Journal of Education & Learning Development Innovation

Enhancing Primary Students’ Scientific Concept of Food Chains through Technology-Integrated Inquiry-Based Learning for Grade 5 Students

2025-09-22T11:36:07+07:00

This study aimed to develop Grade 5 students’ scientific conceptions of food chains through inquiry-based learning integrated with technology. The findings revealed that, regarding the definition and importance of food chains, most students held incomplete scientific conceptions (PU), totaling 18 students (52.94%), indicating that they had not yet fully understood the fundamental principles. For the role of producers, the majority of students also demonstrated incomplete scientific conceptions (PU), totaling 17 students (50.00%), suggesting that they had a partial understanding but lacked sufficient scientific reasoning. Concerning the role of consumers, students demonstrated both complete (SU) and incomplete (PU) scientific conceptions equally, totaling 14 students (41.18%), reflecting that most students had a fairly good understanding of consumers’ roles. Most students (14 out of 34, or 41.18%) demonstrated complete scientific understanding when drawing food chain diagrams, showing their ability to analyze relationships among living organisms, though some misconceptions remained. Finally, in terms of the impact when predators disappear, most students demonstrated misconceptions (MU), totaling 17 students (50.00%), indicating that they were unable to explain the systemic consequences within ecosystems. These findings suggest that students’ understanding should be further developed through the use of contextual situations or simulation-based learning tools to enhance clearer and deeper conceptual comprehension.

Development of a STEAM4 INNOVATOR-Based Learning Process Using a Leaf Compression Machine to Enhance Students’ Innovation and Environmental Problem-Solving Skills

2025-10-22T09:05:27+07:00

This study aimed to develop a STEAM4INNOVATOR-based learning process using a leaf-compression device and to examine its effects on upper secondary students’ innovation skills and environmental problem-solving skills. The research employed a One Group Pre-test/Pos-test Design with 30 student environmental leaders. The research instruments, including a learning management plan and two skill assessment tools, demonstrated acceptable content validity (IOC = 0.75–0.88). The learning process followed the four stages of STEAM4INNOVATOR—Inspire, Ideate, Invent, and Implement. The results revealed that post-instruction scores for both innovation skills and environmental problem-solving skills were significantly higher than pre-instruction scores at the .05 level (t = 47.61 and 75.99, respectively). The normalized gain values were 0.67 and 0.68, indicating medium-to-high improvement. Qualitative data from observations and reflection interviews further showed that students demonstrated enhanced creativity, collaboration, problem-solving abilities, and environmental awareness. Overall, the STEAM4INNOVATOR learning process integrated with a leaf-compression device effectively fostered students’ innovation and environmental problem-solving skills, enabling them to design practical solutions to real environmental issues within their school context.

Developing a STEAM-Based ‘DIY Waste-to-Use’ Activity Package to Enhance Creative Innovation Skills in Grade 9 Students

2025-10-22T09:05:04+07:00

Developing a STEAM-Based ‘DIY Waste-to-Use’ Activity Package to Enhance Creative Innovation Skills in Grade 9 Students. This research utilized a one-group pretest-posttest design (pre-experimental). The objective was to develop innovation skills 38 of Grade 9 students. The research instruments included: 1) a lesson plan, 2) a DIY Waste-to-Use Learning Activity Package, and 3) an innovation skills test.The learning activities were conducted in nine 50-minute periods over a three-week period. The researcher collected data by administering pre- tests and post-tests to students assessing innovation skills using the DIY Waste-to-Use Learning Activity Package. Data analysis involved analyzing the effectiveness of the learning Activity Package, based on the E₁/E₂ criterion, with a score of 75/75. Inferential statistics was used to compare pre- and post-test scores for creative innovation skills in one sample group. Data were also analyzed for two independent groups.

The results revealed that the effectiveness of the learning activity package, "DIY Waste into Objects," using the STEAM Education learning model was 87.31/89.48, exceeding the 75/75 criterion. Students' innovation skills scores after the lesson were significantly higher than before and above the criterion at the 0.05 level, with an average score before
(= 13.98, S.D. = 0.11 ) and after (= 31.80, S.D. = 0.72 ). The effectiveness of the learning was assessed using a Normalized Gain <g> value of 0.69, which is considered moderate.
This result highlights that learning based on the STEAM Education concept and the emphasis on hands-on learning in the DIY Waste into Objects format can develop students' creative innovation skills.

Enhancing Critical Thinking Skills of Chiang Mai Rajabhat University Students through the Hotel Stars Game

2025-11-14T20:18:56+07:00

This study investigated the effects of the Hotel Stars simulation game—designed around realistic scenarios of service and hotel management—on the development of critical thinking skills among 150 students enrolled in GEN1401. A 15-item scenario-based instrument, covering analytical reasoning, data interpretation, argument evaluation, and decision-making under constraints, was validated for content accuracy and reliability prior to use. A mixed-methods approach was employed, combining Paired Sample t-test for quantitative comparison of pre- and post-test scores with Thematic Analysis of five open-ended items to explore students’ reasoning processes. Results showed a statistically significant improvement in critical thinking performance after the intervention (t(149) = 12.45, p < .001), with notable gains in evidence-based reasoning and generation of decision alternatives. Qualitative responses further revealed students’ enhanced ability to link data with systemic consequences and to justify decisions based on multi-dimensional considerations, aligning with Kolb’s Experiential Learning framework. These findings suggest that Hotel Stars serves as an effective instructional tool for fostering higher-order critical thinking in higher education and holds potential for broader application across various disciplines.

A Study on the Relationship Between the Amount and Type of Clouds and Air Temperature at the Chiang Mai Rajabhat University Demonstration School

2025-10-11T06:36:55+07:00

This study investigates the relationship between the amount and types of clouds and air temperature in the area of Chiang Mai Rajabhat University Demonstration School, Mueang District, Chiang Mai Province. The objectives were: (1) to enable students to learn scientific concepts and skills through practical investigation, (2) to allow students to identify and classify cloud types, estimate cloud cover, and measure air temperature according to the GLOBE Program guidelines, and (3) to examine the relationship between cloud amount and air temperature. Data were collected from June 16 to June 27, 2025 (excluding weekends) by three Grade 5 student observers. The observations revealed that the most common cloud type was Nimbostratus, with cloud cover ranging from 69% to 78%, while the air temperature varied between 29°C and 31°C. Pearson’s correlation coefficient analysis showed a negative correlation (r ≈ -0.73), indicating that as cloud cover increased, air temperature tended to decrease significantly. The study helped students understand scientific concepts related to the role of clouds in reflecting solar radiation and regulating atmospheric temperature. However, the limitations of this study include the small sample size and uncontrolled environmental factors, which should be improved in future investigations. The results can be applied to enhance Earth science learning activities, fostering students’ understanding and interest in scientific inquiry.

The Development of E-Learning Lesson with an Interactive Simulation on light and shadow for Mathayomsuksa 5 Students

2025-11-11T17:12:45+07:00

This research aimed to study the effectiveness of the lesson (E1/E2) according to the 80/80 criterion, learning achievement and students’ satisfaction about using the interactive virtual model on light and shadow. The target group consisted of 20 Mathayom 5 students studying physics at Soemngamwitthayakhom School in the first semester of the 2024 academic year. The analytic data came from the results of the pre-test, worksheet, post-test. and responses from a survey of satisfaction with the use of the lesson. The research found that (1) the effectiveness of the lesson (E1/E2) is 84.50/80.50. (2) Most students are in the Medium gain group. (3) The satisfaction towards the lesson was at a very satisfactory level, with a positive satisfaction value at a mean score of 4.07 and a negative satisfaction value at a mean score of 1.44. It shows that this e-learning lesson combined with the interactive virtual model on light and shadow is suitable for use as a teaching tool for Mathayom 5 students who study physics.

Design and Evaluation of a Reflective Learning Questionnaire for Enhancing Instruction in a Data Analytics and Machine Learning Course

2025-11-03T14:46:43+07:00

This prototype research aimed to: (1) design a reflective learning questionnaire for the Data Analytics and Machine Learning (DAML) course that evaluates both topic-level understanding and the ability to use data-analysis tools; (2) assess the preliminary instrument quality in terms of internal consistency, its relationship with academic achievement, and its ability to distinguish learners based on their understanding level; and (3) propose practical guidelines for using the questionnaire to enhance teaching and support personalized learning in technical-education contexts. This research was a quantitative prototype investigation using a post-course questionnaire as the data-collection tool. The sample was selected purposively and 19 out of 23 undergraduate students in Manufacturing System Engineering program enrolling in this course filled in the questionnaire voluntarily. Research tools included (1) the reflective learning questionnaire on clustering, association rules, regression, classification and image processing, (2) course grade, and (3) a comprehension test. Data analysis was done through using descriptive statistics (mean and standard deviation) and internal consistency (Cronbach's ). The results were as follows: (1) the questionnaire successfully separated the level of understanding between students among topics (regression was the most understood while image processing was the least); (2) students' self-evaluation correlated positively with their academic achievement, especially in topics involving real-world scenarios; and (3) the questionnaire exhibited acceptable overall reliability with a Cronbach's of 0.82, whereby it can be used as a good diagnostic tool to facilitate personalized learning and digital-based teaching in the Data Analytics and Machine Learning course.

Pillars and Systemic Bottlenecks: Quality Assessment of Graduate Education Based on Satisfaction Data and Diagnosis of Critical Structural Gaps

2025-11-23T17:08:59+07:00

This research assessed current students' satisfaction with the quality of graduate program management at Yala Rajabhat University and identified critical structural gaps affecting the overall quality of graduate education. A quantitative approach was used to collect data from 205 graduate students (=0.963). The results revealed that students’ satisfaction with the overall quality of program management was high (=4.44). The main strengths were the instructors, thesis advisors, or independent study advisors, which received the highest overall score (=4.61, the highest level). In-depth analysis revealed critical structural gaps in research funding or publication costs, which received the lowest scores across all questions (=3.73, moderate level). This situation indicates a quality paradox between high-quality personnel and low-resource support systems, a systemic bottleneck that hinders students’ ability to graduate according to the publication requirements. These findings highlight the urgent need for universities to develop policy proposals based on empirical decision-making (EBDM) to allocate resources and establish clear and adequate mechanisms to support research publication, in line with high graduate production standards and local development strategies.

Enhancing Environmental Action Competency Through Active Learning And School-Based Learning Resources Among Grade 9 Students

2025-10-11T06:37:52+07:00

This research aimed to develop and evaluate an active learning approach integrated with school-based learning resources to enhance environmental action competency among Grade 9 students. The study employed a purposive sampling method, selecting 38 students from San Pa Tong Wittayakom School in the first semester of the 2024 academic year. The research instruments included five integrated lesson plans, a knowledge test, a performance-based observation form, an attitude scale, and a satisfaction questionnaire. The results indicated a statistically significant improvement in students’ knowledge scores after the implementation of the learning activities (p < .05). Students exhibited high levels of practical environmental behaviors and positive environmental attitudes. Furthermore, the overall satisfaction with the learning process was rated at a statistically significant improvement. The findings highlight the effectiveness of contextualized active learning in fostering sustainable environmental behaviors among adolescents.