systematic thinking process development, allowed students to engage in activities that involved practicing, thinking critically, analyzing, differentiating, and solving problems independently. This facilitated the development of mathematical process skills among the students. The five essential steps of the 5E learning management approach, which involve continuous processes, contributed to a deeper understanding of the content throughout the lessons. These findings align with the research conducted by Sorona Paisarn (2020), who investigated the learning management outcomes in basic math courses, particularly focusing on three fundamental knowledge units related to real numbers. The results of that study further support the effectiveness of the 5E Instructional Model in improving students’mathematical understanding and achievement. Overall, the analysis results suggest that the implemented learning management plan, based on the 5E Instructional Model with assignments, successfully enhanced the academic achievement of grade 6 students in the study of polygons. By utilizing the knowledge management activity set (5E) for Secondary 2 students at Princess Chulabhorn Science High School Mukdahan, the research findings are as follows: 1.Learning outcomes for student achievement, including mathematical process skills, group work skills, discipline, and satisfaction, were higher than the predetermined percentage of points. These results were statistically significant at a level of 0.05. This suggests that the implementation of the 5E learning management activities had a positive impact on student achievement. 2.Student achievement in mathematics showed improvement after engaging with the set of learning management activities. The improvement was statistically significant at a level of 0.05. This finding aligns with the results of a study conducted by Panadda Duangnak (2019), which explored the effects of mathematical skills training and knowledge-based learning management (5E) on the math achievement of fourth-grade students. The research concluded that fourth-grade students demonstrated higher achievement in mathematics after utilizing mathematical skills combined with knowledge-based learning management (5E), with statistical significance at a level of 0.05. Similar results were also observed in a study by Witit Moonwong and Siwaporn Mamart (2021), who investigated the development of problem-solving skills and math learning outcomes among secondary school students using the 5E teaching model. The research findings indicated that the development of mathematical problem-solving skills among third-grade students significantly improved after engaging with the 5E teaching style, with statistical significance at a level of 0.05. Furthermore, the math learning outcomes of third-grade students also showed improvement after utilizing the 5E teaching style, with statistical significance at a level of 0.05.
The 9th International Conference 88 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 The design of teaching materials suitable for the teaching style, along with students’ cooperation in learning, attentiveness, and the application of knowledge in subsequent studies, contributed to the effectiveness of the learning management plan. The efficiency of the learning process was determined by factors such as exercise scores, scores during the study, and specific features. In addition to the positive impact on student achievement, the implementation of the 5E Instructional Model with assignments for grade 6 students studying polygons also resulted in a higher learning progression of 45.30%. This can be attributed to the pre-test, where students already had prior knowledge from previous lessons, leading to relatively higher scores. When the learning management was conducted using the 5E model, which emphasizes knowledge search and skill practice, students gained a deeper understanding of polygon concepts, resulting in further learning progress. This finding aligns with the findings of Piyachat Srisurat (2018), who discussed the role of assignments as learning tools that allow students to practice and enhance their skills in a specific subject. Assignments serve as a means to review content and assess students’ understanding and knowledge in that particular area, promoting the development and application of acquired knowledge. The analysis of student satisfaction with the learning management plan about polygons based on the 5E Instructional Model with assignments for grade 6 students reveals a high level of satisfaction (mean = 4.46). This finding is consistent with the research results of Natthanan Juikhamwong (2022), who also found high satisfaction levels among grade 6 students with the 5E knowledge management approach. When considering the different aspects of the learning management plan, students expressed the highest level of satisfaction in all areas. The aspect with the highest average score was learning management, followed by the learning atmosphere and the benefits received. In terms of specific items that students were satisfied with, the item “teaching materials are most suitable for organizing learning activities” received the highest level of satisfaction (mean = 5.00). This high satisfaction may be attributed to the diverse, consistent, and content-appropriate teaching materials used in the learning process, which were also well-aligned with the learning management plans. Furthermore, students expressed high satisfaction (mean=3.97) with the “survey and search” step, which promotes learner action and self-activity. This satisfaction can be attributed to the emphasis on skill training activities in the learning management plans. However, it was noted that there were limitations in accessing information through traditional media, which led the researcher to adapt the methods and utilize alternative resources such as information leaflets or other media to facilitate student knowledge search. Suggestions 1.General suggestions: 1.1 Implement the learning management plan based on the 5E Instructional Model, which focuses on learner-centered approaches. Design activities at each stage of the model that encourage students to practice, analyze, differentiate, and solve problems independently. This will help develop their mathematical process skills. Ensure that the activities are designed in a continuous and progressive manner to facilitate students’ understanding of the lesson. 1.2 Utilize a knowledge-based learning approach within the 5E Instructional Model. Provide students with a variety of learning materials that enable them to explore and search for knowledge independently. Encourage students to actively engage in the process of acquiring additional information and expanding their understanding of the subject matter. 1.3 Design skills training activities that are appropriate for the content being taught. Ensure that the activities are diverse and offer challenges to students, but are not overly difficult or too easy. Strike a balance that allows students to develop their skills while feeling motivated and engaged.
Education for Sustainable Development 89 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 2. Suggestions for the next study: 2.1 Consider the duration of the study and ensure that the learning management plan and skills training activities are designed to fit within the allocated time. This will help optimize the effectiveness of the study and ensure that the desired outcomes can be achieved. 2.2 Explore different methods of managing learning that are suitable for the specific grade level and content being taught. Take into account the diverse potentials and abilities of the students in the class. Adapt the chosen methods to align with the school’s context and resources available. 2.3 Investigate other teaching methods and approaches that can be combined with skills training designs to further enhance academic achievement and develop desirable characteristics and mathematical process skills. Consider incorporating innovative strategies, technology- enhanced learning, or interdisciplinary approaches to create a more comprehensive and engaging learning experience. 2.4 Expand the research scope by studying the impact of the learning management plan on other variables, such as students’ reasoning and mathematical communication skills, critical thinking abilities, and persistence in learning. This will provide a more comprehensive understanding of the effects of the instructional model and help identify areas for further improvement. . Bibliography Angkana Greeanara (2019). Development of Mathematical Problem-Solving Abilities: Ratios, Fractions, and Percentages, Using the 5-Step Pedagogical Cycle and Mathematical Problem- Solving Strategies for Grade 9 Students, Chonburi: Burapha University. Aphantri Phoolaputtha (2023). Educational Research (1st Edition). Taksila Publishing. Benchawan Dabthong. (2018). Developing problem-solving skills in mathematics word problems the 5E learning model combined with the K-W-D-L technique for Grade 4 elementary school students. Pattani: Prince of Songkla University, Pattani Campus. Bybee et al. (2006) The BSCS 5E instructional model : Origins andeffectiveness. Colorado Springs, CO: BSCS Channarong Wisetsat and Wasana Thai Wisetsat. (2020). Guidelines for promoting understanding of mathematics learning. Roi Et: Roi Et Rajabhat University. Gachapon, Jai Odtan, and Oranicharat Sotda. (2011). Factors affecting the learning achievement of students at Nakhon Ratchasima College. Nakhon Ratchasima: Nakhon Ratchasima College. Institute for the Promotion of Mathematics Teaching and Technology. (2017). Handbook for using the core curriculum: Mathematics Learning Area (Revised Edition 2017). (1st Edition). Institute for the Promotion of Mathematics Teaching and Technology. Krulik (1980) Problem solving in School Mathematics: Yearbook of the National Council of Teachers of Mathematics. Reston, Virginia:National Council of Teachers of Mathematics Ministry of Education. (2017). Indicators and Core Curriculum: Mathematics Learning Area (Revised Edition 2017). (1st Edition). Office of the Basic Education Commission, Ministry of Education. Nattanan Juangkanwong. (2022). Developing problem-solving skills in decimals using the 5E learning model of Grade 6 elementary school students. Chanthaburi: Mathematics Learning Group, Nattakanon Tutorial School, Chanthaburi Province. Numporn Sakpakanont and Rakkietkit Raksudom. (2021). Analytical thinking skills in separating the components of quadratic equations using the 5E inquiry learning model: A study of
The 9th International Conference 90 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Grade 6 secondary school students. Buriram: Buriram Rajabhat University. Panadda Duangnang. (2019). The results of using mathematical skill training combined with inquiry-based learning using the 5E model to enhance the mathematics learning achievement Grade 4 secondary school students. Kamphaeng Phet: Kamphaeng Phet Rajabhat University. Phatthana Phrommon and colleagues. (2021). Ideas for satisfaction and questionnaire design in work. Phra Nakhon Si Ayutthaya: Ayutthaya Institute of Vocational Education. Piyachat Srisurachai. (2018). Developing reading comprehension skills and Thai language understanding for Grade 3 elementary school students in Trat Province. Trat: Rajabhat University, Ramkhamhaeng Campus. Sarona Phaisanwatana (2019). Study of Learning Outcomes in Basic Mathematics Course: Fundamental Concepts of Real Numbers, Using the 5E Inquiry-Based Learning Approach for Grade 10 Students at Chulabhorn Royal Academy Science School, Mukdahan, Ubon Ratchathani: Rajabhat University. Serife Turan, Shirley M. Matteson (2021) Middle School Mathematics Classrooms Practice Based on 5E Instructional Model United States : Texas Tech University Supaporn Yoinong and colleagues. (2021). Enhancing communication skills in mathematics through 5 levels of inquiry-based learning on pyramids, cones, and cylinders for Grade 3 secondary school students. Bangkok: Phranakhon Rajabhat University. Thatchapol Tidi. (2018). Learning achievement in project analysis and project management courses: A study on the possibility of projects using the peer-assisted learning approach. Lopburi: Lopburi Rajabhat University. Wijaruk Phanit. (2012). The pathway to creating student-centered learning in the 21st century. 1st Edition. Sodsri-Sirindhorn Foundation. Witit Mulawong and Siwaphorn Mamat. (2021). A comparison of problem-solving skills in mathematics and learning outcomes in Grade 3 secondary school students using the 5E inquiry-based learning model. Phetchaburi: Phetchaburi Rajabhat University.
Education for Sustainable Development 91 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023
The 9th International Conference 92 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Acceptance and Commitment Therapy with Music Therapy in Adolescents with Depression Jirathorn Buenglee1, Dussadee Lebkhao2 ABSTRACT This study aimed to study the concept of group counseling with acceptance and commitment therapy with music therapy in adolescents. The sample consisted of male and female students with depression by purposive sampling who voluntarily participated. Data were collected by using CES-D Scale. Acceptance and commitment therapy was a modern behaviorism theory that integrated the fundamental principles of behaviorism theory and mindfulness with music therapy techniques. Reaching the bottom of negative feelings from unwanted experiences that were disabled to express in words caused depression until the anxiety was relieved and the negative thoughts were accepted and conscious of the present moment. Imagination and creativity in managing various problems led to behavior modification according to essential values of life, which had a negative relationship with depression by combining ACT with techniques of music therapy following these steps: 1) Acceptance and analyzing lyrics music was a review of the experience by expressing ideas and feelings from music to allow thought and various emotions, whether desirable or undesirable, without trying to avoid or eliminate them. 2) Cognitive defusion, “Leaf in the Stream Technique,” and music and imagery by not merging with unhealthy thoughts that were the source of depression. 3) Being present and music and imagery were relaxing in music and observing your thoughts from the clouds in the sky to present self-awareness. 4) Self-as-context and music and movement were metaphors that reflected gestures and movements according to music. It was to observe and be aware of changes in the internal context 5) Defining valued directions and lyrics in music was discovering essential things from transmitting ideas and feelings from the selected songs. To support the value and encouragement that will lead to the discovery of ways to reduce depression. 6) Committed action and Songwriting were writing a song of their life according to the value of the selected life and fulfilling commitments and never disheartened by any obstacles The acceptance and commitment therapy with music therapy was a new knowledge expected to be used with a group of students at other universities in the same way. It is also a guideline for group counseling with acceptance and commitment therapy with music therapy for staff who are involved in the practice of psychology of students or who are interested. To apply consultation and other therapies with group activities by selecting students who are in the urgent need or suitable for development or modify the behavior with the model presented by the researcher and can be used to develop new knowledge in the future. Keywords: integrative therapy, ACT with Music therapy, depression 1 Corresponding author. E-mail [email protected] 2 Faculty of Education Mahasarakham University
Education for Sustainable Development 93 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 A Scoping Review on the Self-Compassion Affects Motivation to Change Juvenile Delinquency Kanjanee Chobsiang1 Dussadee Lebkhao2 ABSTRACT The problem of juvenile delinquency also has an increasing rate of delinquency. Motivation to change is one of the processes that the justice system prioritizes in improving juvenile delinquency. The policy of the Juvenile and Family Court in Thailand, Correction, treatment, and rehabilitation, aims to help them to change their behavior for the better. This study focused on how self-compassion affects motivation to change juvenile delinquency. Scoping review research was based on the Joanna Briggs Institute (JBI) framework. The databases to be searched from ScienceDirect, Pubmed, and Google Scholar for studies published in English only. The review showed that self-compassion is an expression of self-understanding and expressing oneself gently, caring, and encouragingly. When people suffer mistakes, failures, or mental distress, it can be understood that all human beings can make mistakes and are self-conscious the face-up problems; when a person responds to compassion for a person who helps themselves in a way that facilitates growth and self-improvement without causing adverse consequences that discourage and face problems by not avoiding. Most of the past studies were conducted abroad. Study in the medical and education field and be an adult or general public but in the context of Thai or Asian culture. Juvenile delinquency also found little research in this way. The knowledge gaps are of interest to future studies, such as the study of the effects of self-compassion on the motivation to change juvenile delinquency. The research results will lead to further development of the counseling program. Objective: This scoping review aims to understand and synthesize evidence on self-compassion influences motivation to change juvenile delinquency. Methods: This study will be conducted by the JBI methodology for scoping reviews—the data- bases to be searched from electronic databases, ScienceDirect, Pubmed, and Google Scholar. Keywords used are juvenile delinquency, self-compassion, and motivation to change. The study was based on only articles published in English. Following the search, all identified citations will be collated and uploaded into EndNote20, and duplicates will be removed. Following a pilot test, titles, and abstracts will be screened by two-reviewer for assessment against the inclusion criteria for the review. The exclusion criteria are incomplete research, insufficient detail, and inconsistency with the objective. Authors will extract data from papers included in the scoping review using a data extraction tool developed by the reviewers. The data extracted will include specific details about the participants, concept, context, study methods, and critical findings relevant to the review question. Results: Self-compassion makes a person better at achieving one’s goals, less afraid of failing, and greater perceived competence, understanding and acceptance, and learning to improve themselves. Keywords: juvenile delinquency, motivation to change, self-compassion 1 Corresponding author. E-mail: [email protected] 2 Educational Psychology and Guidance, Faculty of Education, Mahasarakham University
The 9th International Conference 94 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Quality of Life among Undergraduate Students at Mahasarakham University During COVID-19 Pandemic Narin Phopaeng1, Seyha Uch2, Chanita Pimsri3, Wipanee Suk-erb4 ABSTRACT The purposes of this survey were 1) to investigate the level of quality of life of undergraduate students during the COVID-19 pandemic followed by physical, psychological, social relationship and the environmental factors; 2) to compare the levels of quality of life of the students based on personal factors including gender, faculty, academic achievement, student income and accommodation. The samples were 416 undergraduate students at Mahasarakham University (MSU) in the academic year 2020 recruited to study using multi-stage sampling method. The Quality of Life during COVID-19 Pandemic Questionnaire (Cronbach’s α =.84) was the instrument used to collect the data. The data collection process had been conducted at 7 faculties of MSU during December 2020. Data were analyzed using descriptive statistics, t-test, and ANOVA. The results showed as follows. 1. The overall level of the quality of life of the students during COVID-19 pandemic was at a moderate level with the physical factor being at a high level, while the psychological, social relationships and environmental factors were at a moderate level. 2. The students’ levels of quality of life during the pandemic compared among the personal factors revealed that the academic achievement factor was statistically significant at .05. Nonetheless, the rest of the factors: gender, faculty, student income and accommodation were not significant. This finding proposed useful information to the university administrators to set up policy and strategic plans to support students’ quality of life. Keywords: Quality of life, COVID-19 pandemic, undergraduate students 2 Corresponding author. E-mail: [email protected] 3 Educational Psychology and Counseling, Faculty of Education, Khon Kaen University 4 Educational Psychology and Guidance Department, Faculty of Education, Mahasarakham University
Education for Sustainable Development 95 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 The Compassion Focused Therapy for People at Risk or Mental Health Problems in the Next Normal Benjamaphorn Sajai 1 Dussadee Lebkhao 2 ABSTRACT “Next Normal” refers to living in a new way of life in society after adapting to the COVID-19 crisis to survive; people became familiar with the way they thought, learned, communicated, and practiced, which will change by social context. New technology or innovation has been introduced to make life more convenient and faster, together with the current socio-economic council. It affects the quality of life of individuals in society, such as stress and anxiety. A person must have the tools and methods to provide psychological support to handle this crisis appropriately. This review is based on Paul Gilbert’s protocol (2014), in which compassion-focused therapy emphasizes the importance of developing the potential of individuals who can reach out consciously. It also cultivates benevolence from within to organize a person’s “tricky brain” in socially beneficial and mental health ways. So, compassion-focused therapy can help individuals lead their lives in the Next Normal with mindfulness and patience. Have emotional attachments, be considerate of oneself and others, behave beneficially, be motivated to live, and have good mental health to overcome crises. In life appropriately. Objective: The objective of this scoping review is compassion-focused therapy for people at risk or with mental health problems following everyday lifestyles. Methods: This study will be conducted according to SJR’s methodology for scoping. Comments The databases to be searched are from electronic databases, ScienceDirect, The British Psychological Society, and Google Scholar. The keywords used are Compassion Focused Therapy, Self-Compassion, Covid-19, and the Next Normal. This study is based on articles published in English and Thai. After the search, screening was conducted by two review authors to assess against the selection criteria for the review. The exclusion criteria must be completed, more detailed, and consistent with the objectives. Time Boundaries Data is extracted from documents included in scope reviews by authors using data extraction tools developed by the data extractor to include specific details about participants, concepts, contexts, etc. Study Methods and key findings Impact: Compassion-focused therapy may help individuals cultivate compassionate thinking, be more compassionate towards themselves and others, and lead an everyday life. Keywords: compassion-focused therapy, following everyday lifestyles, risk or with mental health problems 1 Corresponding author. E-mail: [email protected] 2 Educational Psychology and Guidance, Faculty of Education, Mahasarakham University
The 9th International Conference 96 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Developing Integrated Training Programs to Improve the Self-Presentation Skills of MiddleSchool Students: A Focus on Scale Development and Adaptation” Weiwei Tong1, Prasong Saihong 2 ABSTRACT This paper aims to develop an integrated training program to improve the self- presentation skills of middle school students. The study adopted a four-stage approach, includingbackground research, design innovation, implementation, and evaluation of the training program.Among them, the second stage focuses on the preparation and adaptation of the self-presentationskills scale. By referring to the existing self-presentation scale, from the perspective of teacher assessment, it is adapted appropriately to better reflect the effectiveness of the assessment. After many experiments and modifications, the self-presentation skills scale can effectively evaluate the level of self-presentation skills of middle school students. The results of this paper canprovide a valuable reference for educators and researchers. Keywords: self-presentation skills, integrated training program, scale 1Corresponding author. E-mail:[email protected] 2Mahasarakan University
Education for Sustainable Development 97 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Learning Management by Using Group Discussions to Develop Learning Achievement in Psychological Education Courses for Fourth-Year Students at Sichuan University of Science and Engineering Tong Wu1, Saiphin Siharak*2 Sutthiporn Boonsong3 ABSTRACT The purposes of this research were to: 1) compare learning achievement in psychological education courses of fourth-year university students before and after using group discussion, 2) compare learning achievement in psychological education courses of fourth-year university students before and after using the traditional method, and 3) compare learning achievement in psychological education courses of fourth-year university students between learning management by using group discussion and using the traditional method. The research design was a quasi- experimental research methodology. The samples of this research were 60 senior students in the second semester of the 2022 academic year at Sichuan University of Science and Engineering. The samples were 2 classes of fourth-year students, selected by cluster sampling technique. The research tools were group discussion lesson plans, traditional lesson plans, and learning achievement tests. The data were analyzed with mean, standard deviation, and t-test. The research showed that: 1) the learning achievement in psychological education courses of fourth- year university students after learning management by using group discussion was significantly higher than before learning management at the .05 level. 2) the learning achievement in psychological education courses of fourth-year university students after learning management by using traditional methods was significantly higher than before learning management at the .05 level, and 3) the learning achievement in psychological education courses of fourth-year university students learning management by using group discussion was significantly higher than another group of students learning management by traditional methods at the .05 level. Keywords: group discussion, learning achievement, psychological education 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 98 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 Introduction In recent years, college students have faced various mental health problems related to personal, family, and social factors due to increasing social pressure and changing times . It is necessary to systematically analyze and solve these issues. Reformation of the existing mechanism of mental health education for college students, along with strengthening education and teaching reform, is essential. Additionally, cultivating a high-quality teacher team is crucial to improving the effectiveness and efficiency of mental health education for college students (Wang, 2019). The development of psychological education courses is a necessary condition for building a harmonious campus and society. With the further promotion of the market economy, social competition has become increasingly fierce, resulting in significant psychological pressure on individuals, particularly teenagers. Universities should conduct psychological education courses or related activities to address students’ psychological problems through emotional communication and guidance. Carrying out psychological education courses is essential for implementing quality education. Good psychological quality is an integral component of students’ overall development. It not only helps individuals navigate various challenges and setbacks but also enables them to unleash their potential, easily adapting to changes in the external environment. Psychological education courses are not only imperative for students’ comprehensive and sustainable growth but also play a crucial role in the reform of moral education. These courses expand the scope of traditional moral education while providing a safe and open space for students’ minds. By primarily focusing on prevention and diversion, psychological education courses foster equal communication, respect, trust, and understanding among students. However, psychological education courses face challenges in terms of course content, teaching methods, and evaluation tools, which hinder their development and progress. In the past, teaching programs for psychological education courses primarily focused on learning knowledge, technical skills, moral education, aesthetic education, and subject teaching. While the content of teaching materials took into account individual differences, the methods employed were mostly traditional. As a result, the academic value of psychological education courses was somewhat neglected, and it became secondary to the teaching services of other disciplines. Through continuous reform and innovation in psychological education courses, and through an analysis of its relevance within the current social context, the use of group discussion for learning and curriculum implementation has gradually gained widespread utilization and support. Its significance lies in promoting full student participation, stimulating active thinking, facilitating cognitive development, and guiding students to learn from each other. However, group discussions in psychological education courses sometimes face common issues, such as mutual interference, individual reports, and unreasonable arguments. Therefore, to enhance the effectiveness of discussions, it is necessary to optimize the quality of students’ discussions and train them to behave appropriately during discussions. Behavioral strategies include stimulating motivation for discussion, teaching students to respect one another, training them to listen carefully, encouraging them to generate arguments, and timely regulation of the discussion atmosphere. Consequently, the analysis of the use of group discussion for learning and implementation management in psychological education courses yields more efficient results when continuous reform and innovation are applied. Drawing on the use of group discussion for learning management in psychological education courses to foster learning and theories related to the factors influencing course implementation summarized the factors influencing psychological education courses implementation in colleges and universities into six aspects: curriculum, teaching plan, teaching behavior, learning behavior, teaching environment, and course evaluation. The study analyzed the achievements of the course implementation (Xia, 2017).
Education for Sustainable Development 99 The 9th International Conference Faculty of Education Mahasarakham University on Educational Reform 16-17 JUNE 2023 Based on the theory of learning management, this study explored the application of learning management in psychological education courses in colleges and universities by combining the characteristics of such courses. Learning management in psychological education courses guided students to enhance their self-learning ability, promote students’ learning mobility, and improve their academic performance (Wang, 2018). The group discussion was a commonly used method in psychological education courses in colleges and universities that met the objectives of psychological education courses and had some points that could not be replaced by other teaching methods. A good grasp of the matters to be noted in its use contributed to the implementation of this course. The main results of this study were as follows: 1) The integration of the group discussion into the psychological education courses in colleges and universities for learning management, which resulted in the expansion of the popularity of the curriculum, the enhancement of school-based awareness, and the improvement of students’ knowledge of the curriculum, and 2) identification of the benefits and problems of the cognitive group discussion method in learning management of psychological education courses (Xu, 2004). In the teaching of psychological education courses, the teaching mode of group discussion improved students’ participation and enthusiasm, stimulated their interest in learning, enabled them to receive revelation and guidance in communication, enhanced their self-confidence, improved their learning ability and level, and thus effectively promoted their learning effectiveness (Liu, 2019). The use of group discussion for learning management in psycho-educational courses for college students was crucial in guiding colleges and universities to serve the national strategic policy, cultivate talent development, and continuously improve the quality and mode of person- al andpsychological education courses. It was related to the future development of the country and reflected and reacted to the development of society. It was a theoretical reflection on the development of psychoeducation for a healthy society, an autonomous response to the social environment, and a theoretical innovation of the educational frontier research on psychoeducation courses. The article promoted the construction of the discipline of ideological education and the development of social psychological education course’s quality ability, which was of great theoretical and practical significance in helping college students take up the important task of national rejuvenation in the new era (Chen & Liu, 2005). Previously, research in psychological education courses had achieved certain accomplishments, but it was unable to keep up with the continuous development and changes in the strategic approach of the group discussion method of psycho-educational courses, which was an important element of strengthening and improving ideological education in the new era. To address this, there was a need to use theories and methods to delve into social reality, identify social problems, and solve them. This paper actively explored the past, present, and future of cultivating a healthy social mentality among college students by focusing on the theme of using group discussion for learning management in psychological education courses. It recognized and grasped the healthy psychological characteristics, structure, and cultivation methods of contemporary college students and guided breakthroughs and innovations in the psychological development of college students. The method of learning management using group discussions in psychological education courses is a new skill that can effectively address the problems of modern university students. It can systematically address basic problems and significantly reduce college students’ fear of learning and resistance to life. Its unique creative power lies in the ability to use all known information to generate new, unique, socially or personally valuable solutions (Liu, 2019). Group discussion referred to content-based discussions among learning teams consisting of two or more college students in a classroom setting. During the discussion process, group members clarified their ideas, engaged in debates, asked and answered questions, and provided feedback on each other’s expressions. In this study, “creativity” was defined as the ability to use all known information to produce something new, unique, and socially or personally valuable for a specific
The 9th International Conference 100 Education for Sustainable Development on Educational Reform Faculty of Education Mahasarakham University 16-17 JUNE 2023 purpose (Lin, 1999). Based on this, the study operationally defined creativity and divided it into two dimensions: “effectiveness” and “creativity” (Rodan & Galunic, 2004). In domestic academic circles, discussion-based pedagogy emerged as undergraduate education established the goal of cultivating innovative talents and gradually transformed from teaching to learning (from teaching to learning) (Zhang & Zuo, 2011). Luo (2004) proposed the operational process and conditions of the group discussion, Although the positive effects of group discussions were widely recognized, their potential effectiveness problems also attracted widespread attention. For example, some teachers arbitrarily divided all students into small groups and only spent a few minutes discussing a certain issue. Although the classroom presented a lively scene, teachers did not pay attention to whether the discussion activities were conducive to the achievement of teaching objectives. Many scholars suggested that these “highly formalized” group discussions were apparently “lively” but had little learning effect. In response to this phenomenon. Luo, Zhou, and Pei (2012) proposed how to use appropriate discourse strategies to achieve the discussion goals, taking the theory of conversation structure as a framework. Group discussion was a common form of task in modern teaching, where students were asked and guided by the teacher to explore a topic. The teacher could spend a short time focusing on observing, grasping, and comparing the key characteristics of the different participants, and students were free to play in their natural state. It provided some educational insights for optimizing teachers’ rubrics and improving students’ group discussions (Zhang, 2021). In summary, there were still some shortcomings in the previous research on discussion-based pedagogy. Firstly, most foreign research results focused on classroom teaching in the field of basic education and lacked attention to the field of higher education. Secondly, domestic research results rarely involved the actual problems and improvement strategies adopted by front-line teachers in carrying out group discussion teaching. Therefore, the researcher aimed to improve learning achievement in psychological education courses through learning management by utilizing group discussion. Purpose of Research 1)To compare learning achievement in psychological education courses of fourth-year university students before and after using group discussion. 2)To compare learning achievement in psychological education courses of fourth-year university students before and after using the traditional method. 3)To compare learning achievement in psychological education courses of fourth-year university students between learning management by using group discussion and using the traditional method. Research hypothesis 1) Learning achievement in psychological education courses of fourth-year university students after learning by using group discussion is higher than before learning. 2) Learning achievement in psychological education courses of fourth-year university students after learning by using the traditional method is higher than before learning. 3) Learning achievement in psychological education courses of fourth-year university students after learning by using the group discussion is higher than learning by the traditional method. Research Framework Since this research paper will employ an experimental research design, the framework below will serve as the researcher’s guide in the conduct of the study:
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