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CONFERENCE PROCEEDINGS

International Conference on Education

“Education for Human Resource Development in the 21st Century”

(ICE 2017)

5 – 6 September 2017

Organized by

School of Educational Studies

Sukhothai Thammathirat Open University, Thailand

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INTRODUCTION

We, Sukhothai Thammathirat Open University (STOU), would like to welcome our guests and colleagues to the International Conference in Education on Education for Human Resource Development in the 21st Century. The objectives of the conference are: (1) to present and disseminate results of research studies and new body of knowledge in the field of education; (2) to exchange and share knowledge and experience in the field of education among graduate students and professional educators both within and outside Thailand; and (3) to establish cooperation networks involving educational institutions and related work agencies both within and outside Thailand.

Sukhothai Thammathirat Open University is an open admission university employing the distance instructional system. Under this system, there is no classroom instruction on the campus. The learners and instructors are far apart, but learners can study by themselves via the use of multi-media of instruction provided by the university, e-learning and face-to-face interaction with the instructors in off-campus tutorial sessions. The School of Educational Studies, STOU realizes the importance of organizing an international conference in education to provide the forum for dissemination of advancement of knowledge in the field of education and to provide opportunity for educational researchers, leading academics, professors, practitioners and graduate students in education to meet and exchange ideas via research presentation, discussion and other activities which will result in further extension of the body of knowledge in the field of education and enhancement of knowledge and experience of the graduate students. In order to achieve the successful and productive event, distinguish keynote speakers were invited. As well, potential authors were invited to submit full papers which each of them were reviewed by two experts in their fields from the International Review Committee. Within this volume, there are 33 contributing authors coming from 5 countries. This book of proceedings has been organized according to following themes:

- Distance Education, Lifelong Learning - Educational Technology

- Leading and Managing Quality Education - Curriculum and Instruction Development - Educational Evaluation - Social Development and Education

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CONFERENCE AGENDA

September 5, 2017

08.30 – 09.00 Registration 09.00 – 09.45 Opening Ceremony Report by Dean, School of Educational Studies Opening Address by President of STOU 09.45 – 10.00 Coffee Break 10.00 – 12.00 Keynote Address by Dr. Libing Wang, UNESCO, Bangkok 12.00 – 13.00 Lunch Break 13.00 – 14.30 Paper Presentation (Concurrent Sessions) 14.30 – 14.45 Coffee Break 14.45 – 16.00 Paper Presentation (Concurrent Sessions)

September 6, 2017

08.30 – 09.00 Registration 09.00 – 10.30 Keynote Address by Mr. Thomas Kuan, Founder of University of 3rd Age, Singapore

10.30 – 10.45 Coffee Break 10.45 – 12.00 Keynote Address by Dr. Peter Rawlins, Senior Lecturer,

Institute of Education, Massey University, New Zealand 12:00 – 13:00 Lunch Break 13:00 – 14:30 Paper Presentation (Concurrent Sessions) 14.30 – 14.45 Coffee Break 14.45 – 16.00 Paper Presentation (Concurrent Sessions)

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ADVISORY COMMITTEE

Assoc. Prof. Dr Taweewat Watthanakuljaroen Professor Dr. Sumalee Sungsri Assoc. Prof. Dr. Sansanee Sungsunanan Assoc. Prof. Dr. Sareepan Supawan

Asst. Prof. Dr Niranart Sansa Asst. Prof. Dr Ketkanok Urwongse

Asst. Prof. Dr. Sungworn Ngudgratoke Asst. Prof. Dr. Areerug Mejang Asst. Prof. Dr Duongdearn Pinsuwan Asst. Prof. Dr. Jurarat Thammaprateep

ACADEMIC REVIEW COMMITTEE

Prof. Dr. Santhiram A/L R. Raman Prof. Linda Leach Prof. Megumi Shibuya Prof. Dr. Peter Rawlins Prof. Dr. Pongpan Kerdpitak Prof. Dr. Sumalee Sungsri Prof. Dr. Siriwan Sripahol Assoc. Prof. Dr. Sujin Visavateeranon Assoc. Prof. Dr Praphon Jearakul Assoc. Prof. Dr. Supawan Lekwilai Assoc. Prof. Dr. Suttiwan Tuntirojanawong Assoc. Prof. Dr. Nittaya Passornsiri Assoc. Prof. Dr. Siriwan Anantho Assoc. Prof. Dr. Payung Cedar Assoc. Prof. Dr. Wilailak Suwajittanon Assoc. Prof. Dr. Sasikarn Tawisuwan Assoc. Prof. Dr. Pachalee Phonyotin Assoc. Prof. Dr. Alisa Vanijdee Assoc. Prof. Dr.Taweewat Watthanakuljaroen Assoc. Prof. Dr. Patamaporn Yenbumrung Assoc. Prof. Dr. Laddawan Na Ranong Assoc. Prof. Dr. Somporn Puttapithakporn Assoc. Prof. Dr. Nuanjid Chaowakeratipong Assoc. Prof. Dr. Sansanee Sungsunanan Assoc. Prof. Dr. Varangkana Topothai Assoc. Prof. Dr. Kanchana Lindratanasirikul Assoc. Prof. Dr. Choochat Phuangsomjit Assoc. Prof. Dr. Somkid Promjouy Assoc. Prof. Dr. Sita Yiemkuntitavorn Asst. Prof. Dr. Poonsap Naknaka Asst. Prof. Dr. Sawai Fakkao Asst. Prof. Dr Walai Isarankura Na AyudhayaAsst. Prof. Dr. Krittiga Tanprasert Asst. Prof. Dr. Sasithep Pitiporntapin Asst. Prof. Dr. Chairat Modnak Asst. Prof. Dr. Nattaporn Lawthong Asst. Prof. Dr. Monwipa Wongrujira Asst. Prof. Dr. Dutsadee RoongrattanakoolAsst. Prof. Dr. Chaiyuth Sirisuthi Asst. Prof. Dr. Pranapha Modehiran Asst. Prof. Dr. Khemtong Sirisanglert Asst. Prof. Dr. Jurarat Thammaprateep Asst. Prof. Dr. Ketkanok Urwongse Asst. Prof. Dr. Petchpong Mayukhachot Asst. Prof. Dr. Taviga Tungprapa Asst. Prof. Dr. Duongdearn Pinsuwan

Asst. Prof. Dr. Ratana Daungkaew Asst. Prof. Dr. Areerug Mejang Asst. Prof. Dr. Darunee Jumpatong Asst. Prof. Dr. Sungworn Ngudgratoke Dr. Rungnapa Nutravong Asst. Prof. Dr Koolchalee Chongcharoen Dr. Pornpanom Sriwichean Dr. Chatupol YongsornDr. Prapassara Thanosawan Dr. Bongkot Sewatamra Dr. Theeraphab Phetmalaikul Dr. Kanit Sriklaub Dr. Mesa Nuansri Dr. Seerungrat Sudsomboon Dr. Pornpimon Prasongporn Dr. Wipada WanichDr. Ongart Sumrum Dr. Sopana Sudsomboon

PROCEEDING EDITORS

Assoc. Prof. Dr. Arunee Horadal Assoc. Prof. Dr. Sita Yiemkuntitavorn Asst. Prof. Dr. Darunee Jumpatong Asst. Prof. Dr. Vinich Tuaktong Asst. Prof. Dr. Koolchalee Chongcharoen Dr. Chanipun Chartisathian Dr. Ongart Sumrum Dr. Kantawan Meesomsarn Dr. Kanjana Silpakityan

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International Conference in Education on Education for Human Resource Development in the 21st Century

September 5-6, 2017 School of Educational Studies, Sukhothai Thammathirat Open University, Nonthaburi,

Thailand

September 5, 2017 (10:00 – 12:00 AM)

Keynote speaker: Wang Libing UNESCO, Bangkok

Wang Libing received his doctoral degree at Hangzhou University, China, in 1994. He specializes in comparative education, higher education policies and teacher education. He is currently a university professor at the College of Education, Zhejiang University, China. He was a visiting fellow at the University of Sussex, UK from 1992 to 1993 and at the University of Warwick, UK from 1 9 9 8 to 1 9 9 9 . Since 2 0 0 0 , his work has been closely linked with UNESCO as he was appointed as Director of UNESCO-APEID Associated Centre at Zhejiang University and Secretary of the Global University Network for Innovation – Asia and the Pacific (GUNIAP), a UNESCO-initiated regional network that brings together leading universities in this region for experience sharing and partnership building.

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Thailand September 6, 2017 (9:00 – 10:30 AM)

Keynote speaker: Thomas Kuan University of 3rd Age, Singapore

U 3rd Age - Founder (University of 3rd Age) East Asia Federation for President Adult Education (EAFAE) (2017-2019) PIMA, Friends of PASCAL - Honorary Treasurer (2017-2018) (U3A Asia Pacific Alliance - Steering Committee Member) Education M.A. University of Hull (UK, 1998) - Education, Training and Development. Diplomas in Management Consultancy, Human Resources, and Industrial Engineering; and Diploma in Insurance Studies (1990s in Singapore). Awards & Honors Fellow, Beta Phi International Literary Society, 2014 Certified Qigong Trainer, Meimen Qigong Culture Center, Taiwan (2015)

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Summary of Key Experiences: Current Researches:

1) Comparative studies on BaZi (Chinese) as an eastern philosophy of learning, and Learner Autonomy Profile (LAP) as a western approach to coach learners.

2) ‘Later Life Learning’ SIG PIMA Project – as a convenor of a group of international professors, researchers and practitioners to share expertise and skills in encouraging more adults into later life learning.

Papers Presented at Meetings and Conferences: 1997 – ‘A Training Need Analysis of Small and Medium Sized Enterprises in Singapore’

presented at the ‘Second International Conference on Adult Education Research & Its Journal’; April 15-18 1997, Hong Kong.

2005 - ‘Using Lifelong Learning to Meet the Challenges of Employment for Older Working Adults – A Singapore Perspective’; presented at 6th East Asia Forum on Adult Education, Japan; November 2005.

2006 - ‘Adult Education in Singapore: Some Learning Considerations’ at the Korea Federation of Lifelong Education International Seminar 2006 on ‘Vision and Strategy for the Learning State in East Asia Countries’; Korea.

2006 - ‘Singapore: The Making of a Learning Society – The Singapore Experience’; EAFAE International Seminar 2006 in Yongin City, Korea.

2008 - ‘Lifelong Learning and Human Resource Development in a Globalised Economy (Some Observations from the Singapore Context’ at the Conference on ‘Trends and Strategies of National Lifelong Learning Network’ in Korea.

2009 – ‘Sustaining Workers’ Training Beginning with Changes in the Workplace: Emerging Directions in Asian Self-Directed Learning Perspectives’ at Taiwan 2009 International Conference on Adult and Elder Education: Workplace Change and Adult Learning; National Chung Cheng University, Taiwan; October 2009.

2010 - ‘Action Strategies for Lifelong Learning in Singapore – Perspectives from a Non-Government Organization’ at the 2010 International Conference on the Action Strategy of Lifelong Learning, Taiwan; June 2010.

2010 ‘The Guided Autobiography (GAB) Process – Lifelong Learning for Senior Citizens’ at the First APA-U3A International Conference in Chitrakoot, India; February 2010.

2011 - Welcome Speech at the Second APA-U3A International Conference in Singapore; August 2011.

2011 – ‘Lifelong Learning in Singapore - Senior Citizens’ Learning Perspective’ at EAFAE Conference in Singapore’; October 2011.

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2011 - Welcome Address to scholars to the First Asia Autonomous Learning World Caucus in Singapore; October 2011.

2011 – ‘Autonomous Learning of Senior Citizens – A NGO Perspective’ at Second APA- U3A International Conference in Singapore; August 2011.

2011 – ‘The Challenges of Lifelong Learning for Employment and Employability of Older Workers in Singapore’ at the EAFAE 6th General Assembly.

2012 - ‘U3As as Holistic Living Environment’ at 3rd International U3A Conference; Chinmaya Vibhooti, Pune, India. October 2012.

2013 - ‘Lifelong Education Policy – Motivations for Continuous Education’ in Daegu University – International Conference of Lifelong Education Policy, November 2013.

2013 – ‘Living and Learning – Challenges For Senior Citizens in Singapore for Next Ten Years’ in Taiwan International Conference on Senior Learning and LOHAS. Translated (into Chinese) and published in the Journal Taiwan Adult and Literary Education Society.

2013 ‘Challenges of Ageing Issues in an Urban Learning City – Some Reflections from Singapore’ at 11th PASCAL International Observatory Conference on ‘Cities Learning Together’ in Hong Kong; November 2013. Paper not presented but printed in Conference Proceedings of page 142.

2013 - ‘Universities of the Third Age (U3As) – Communities of Non-Formal Learners’ for Chulalongkorn University, Thailand; 17 January 2013.

2013 – ‘Empowerment Of Learning Cities – Some Reflections on Two Major Trends’ organized by Gwangmyeong City, Korea; September 2013.

2013 - ‘Sustaining Lifelong Learning through Profiling of Learner’s Motivation’ at The 1st International Conference on Lifelong Learning for ALL 2013 on ‘Sustainable Practices towards Lifelong Learning Society’ at Chulalongkorn University, Thailand; 18-19 July,

2014 - Travels – Connecting U3As on Lifelong Learning Journeys’ at International Associations of Universities of Third Age (IAUTA) – International Conference on ‘International Cooperation and U3A’ at Toulouse, France; June 2014.

2014 – Understand Seniors’ Motivation in E-Learning through the Classical BaZi Theory’ presented at e-Learning Korea Conference 17-18 September 2014; Korea.

2014 – ‘Analysis of Coaching Processes in LAP and BaZi’ presented at the Eleventh Annual Autonomous Learner World Caucus held in Oxford, UK.

2015 – ‘An Initial Effort to Learn About the Eastern Concept of BaZi and The Western Concept of Learning Autonomy’ (A Joint Paper with Prof Emeritus Gary J. Confessore) at the International Conference on ‘Entrepreneuring Lifelong Education: Global Perspectivism on Social Innovation, Cultural Integration, and Ethical Praxis’ at National Taiwan Normal University. November 2015.

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2016 ‘Creative Approach to Foster The Lifelong Love for Learning – An Eastern Perspective Context [Using ‘Bazi Concept’ As a Predictive Analytics to Profile Learners] at the Forth International Conference on Lifelong Learning for All, Chulalongkorn University, Bangkok, Thailand; September 2016.

2017 ‘Understanding Adults’ Motivation for Optimal Lifelong Learning’ at EAFAE Conference on ‘Extending Universities’ Roles in Adult and Lifelong Learning: East Asia Perspectives and Practices’ in Universiti Malaysia Kelantan, Malaysia.

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Thailand 6 September 2017 (10:45 – 12:00 AM)

He has been a teacher since 1985. Before coming to Massey University at the start of 2003 he was Assistant Principal and HOD mathematics at a single sex girls’ school. He has also been a senior instructor at an outdoor centre in the UK as well as HOD mathematics for a national dyslexic school in the UK. His main area of teaching is in the field of mathematics education at both the graduate and post-graduate level as well as the area of assessment at the postgraduate level. His main research interests include the use of formative assessment to enhance learning and the use of international achievement programmes (such as PISA and TIMSS) to determine policy.

Keynote speaker: Peter Rawlins Senior Lecturer, Institute of Education, Massey University, New Zealand

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2017 ICE CONFERENCE PROGRAM

5 September

2017

8.30 – 9.00

Registration

9.00 – 09.45

Opening Ceremony

Report by Dean, School of Educational Studies Opening Address by President of STOU

09.45 – 10.00

Coffee Break

10.00 – 12.00

Keynote Address by Dr. Libing Wang, UNESCO, Bangkok

12:00 – 13:00

Lunch Break

5 September 2017

13:00 – 16:00

Room 1

3003

Paper Presentation (Concurrent Sessions)

Theme: Educational Technology Chairperson: Assoc. Prof. Dr. Praphon Jearakul Paper 1: Moving towards E-learning Paradigm: Readiness of the IT Faculty Members in a State University in Northern Philippines Billy S. Javier, Emerito A. Lanojan, Eileen B. Cosidon, and Giged Tong-Battung, Philippines Paper 2: Effectiveness of Blended Learning of the Life Project 4 Youth - Computer Literacy Program for out of School Youth Participants Giged Battung, Aurora Cindy Balabat, and Jun Brian P. Tubongbanua, Philippines Paper 3: Perception on Media Ethics among Thai Local Broadcasters: Reflections for Media Literacy Education Siriwan Anantho, Thailand

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Paper 4: Development of an Electronic Learning Package via Social Media Using Storyline Method on the English Course Topic of Using Context Clues to Enhance Reading Comprehension for Mathayom Suksa V Students in Schools under the Secondary Education Service Area Office 1 Pasin Khongpakpoon, Taweewat Watthanakuljaroen, and Sunsanee Sungsunanan, Thailand Paper 5: Readiness of the Information Technology Faculty of State University and Colleges in the Province of Ilocos Sur, Philippines Towards Blended Learning Battung, Giged T., Alasaas, Jennyfer D., Alconis, Ana Leah A., Navarro, Shareen A., and Rabanal, Peter R., Philippines Paper 6: Jumpstarting 21st Century Capstone Projects: Pros and Challenges among Information Technology Students of Cagayan State University at Aparri Philippines Billy S. Javier, Philippines

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5 September

2017 13:00 – 16:00

Room 2

3004

Theme: Leading and Managing Quality Education Chairperson: Asst. Prof. Dr. Koolchalee Chongcharoen Paper 1: Financial Management Practices of School Heads: Teachers’ Perspectives Francisco M. Espinosa, Philippines Paper 2: ASEAN in the Global Arena-Science, Technology and Innovation in ASEAN Mandy Mok Kim Man, Malaysia Paper 3: Centralization of School Personnel Management: An Innovation Strategy Wu Xiaoxin, China Paper 4: The Roles of Department Head in Enhancing the Work Integrated Learning (WIL) for Cooperative Education Networks of the Upper Southern Region, Thailand Sopana Sudsomboom, and Sudarat Sudsomboon, Thailand

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5 September 2017

13:00 – 16:00

Room 3 3005

Theme: Educational Evaluation Chairperson: Assoc. Prof. Dr. Pacharee Phonyotin Paper 1: Confirmatory Factor Analysis Psychological Well–Being of the Elderly in the Southern Border Provinces of Thailand Ubontip Chaisang, Nitipat Mekkhachorn, Laddawan Na Ranong, and Warakorn Sapwirapakorn, Thailand Paper 2: Development of a Standardized English Proficiency Test for Panyapiwat Institute of Management (PIM-EPT) Poonsap Naknaka, Thailand Paper 3: The Development of a Scale to Measure Self-Compassion of Rajabhat Universities Students in Bangkok Kidanan Chumnanvech, Niranart Sansa, Nitipat Mekkhachorn, and Samorn Sangaroon, Thailand Paper 4: Factor Analysis of Forgiveness of Early Adolescents and the Development of Scale to Measure Forgiveness of Early Adolescents Tawan Waengsothorn, Niranart Sansa, Wunlapa Sabaiying, and Ranjuan Kamvachirapithak, Thailand Paper 5: The Effect of Service Quality and Medical Environment towards Patients’ Satisfaction in the Medical Industry in China Yace Chen, and Mandy Mok Kim Man, Malaysia

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5 September

2017

13:00 – 16:00

Room 4 3006

Theme: Distance Education and Lifelong Learning Chairperson: Prof. Dr. Sumalee Sungsri Paper 1: A Distance Education System for Thai Higher Education in the Next Decade Nittaya Bunparit, Sareepan Supawan, and Sumalee Sungsri, Thailand Paper 2: Qualitative Analysis of Graduate School Admission Essays at the University of the Philippines Open University: Themes, Implications and Recommendations for Distance Education Louise S. Villanueva, and Phoebe Grace C. Dungo, Philippines

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Paper 3: Development of a Distance Training Package on the Topic of Development of Short-Term Vocational Training Course for Polytechnic’s Teachers under the Office of Vocational Education Commission Petchpong Mayukhachot, Thailand Paper 4: The Enhancement of Parental Involvement to Develop an Individualized Learning Program and Increase Educational Opportunity for Homeschoolers Bongkot Sewatarmra, Ratana Daungkaew, and Choochat Puangsomjit, Thailand Paper 5: Enhancing Capability in Developing Learning Society of Non-Formal and Informal Education Teachers for Promoting Lifelong Education in Local Areas of Thailand Sumalee Sungsri, Thailand

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6 September 2017

8.30 – 9.00

Registration

9.00 – 10.30

Keynote Address by Mr. Thomas Kuan, Founder of University of 3rd Age, Singapore

10.30 – 10.45

Coffee Break

10.45 – 12.00

Keynote Address by Dr. Peter Rawlins, Senior Lecturer, Institute of Education Massey University, New Zealand

12:00 – 13:00

Lunch Break

6 September 2017

13:00 – 16:00

Room 1 3003

Paper Presentation (Concurrent Sessions)

Theme: Social Development and Education Chairperson: Asst. Prof. Dr. Walai Isarankura Na Ayudhaya Paper 1: Development of Curriculum towards the ASEAN Community for Use in a Partnership Process with Mattayom Suksa 3 Students Wanijta Chotwisitkul, Thailand Paper 2: Development of the ASEAN Studies Course in the Foreign Language (English) Learning Area of School-Based Curriculum for Upper Secondary Students in World Class Standard Schools Jutarat Kratoknok, Thailand Paper 3: The Current Status and Challenges of Korean Language Education for the Multi-Cultural Students Kim Chaebong, Lee Kwangsung, Korea

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Paper 4: The Significance of Technical, Vocational & Educational Training (TVET) of Malaysia’s Human Capital Resources (Local & Global Challenges): A Case Study Research Albert WY Leow, Malaysia

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6 September

2017 13:00 – 16:00

Room 2

3004

Theme: Curriculum and Instruction Development (1) Chairperson: Assoc. Prof. Dr. Sita Yiemkuntitavorn Paper 1: A Survey of Problems and Needs of Development in English Language Skills among Hotel Housekeepers in Thailand Attapol Moungsawad, Chutharat Pongpattarrine, and Khachitpan Mekintharanggur, Thailand Paper 2: Preliminary Study on the Development of the English Teacher Competency Standards for Student Learning in the 21st Century in Thai Private Basic Schools Napat Pattaradechakul, Thailand Paper 3: Development of the Writing Teaching Model Based on the Integration of Teaching Concepts to Enhance Higher Order Thinking Skills and Writing Achievement of Upper Secondary Level Students Chaivat Chumnasiao, and Apirak Anaman, Thaliland Paper 4: Positive Psychology in our Grasps: An Alternative Way to Teach Thai Literature for Thai Secondary Students to Foster Well-Being by the Use of the VIA Strength-Based Education and the PERMA Model Based on Positive Psychology Chawin Pongpajon, Thaliland Paper 5: The Development of an English Reading Model Based on Interactive Approach for Improving Critical Reading Ability of High School Students Apinpond Rerg-a-nun, Thailand Paper 6: Effective Teaching Methods for Teaching Critical Thinking: A Meta-Analysis Sungworn Ngudgratoke, Thailand

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6 September 2017

13:00 – 16:00

Room 3 3005

Theme: Curriculum and Instruction Development (2) Chairperson: Assoc. Prof. Dr. Suttiwan Tuntirojanawong Paper 1: Factors Promoting Critical Thinking in Foundation Stage Titima Konkangplu Ganguly and Atipat Boonmoh, Thailand Paper 2: Evidence-Based Nursing Practice Instruction Improving Critical Problem Solving in Nursing Students Matthawan Leeyutthanont, Tweesak Chindanuruk, Oraphan Leeboonthavatchai, and Jurarat Thammaprateep. Thailand Paper 3: The Effect of Physics Instruction Model Based on STEM Education (PIMBS) on Students’ Physics Learning Achievement Phitthaphon Phithak, Tweesak Chindanurak, Duongdearn Pinsuwan, and Manat Boonprakob, Thailand Paper 4: Development of a Self-Diagnostic Model in the Cognitive Domain in Problem Solving Skills in Mathematics Thanyarin Chirukunthasirichot, Siridej Sujiva, and Sungworn Ngadkrathok, Thailand Paper 5: Learning Management Based on STEM Education

and Project Based Learning for Lower Secondary School Students Soonthorn Pooreeprechaleard, Somkid Promjouy, Tweesak Chindanurak and Jurarat Thammaprateep, Thailand

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Presentations

Please note that:

1. Presentations are scheduled for 30 minutes each. Your presentation should be a maximum of 20 minutes, with the remaining 10 minutes allocated for Q&A.

2. Each session will include a projector and Windows desktop running Microsoft PowerPoint. However, presenters should bring your own adaptor if your file is on Apple (IOS).

3. Presenters should also bring their presentation on a thumb drive and download the presentation onto the desktop provided prior to the start of their respective sessions.

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Moving towards E-learning Paradigm: Readiness of the IT Faculty Members in a State University in Northern Philippines

Billy S. Javier1

Faculty of Information and Computing Sciences, Cagayan State University Philippines [email protected]

Emerito A. Lanojan2


Eileen B. Cosidon3

Faculty of Information Technology and Engineering, Kalinga State University Philippines [email protected]

Giged Tong-Battung, CPA4

Faculty, St. Paul University Philippines, Tuguegarao City Philippines [email protected]

Abstract: This paper examines the readiness of the Information Technology (IT) Educators of Cagayan State University or CSU on online learning. A substantial number of IT educators responded to a manually and online-administered validated self-made questionnaire assessing their perception of online learning, 21st-century competencies, and their readiness in institutionalizing online learning. Findings revealed that majority of the IT educators were male, with master’s degree, and teaching for more than 10 years majority as instructors. There was a balance of the perception on online learning, instructional delivery, and its benefits to the University. Respondents were found competent along the 21st-century competencies towards online learning, eager to initiate and take part in the institutionalization of e-learning, despite the need to train for IT educators, set- up of the LMS, and invest in ICT infrastructure. Towards a paradigm shift, IT teachers were found ready in the institutionalization of the online learning. Keywords: Online learning, Cagayan state university, Information technology, E-learning, Readiness

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Effectiveness of Blended Learning of the Life Project 4 Youth - Computer Literacy Program for out of School Youth Participants

Giged Battung1

St. Paul University Philippines, Philippines [email protected]

Ms. Aurora Cindy Balabat2

Liceo de Cagayan University, Philippines [email protected]

Jun Brian P. Tubongbanua3

Liceo de Cagayan University, Philippines [email protected]

Abstract: Computer Literacy Program is a collaborative extension project of Life Project 4 Youth and Liceo de Cagayan University for the out of school in Cagayan de Oro City. The program is delivered by the Bachelor of Science in Information Technology (BSIT) faculty members in blended mode. The faculty provides two hours of onsite instruction every week and use Edmodo as the Learning Management System for online learning to develop the basic computer skills of the participants. This research focuses on the assessment of the effectiveness of blended learning in the delivery of the Computer Literacy for the Life Project 4 Youth participants. A Triangulation approach was used in gathering data. The survey questionnaire was used as the main research instrument and conducted interviews with the participants. Overall, the findings affirmed that majority of participants considered blended learning using Edmodo as an effective tool for computer literacy program.

Keywords: Blended learning, Online, Edmodo, Computer literacy, Education technology

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Perception on Media Ethics among Thai Local Broadcasters: Reflections for Media Literacy Education

Siriwan Anantho

Sukhothai Thammathirat Open University, Nonthaburi, Thailand [email protected]

Abstract: This paper is based on the research conducted in early 2017 by the CCPS. The research aimed at: examining the perception of Thai local broadcasters towards media ethics; and seeking their preferable approach of media ethics regulation. The population included 412 Thai local broadcasters, and the data were collected through mail survey. The research results showed a significant difference between demographic characteristics and the respondents’ ethical perception. Overall results also showed that co-regulation was the most preferable approach to promote media ethics. In addition to using enforcement strategies, ‘media literacy’ education has been considered a valuable tool to protect society from unethical media practice. In Thailand, media literacy has been a part of curriculum at all educational levels. In order to increase knowledge and raise awareness of media ethics, the author proposes that media literacy education be more promoted in informal setting for all ages of Thai people.

Keywords: Ethical perception, Media ethics, Media literacy, Media education

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Development of an Electronic Learning Package via Social Media Using Storyline Method on the English Course Topic of Using Context Clues

to Enhance Reading Comprehension for Mathayom Suksa V Students in Schools under the Secondary Education Service Area Office 1

Pasin Khongpakpoon1


Taweewat Watthanakuljaroen2


Sunsanee Sungsunanan3


Abstract: The objectives of this research were (1) to develop an electronic learning package via social media using storyline method on the English Course Topic of Using Context Clues to Enhance Reading Comprehension for Mathayom Suksa V Students in Schools under the Secondary Education Service Area Office 1 based on the predetermined efficiency criterion; (2) to study the learning progress of the students learning from the developed an electronic learning package via social media using storyline method; and (3) to study opinions of the students learning from the developed an electronic learning package via social media using storyline method. The sample group consisted of 41 Mathayom Suksa V Students in Schools under the Secondary Education Service Area Office 1 during the first semester of the 2016 academic year, obtained by cluster random sampling. The employed research instruments comprised (1) an electronic learning package via social media using storyline method on the English Course Topic of Using Context Clues to Enhance Reading Comprehension, (2) two parallel forms of a learning achievement test for pre-testing and post-testing, and (3) a questionnaire on student’s opinions toward an electronic learning package via social media using storyline method on the English Course Topic of Using Context Clues to Enhance Reading Comprehension. Statistics for data analysis were the E1/E2 efficiency index, mean, standard deviation, and t-test. Research findings showed that (1) the developed electronic learning package via social media using storyline method on the English Course Topic of Using Context Clues to Enhance Reading Comprehension at 80.50/81.20, 81.00/81.70 and 80.00/81.00, thus meeting the 80/80 efficiency criterion; (2) the students learning from the an electronic learning package via social media using storyline method achieved learning progress at the .05 level of statistical significance; and (3) the students had opinions that quality of the electronic learning package via social media using storyline method was appropriate at the high level.

Keywords: Electronic learning package, Social media, Storyline method, Context clues, Reading comprehension

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Readiness of the Information Technology Faculty of State University and Colleges in the Province of Ilocos Sur, Philippines

Towards Blended Learning

Battung, Giged T.1 St. Paul University Philippines, Mabini St., Tuguegarao City, Cagayan, Philippines

[email protected]

Alasaas, Jennyfer D.2 University of Northern Philippines, Tamag, Vigan City, Ilocos Sur, Philippines

[email protected]

Alconis, Ana Leah A.3 University of Northern Philippines, Tamag, Vigan City, Ilocos Sur, Philippines

[email protected]

Navarro, Shareen A.4 University of Northern Philippines, Tamag, Vigan City, Ilocos Sur, Philippines

[email protected]

Rabanal, Peter R.5 University of Northern Philippines, Tamag, Vigan City, Ilocos Sur, Philippines

[email protected] Abstract: This study aimed to assess the readiness of the Information Technology faculty towards blended learning. The respondents of the study were the thirty six (36) Information Technology faculty of the three (3) State Universities and Colleges in Ilocos Sur, namely: University of Northern Philippines, Ilocos Sur Polytechnic State College, and North Luzon Philippines State College. The results of the study showed that the respondents have positive attitude towards the implementation of blended learning in their respective institutions, and they strongly disagree that online learning is only for financially capable students, feasible only to private universities, for young teachers only, and will only make teaching tedious and difficult. The respondents assessed themselves to be proficient with their skills and competencies towards blended learning. The perceived challenges in institutionalizing blended learning are the costs of conducting trainings, limitation of resources, availability of Learning Management System, increasing faculty motivation, and development of policies. Despite these challenges, the university and colleges which are subjects of the study are ready towards adopting blended learning. Their Information Technology faculty members have the necessary skills to initiate blended learning in their courses and they have the support of the administration.

Keywords: Information technology, Blended learning, Readiness, E-learning

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Jumpstarting 21st Century Capstone Projects: Pros and Challenges among Information Technology Students of Cagayan State University at Aparri Philippines

Billy S. Javier


Abstract: The study aimed to identify the key factors to a successful capstone project development and the challenges of the 56 senior information technology students of the College of Information and Computing Sciences, Cagayan State University at Aparri. Data were described from the responses of one of the three or four-member team randomly chosen using a written-type and online survey-questionnaire, review of journal experience reports and interview towards the end of the semester. Results showed that knowing team members’ abilities, adviser’s strong motivation, and having a team and/or self-motivation were the identified key factors towards successful capstone project development. The size of the team, the amount of the documentation, limited or unavailability of hardware and software needs as well as limited time to successfully develop a capstone project were the challenges highly identified. Team critiquing, code reusability and sharing, code-test-refine-test mechanism, and resource outsourcing were the notable best practices in capstone project development by the respondents. Keywords: Capstone project, Communication, Information technology, Motivation, Teamwork

26

Financial Management Practices of School Heads: Teachers’ Perspectives

Francisco M. Espinosa University of Mindanao Davao City, Philippines

[email protected] Abstract: The purpose of this phenomenological study was to explore the financial practices of school heads as viewed by teachers from the public high schools in General Santos City. Qualitative research design using phenomenological approach established how teachers as participants make meaning of financial management at their schools by doing analysis of the participants’ perceptions, attitudes, understanding, knowledge, values, feelings and experiences of their school heads as financial managers. There were 11 informants for the in-depth interview and six participants for the focus group discussion. Results highlighted that financial management practices of the school heads help schools to draw up a budget, set objectives, identifies the sources in terms of human resource, time allocation, teaching and learning materials and appropriate costing. To enable the principals to manage financial resources more responsively, it would be very crucial if school leaders get a continuous boost of their own professional development by acquiring relevant financial skills and abilities required to effectively manage resources in their respective school. Keywords: Financial management, Practices, School heads, Educational management, Philippines

27

ASEAN in The Global Arena-Science, Technology and Innovation in ASEAN

Mandy Mok Kim Man Nilai University, Malaysia

[email protected] Abstract: The Association of Southeast Asian Nations or ASEAN with ten member nations, namely Malaysia, Indonesia, Philippines, Singapore, Thailand, Brunei, Vietnam, Laos, Myanmar and Cambodia is one of the most important trading blocs globally with the emphasizing of various economic co-operations between their members. The Vision 2020 that was issued by ASEAN Heads of government in 1997 with the aim to narrow down the development gaps, one of them is science, technology and innovation area in ASEAN. ASEAN members had worked together to improve research and development in science and technology, transfer of technology within members nations and closer integration in science and technology projects. While the ASEAN members are progressing in this area, there are some members who are catching up. This paper discusses about the challenges in science and technology area those faced by ASEAN. Recommendations and conclusion are provided at the end of the discussion.

. Keywords:

28

Centralization of School Personnel Management: An Innovative Strategy

Wu Xiaoxin Foreign Languages College, Guangxi University, China

[email protected] Abstract: As an effort to equalize the distribution of teachers for all schools in the compulsory education sector in China in terms of qualifications and practical competence, the shifting of the power to manage school personnels from the schools to the local education authority (so-called “county-own, school use”) has changed the long traditional practice of school personnel management and contributed greatly to the implementation of the government’s plan to rotate or mobilize teachers and principals among all schools, particularly from top-performing schools to low-performing ones in order to provide an equal distribution of highly qualified teachers among all schools. Such innovation of personnel management has efficiently and effectively facilitated the redistribution of teachers for the sake of social equality and justice, yet its side-effects if there any remain to be explored and addressed. Keywords: Centralization, School personnel management, Innovation

29

The Roles of Department Heads in Enhancing the Work Integrated Learning (WIL) for Cooperative Education Networks of the Upper Southern Region, Thailand

Sopana Sudsomboon1


Sudarat Sudsomboon2

Southern College of Technology, Nakorn Sri Thammarat, Thailand [email protected]

Abstract: The purposes of this research were (1) to study the current condition of work integrated learning (WIL) for cooperative education network of the upper southern region, Thailand, (2) to study the role of head of department to enhance the work integrated learning (WIL) for cooperative education network of the upper southern region, Thailand, and 3) to suggested in enhancing the work integrated learning (WIL) for cooperative education network of the upper southern region, Thailand. The samples were divided into 4 groups that consisted of 166 of heads of department, 15 of heads of the central office support, 45 of entrepreneur representative, and 166 of students who were practical training on the job. The employed research instruments were a rating scale questionnaire, interview form and the recording form for focus group discussion. Data were analyzed using the frequency, percentage, mean, standard deviation, and content analysis. Research findings were as follows: 1) the current condition of work integrated learning (WIL) was cooperative education system. It took 4 months for training. Most of unit training was public sectors. The position has been consistent with discipline. Most of student received compensation from the unit training. The average score of the student’s satisfaction toward the work integrated learning (WIL) in the overall was at a high level. In additional, the average score of the student’s expectation toward the work integrated learning in the overall was at a high, 2) the overall of role of the head of department was at a high level, of which the aspect with highest average was the system and mechanism for curriculum development and management, second to which was the supervision, and the final to which the system and mechanism to enhance teaching and learning, and 3) the suggestion for the head of department to enhance the work integrated learning (WIL) were: 3.1) In the system and mechanism for curriculum development and management, firstly, the head of department should be understanding about the work integrated learning (WIL) clearly such as the concept, the adjacent theories and how to manage in each higher education institution, and secondly, they should apply to the real action, 3.2) In the supervision, the head of department should be the creative leader who could focus on the human relationship skill, and 3.3) In the system and mechanism to enhance teaching and learning, the head of department should be the technological leader who could create the data base which is important for making decision to enhance the work integrated learning (WIL).

Keywords: Role of department head, Work-integrated learning (WIL), Cooperative education

network, Upper southern region

30

Confirmatory Factor Analysis Psychological Well–Being of the Elderly in the Southern Border Provinces of Thailand

Ubontip Chaisang1 Sukhothai Thammathirat Open University, Nonthaburi, Thailand

Nitipat Mekkhachorn2

Sukhothai Thammathirat Open University, Nonthaburi, Thailand

Laddawan Na Ranong3 Sukhothai Thammathirat Open University, Nonthaburi, Thailand

Warakorn Sapwirapakorn4

Faculty of Education, Burapha Universty

Abstract: The purposes of this research were to study confirmatory factor analysis psychological well–being of the elderly in the Southern border provinces of Thailand. The samples were elderly people in 5 southern border provinces, including Satun, Songkhla, Pattani, Yala, Narathiwat. 400 samples were from multi-stage sampling. Data were collected between October 2016 to January 2017. The instruments were questionnaires on psychological well–being of the elderly with the reliability coefficient of .77. Data were analyzed using the statistic program included: frequency, percentage and confirmation factor analysis. The research findings showed that psychological well–being of the Elderly composed of 5 factors: Positive relationship with others, Autonomy, Environmental mastery, Purpose in Life and Personal Growth. Factor loading was statistically at .05 significant at level 0.05. As for the self-acceptance factor, it indicated a negative relationship with other factors and no statistically significant. The confirmatory factor found that the model fit the structure from the exploratory factor analysis. The chi - square goodness of fit test was 165.92, df =139, p= 0.05935, RMSEA=0.022, GFI=0.96, AGFI=0.93/df =1.19

Keywords: Confirmatory factor analysis, Psychological well–being, Elderly, Southern border provinces of Thailand

31

Development of a Standardized English Proficiency Test for Panyapiwat Institute of Management (PIM-EPT)

Poonsap Naknaka

Panyapiwat Institute of Management, Nonthaburi, Thailand [email protected]

Abstract: The purposes of this research were (1) to develop a standardized English proficiency test for graduating students in bachelor’s degree programs of Panyapiwat Institute of Management (PIM-EPT); (2) to verify quality if the developed test in terms of validity, difficulty index, discrimination index for each test item and reliability for the whole test; (3) to develop a manual of the standardized English proficiency test for graduating students in bachelor’s degree programs of Panyapiwat Institute of Management (PIM-EPT); (4) to evaluate the satisfaction of users with the developed manual. The employed total research sample consisted of 450 students who were studying in higher education institution, namely, Kasem Bundit University, Phra Nakhon Rajaphat University and Panyapiwat Institute of Management. The employed research instruments were (1) a standardized English proficiency test with 100 items; (2) a test item validity assessment form, and (3) a scale to assess satisfaction of users with the developed manual. Statistics employed for data analysis were the percentage, mean, standard deviation, validity index, difficultly index, discrimination index, and reliability coefficient. Conclusion from research findings were as follows; 1) A standardized English proficiency test for Panyapiwat Institute of Management was developed based on CEFR contents at the level of B1-B2. The test consisted of 100 items and was composed of 5 parts: (1) listening comprehension, with 15 items; (2) functional conversation, with 15 items; (3) reading comprehension, with 30 items;(4) structure and vocabulary, with 20 items; and (5) English writing, with 20 items. 2) Quality indices of the developed test were as follows: (1) validity of test items ranged from .66 – 1.00; (2) difficulty indices of test items ranged from .26 - .63; (3) discrimination indices of test items ranged from .21 - .75; and the reliability coefficient of the whole test was .84. 3) A manual of the standardized English proficiency test for Panyapiwat Institute of Management was developed in the form of a booklet with information for test takers preparing to take the test. 4)Test taker’s overall satisfaction with the manual, as shown by the satisfaction index was at 87 percent. Keywords: Standardized test, English proficiency test, English standardized test, Panyapiwat Institute of Management

32

The Development of a Scale to Measure Self-Compassion of Rajabhat Universities Students in Bangkok

Kidanan Chumnanvech

Sukhothai Thammathirat Open University, Nonthaburi, Thailand. [email protected]

Niranart Sansa Sukhothai Thammathirat Open University, Nonthaburi, Thailand.

Nitipat Mekkhachorn Sukhothai Thammathirat Open University, Nonthaburi, Thailand.

Samorn Sangaroon Nakhonratchasima Rajabhat University, Nakhonratchasima, Thailand

Abstract: The researcher created the scale to measure self-compassion of Rajabhat universities based on a survey about self-compassion by Neff and tested it on a sample group of 100 students around Bangkok from Rajabhat universities were given the unfinalized scale. Researcher used CFA to analyze the Cronbach’s alpha and Pearson’s coefficients, the revised measure was distributed to 1,023 students. The sample group was picked randomly. Then checked the convergent with comparison of the stress measure, fear and depression, and then analyzed the IOC (Index of Item-Objective Congruence) and found coefficient of the corrected item correlation, analyzed the steady correlation with Cronbach’s alpha coefficient and Pearson’s correlation coefficient then analyzed the structure with CFA. The results from the measure for self-compassion for Rajabhat’s students is feasible in professional, by the Cronbach’s alpha coefficient is .88 by the value of .73, .89 and .84 in order. Moreover, the analyzed convergent value showed that the survey both by side and the whole survey has the negative linear correlation for the measure of stress, fear, and depression in a good level (The r value is between -.66 to .71, p < .01). Moreover, the support component for the measure in three ways are self-kindness, equality for human right and consciousness. Keywords: Self-Compassion scale, Scale development, Rajabhat universities

33

Factor Analysis of Forgiveness of Early Adolescents and the Development of Scale to Measure Forgiveness of Early Adolescents

Tawan Waengsothorn1

Sukhothai Thammathirat Open University, Nonthaburi, Thailand Niranart Sansa2

Sukhothai Thammathirat Open University, Nonthaburi, Thailand Wunlapa Sabaiying3

Sukhothai Thammathirat Open University, Nonthaburi, Thailand Ranjuan Kamvachirapithak4

Kasembundit University, Bangkok, Thailand Abstract: The purposes of this research were to analyze the factor of forgiveness of early adolescents and develop a reliable scale to measure forgiveness of early adolescents. The finding from reviewing textbooks, articles and researches about forgiveness found that the forgiveness is an interpersonal process between people. Forgiveness is a choice and a decision from the inner of the forgiver and related with thought, emotion and behavior of the forgiver. Thus, when the forgiver forgives the offender who offended him/her there will be something change in his/her thought, emotion and behavior both negative and positive. Pilot study was used to collect more information about forgiveness of early adolescents such as open-ended questionnaires with one hundred early adolescent students, group conversation with thirty early adolescent students and in-depth interview with six professionals. All information from reviewing literatures and pilot study was analyzed and found that there are three categories of forgiveness; cognition, affect and behavior and each category is divided to two subcategories or factors: positive and negative. Thus, there are six factors of forgiveness that are positive thought, negative thought, positive emotion, negative emotion, positive behavior and negative behavior. These factors were used to be a framework for developing the scale to measure forgiveness of early adolescents. The first draft of The scale was consisted of one hundred and twenty items in each factors. On the process of developing scale, the item objective congruence (IOC) were assessed by the three educational professionals. The seven items under 0.67 were eliminated. The samples of this research are three hundred and ten early adolescent students age 13-15 (m=168, f=142). After responding the scale, the Cronbach’s Alpha Coefficient was used to measure the Reliability of the scale and its total is .96 The one hundred and four items of the scale was done by 310 early adolescent students (N=310, M=168, F=142). The Crobrach’s Alpha was used to measure of scale reliability. And α was .96. Next, seven items were eliminated because r

34

The Effect of Service Quality and Medical Environment towards Patients’ Satisfaction in the Medical Industry in China

Yace Chen1

Department of Management and Marketing, Faculty of Business, Nilai University, Malaysia

Mandy Mok Kim Man2 Department of Management and Marketing, Faculty of Business, Nilai University, Malaysia

[email protected]

Abstract: In recent years, the medical and health system face the stern competition of medical market and patients have more choices to choose. Improving patients’ satisfaction has become the overall development of hospitals and it is one of the important contents to increase the competitiveness of the markets. This paper provides a further understanding about patient satisfaction by examining the determinants of patients’ satisfaction in the medical industry in China. Service quality and quality of medical environment were tested towards patients’ satisfaction. The results show that quality of service and medical environment have significant positive impacts on patient satisfaction. Keyword: Patient satisfaction, Service quality, Medical environment, Medical industry

35

A Distance Education System for Thai Higher Education in the Next Decade

Nittaya Bunparit1 Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected]

Sareepan Supawan2 Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected]

Sumalee Sungsri3 Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected] Abstract: The research project: A Distance Education System for Thai Higher Education in the Next Decade was conducted with the following purposes: (1) To study current status and dilemma in distance education for higher education institutions, and (2) To study the best practices in distance education Management from international higher education institutions. The research instruments were ( 1) Questionnaire to study attitudes towards current status and dilemma in distance education management for Thai higher education in the future. The questionnaire was developed and checked for its content validity and reliability by 5 experts and ( 2) Online questionnaire was designed to observe opinions towards the best practices which became successful in distance education in foreign countries. Major research findings were as follows: (1) from the integrated components within current status of distance education management, the participants satisfied with ideology the most and with the curriculum the least. In questions regarding the most important components of distance education system for Thai higher education in the future, the participants ranged curriculum, lecturer, and educational media as the most important component respectively. Furthermore, in their opinions, the most important step is to develop distance education curriculum and (2) from the online questionnaire response of the best practices which became successful in distance education in foreign countries, the findings revealed that learner- centered was applied. All the learners could find information on the Internet. Curriculum was revised regularly. Lecturers should be available to support learners when they had inquiries or faced difficulties. The university should invite experts from industries, institutions or other countries to design curriculum and instructional media. Distance educational management was in the form of lifelong learning where learners, lecturers and institutions applied two- way communication and used mobile device. And finally, quality assurance should be set up for all curriculum which applied distance education. In addition, from review of literature, the findings implied that the information and communication technology (ICT) has been involved. Keywords: Distance education system, Thai higher education

36

Qualitative Analysis of Graduate School Admission Essays at the University of the Philippines Open University: Themes, Implications and Recommendations

for Distance Education

Louise S. Villanueva1 University of the Philippines Open University, Laguna, Philippines

[email protected]

Phoebe Grace C. Dungo2 University of the Philippines Open University, Laguna, Philippines

[email protected]

Abstract: Graduate schools worldwide consider the submission of applicants' personal essays as a key determinant for admission. One of the graduate schools that adhere to such practice is the University of the Philippines Open University (UPOU). UPOU requires applicants to write personal essays that specifically delineate the applicants' purpose for applying in the graduate programs and their plans after obtaining graduate degrees from UPOU. Thus, these personal essays provide an avenue for the university to delve into the applicants’ narratives and what led them to pursue graduate programs via distance education. In this paper, the researchers dissected and identified the themes and subthemes common in the personal essays of 30 applicants to the top degree programs in each of the three faculty offices of UPOU. Seven themes emerged from the analysis. These are as follows: a) reasons for applying to the program; b) reasons for choosing UPOU; c) goals and aspirations; d) personal beliefs and histories; e) academic qualifications; f) professional background; and g) reasons for choosing their professions. Implications and recommendations for distance education were also discussed. Keywords: Admissions, Thematic analysis, Distance education

37

Development of a Distance Training Package on the Topic of Development of Short-Term Vocational training Course for Polytechnic's teacher

under The office of Vocational Education Commission

Petchpong Mayukhachot Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected]

Abstract: The purposes of this research were (1) to explore the content and skills needed in developing a short-term vocational course; (2) to develop a distance training package on the topic of developing of a short-term vocational course for polytechnic teachers under the Office of Vocational Education Commission; (3) To study teachers' knowledge about the development of short-term vocational curriculum after learning with the developed training package; and (4) to study the teachers’ opinions on the developed training package. This study employed research and development activities. The research sample consisted of 69 polytechnic teachers under the Office of Vocational Education Commission, and they were divided into 2 groups. The first group of 39 teachers, obtained by purposive random sampling was used in testing the efficiency of the developed training package, and the second group of 30 teachers, obtained by simple random sampling was used in experimenting the developed training package. The research instruments were (1) two units of the distance training package, (2) a test on knowledge of competency and professional standards, and a short-term vocational course development, and (3) a questionnaire to assess the opinions of the teachers on the distance training package. The E1/E2 efficiency index, t-test, mean, and standard deviation were used for data analysis. The findings of the research were as follows: (1) The 2 units of the distance training package were efficient at 8 0 . 2 8 / 8 0 . 0 0 , 79.63/81.67, respectively; (2) the teachers’ post-learning achievement was higher than their pre-learning achievement at the 0.05 level of significance; and (3) regarding the teachers’ opinions on the training package, the teachers rated the appropriateness of the developed training package as beneficial to their work at the highest level. Keywords: Distance training package, Short-term vocational course, Polytechnic college

38

The Enhancement of Parental Involvement to Develop an Individualized Learning Program and Increase Educational Opportunity for Homeschoolers

Bongkot Sewatarmra1

Innovation for Happiness Foundation, Nonthaburi, Thailand [email protected]

Ratana Daungkaew2


Choochat Puangsomjit3


Abstract: This research aims to identify strategies to promote parental involvement in the management of individual learning program for homeschoolers. Qualitative research methods were conducted with six purposively selected homeschool families consisted of children with special needs, average students and one prodigy. Additional data from other homeschool families, homeschooling advocates, and government supervisors provide background context. Content analysis was applied. Triangulation technique is employed to validate data and confirmed with informants. The research reveals that parents need better understanding in homeschooling approaches, pedagogical skills, and child developmental psychology. After obtaining relevant educational resources, training, and consultations, parents can develop eclectic curriculum, adopt the roles of life coach and facilitate children’ s learning through Kolb’ s Experiential Learning Cycle. Subsequently, each child can achieve learning goals theorized in Bloom’s Taxonomy and 21st century skills. This study suggests that government educational agencies provide meaningful technical services for homeschool families to ensure the quality of homeschool education.

Keywords: Homeschool, Parental involvement, Experiential learning cycle, Bloom’s taxonomy

39

Enhancing Capability in Developing Learning Society of Non-Formal and Informal Education Teachers for Promoting Lifelong Education in Local Areas of Thailand

Sumalee Sungsri Sukhothai Thammathirat Open University, Nonthaburi, Thailand

sumalee.sungsri@gmail

Abstract: The purposes of this study were: 1) to study perceptions of the Non-formal and Informal education administrators, educators and teachers about learning society; 2) to identify needs of the Non-formal and Informal education teachers for obtaining knowledge about learning society through a distance learning package; and 3) to develop a distance learning package on learning society for the non-formal and informal education teachers. The samples consisted of 36 Non-formal and Informal education administrators, 48 educators and 264 teachers in local areas from every region of the country. Research instruments were 3 set of questionnaires for the 3 sample groups. The data were analyzed by percentage, mean, standard deviation, and content analysis. Results of the study showed that the administrators, educators and teachers strongly agreed that knowledge about learning society was important for their work. They expressed highly needed for the knowledge and understanding about learning society. The self-learning package or distance learning package on learning society which was developed to serve the needs of the Non-formal and Informal education teachers was accepted by the experts in the field. Keywords: Lifelong education, Learning society, Non-formal and informal education teachers

40

Development of a Curriculum towards the ASEAN Community for Use in a Partnership Process with Mattayom Suksa 3 students

Wanijta Chotwisitkul


Darunee Jumpatong


Suwannee Yahakorn


Siriwan Sripahol


Abstract: The purposes of this research were to (1) develop the curriculum towards ASEAN Community with the use of Partnership Process for Mattayom Suksa III students; (2) study the effects of the curriculum implementation. The samples in this study, obtained via purposive group sampling, were 27 Mattayom Suksa 3 students from Ban Nong Krai School which was under the ASEAN Learning School Project, Sansai District, Chiang Mai Province. A control group was also employed in this study consisting of 20 Mattayom Suksa III students from Wat MaeKadd Noi, San Sai District, Chiang Mai Province. The curriculum was implemented in the first semester of the academic year 2016 (May - October). The research instruments were (1) The ASEAN Community curriculum developed by partnership process; (2) the achievement test; (3) questionnaires on teacher satisfaction regarding the curriculum development using the partnership process; and (4) Questionnaires on opinion of participants involved. Statistics used in data analysis were percentage, mean, and standard deviation. The results of the study were as follows: (1) The ASEAN community curriculum comprised of vision, mission, goals, the teaching units, and measurement and evaluation. The curriculum was developed employing a four-stage partnership process; (2) the achievement of students in the school studied was significantly higher than the counterpart of the controlled group; (3) Overall, teachers were satisfied with the development of school curriculum toward the ASEAN community using the networking process at the highest level; and (4) Network partners commented positively about the participation in the development of the curriculum toward the ASEAN community at all stages. Keywords: Curriculum development, Partnership process, ASEAN community

41

Development of the ASEAN Studies Course in the Foreign Language (English) Learning Area of School-Based Curriculum

for Upper Secondary Students in World Class Standard Schools

Jutarat Kratoknok Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected]

Abstract: All schools in the World Class Standard School Project must implement their school-based curriculum a part of which includes the ASEAN curriculum. This research is conducted with the following objectives: (1) to develop the ASEAN Studies Course in the Foreign Language (English) Learning Area of school-based curriculum for upper secondary students in World Class Standard schools; and (2) to study try-out effects of the developed ASEAN Studies Course. The research sample consisted of 2 classes of upper secondary students in Sura Nari Witthaya School in Nakhon Ratchasima province, obtained by multi-stage sampling. The research instruments were (1) the developed ASEAN Studies Course; (2) a manual for conducting the course; (3) reading materials for the Course; (4) an achievement test of knowledge on ASEAN community and member countries; and (5) a questionnaire on attitudes toward studying the ASEAN Studies Course, ASEAN Community, and ASEAN member countries. Statistics for data analysis were the frequency, percentage, mean, standard deviation, and t-test. Research findings were as follows: the developed ASEAN Studies Course was a supplementary course for upper secondary students in World Class Standard schools. It could be offered at Mathayom Suksa V either in the first semester or the second semester, the developed reading materials for the course comprised 12 chapters, ten of which were on individual ASEAN member countries, the first chapter was the introduction of ASEAN community, and the last chapter was the conclusion. The try-out results of the course showed that (1) the post-learning achievement of the students was significantly higher than their pre-learning counterpart achievement; and (2) the students’ attitudes toward the Course, toward ASEAN community, and toward ASEAN member countries were at the high level. Keywords: ASEAN studies course, World class standard schools, ASEAN member

country

42

The Current Status and Challenges of Korean Language Education

for the Multi-Cultural Students

Kim Chaebong, Lee Kwangsung

Gwangju National University of Education, Korea

Abstract: As the Korean society moved rapidly to multi-cultural society around the 2000s, interest in Korean language education has increased. As a result, in 2012, education courses for Korean language education are being announced, and multicultural students are actively pursuing multi-cultural backgrounds in many areas of society. The Korean language education for the students from the multicultural backgrounds, means teaching all kinds of practical language and official language to reach their Korean language skills at a certain level. The results of this article are summarized as follows. First, Korean language education is desirable for multicultural prep-schools to teach Korean language focusing on the practical language, on the other hand, to teach students official language equally in regular classes. Second, it is necessary to conduct a teaching approach that stresses both bottom-up and top-down methods. Third, it is necessary to strengthen the method of procedure-centric Korean language education. Fourth, it is intended to encourage analytical language use in teaching materials. Therefore, there should be a large number of unit configurations that can incorporate integrated language functions. Finally, humanistic education should be emphasized. Keywords: Korean language education, Multi-cultural student

43

The Significance of Technical, Vocational & Educational Training (TVET) of Malaysia’s Human Capital Resources (Local & Global Challenges)

: A Case Study Research

Albert WY Leow Faculty of Hospitality & Tourism, Nilai University, Nilai, Negri Sembilan, Malaysia

[email protected] Abstract: This case study examines the labor shortages in Malaysia’s economy while we are still dependent on the import of foreign labors. Will there be a situation in the future in which our economy will cease to rely on foreign labors, thus saving the outflow of our currency abroad through remuneration repatriations back to their home countries? Will our present and future Gen Ys’ and Zs’ willing to take over technical and skills based jobs from migrant workers? Does our education system require a major review that technical, vocational education and training (TVET) is the key factor for us to become a developed nation in 2020? The Malaysian Government has allocated RM4.8 billion (USD $1.09 billion) to 545 TVET institutions under the 2016 Budget, to develop and enhance vocational educations, ranging from automotive to hospitality trades. It is in tandem with the Malaysian Education Blueprint (2015 – 2025) to create 1.5 million jobs by 2020, in which 60% will be skills-based. This study examines the effectiveness of TVET plans which are bearing some fruits in the education system and how local employers and their global counterparts are going to develop, maintain and sustain their workforces in future. The composition of the workforce is getting younger (Gen Y) and most Gen X is continuing to work beyond their retirement age, compounded with inflation and late marriages in life. On top of these issues, some present Gen Ys’ graduates lack in soft and technical skills which could hinder the economic growth of our country. This paper also examines what are the rational methodologies in which our education system together with the employers market could be revamped to eradicate the seriousness of these issues. These are some of the key issues which Human Capital Managers will have to deal with- escalating labor costs, maintaining talents, attrition and a workforce diversity in years to come. Keywords: Gen Y, Gen X, TVET (Technical, Vocational Education and Training), Foreign labors, Gross Domestic Product (GDP), Unemployment, Workforce diversity,

Remuneration , Minimum wage, Productivity, Vocational and technical education and training

44

A Survey on Problems and Needs of Development in English Language Skills among Hotel Housekeepers in Thailand

Attapol Moungsawad1 [email protected]

Chutharat Pongpattarrine2

[email protected]

Khachitpan Mekintharanggur3 [email protected]

Abstract: The purposes of this survey were to investigate problems and needs to develop the English language skills among Hotel Housekeepers in Thailand and to identify the learning areas needed in an English for Thai Hotel Housekeepers course. The samples consisted of 400 Thai hotel housekeepers that were selected through the purposive sampling. The data were analysed by the percentage, mean, Standard Deviation, and t-test. The findings indicated that the majority of the samples had very low English proficiency and were aware of the importance of using English in workplaces as they had to communicate with hotel guests and colleagues. It had been found that they wanted to improve English speaking and listening skills as these skills were used in housekeeping tasks. The survey results also showed that they wanted to learn basic English conversation, housekeeping terminology, and basic English reading as these areas were the most related to their tasks. Keywords: Hotel housekeeping, Hotel housekeepers, English for hotel housekeepers

45

Preliminary Study on the Development of the English Teacher Competency Standards for Student Learning in the 21st Century in Thai Private Basic Schools

Napat Pattaradechakul1


Ratana Daungkaew2


Koolchalee Chongcharoen3


Pichit Ritcharoon4

Panyapiwat Institute of Management, Nonthaburi, Thailand [email protected]

Abstract: There may be many aspects and arguments of what students in 21st century should be like, but there is only a few that mentioned about what teachers should perform and even fewer of what the standards should English teachers acquire. In this paper the author includes the ideas of how to develop the competency standards of English teachers especially for Student Learning in the 21st Century in Thai Private Basic Schools. The researcher highlighted, first Thai society that effects the quality of future Thai people then describe English language teaching in Private basic schools in Thailand. Afterwards, 21st century learning and the development of English Teacher Competency Standards are mentioned. Finally, the researcher synthesize the English Teacher Competency Standards for Student Learning in the 21st Century to get the conceptual framework to gear this research project to the goal. Though this study involved four main phases: 1) reviewing literature on English teacher competencies for student learning in the 21st century in private basic schools and interview session with scholars who are proficient in English teacher competencies; 2) analyzing groups of English teacher competencies in private basic schools; 3) developing and verifing the quality of English teacher competencies for stand udent learning in the 21st century in private basic schools through focus group technique; and 4) promoting English teacher competencies for student learning in the 21st century in private basic schools using connoisseurship. The present paper shows only the process of how the researcher comes up with the theoretical framework and what plans need to be executed to get the final result of the research.

Keywords: Standard, English teacher competency, Learning in 21st century, Private basic school

46

Development of the Writing Teaching Model Based on the Integration of Teaching Concepts to Enhance Higher Order Thinking Skills and Writing Achievement of Upper

Secondary Level Students

Chaivat Chumnasiao1 Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected]

Apirak Anaman2 Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected]

Abstract: The objectives of this research were; 1 ) to synthesize and develop the Writing Teaching Model based on the integration of three teaching concepts to enhance higher-order thinking skills and writing achievement of upper secondary level students; 2 ) to evaluate the quality of the Writing Teaching Model from the comparison of the higher-order thinking skills: critical thinking skill and creative thinking skill between the upper secondary level students who studied with the developed the Writing Teaching Model and the students who studied with the traditional teaching and the comparison of critical thinking skill and creative thinking skill of the upper secondary level students before and after learning with the developed Writing Teaching Model; and 3) to compare the writing achievement of the upper secondary level students who learned with the developed writing teaching model. This research article presented only the synthesis and the development of the Writing Teaching Model based on the integration of three teaching concepts and the writing achievement of upper secondary level students. The Writing Teaching Model was presented to five experts. The following evaluation forms of the research instruments were employed; ( 1 ) The evaluation form of learning management plan of the writing teaching model based on the integration of three teaching concepts: essay writing, descriptive writing and academic writing: the data were analyzed by Index of Object Congruence : IOC; (2 ) Ten items for the evaluation of the Writing Teaching Model based on the integration of three teaching concepts, including the evaluation of learning management plans of essay writing, descriptive writing and academic writing and the evaluation of the value and benefits of the Teaching Writing Model for student development: the data were analyzed using 5 rating scale. The results of the synthesis and the development of a Writing Teaching Model based on the integration of three teaching concepts can be summarized as follows; 1 ) According to the synthesis results of the Writing Teaching Model based on the integration of three teaching concepts, the analysis results of five principles of cognitive teaching, six principles of teaching writing for communication, three principles of teaching thinking through assessment, five principles of the synthesis results of a Writing Teaching Model based on the integration of three teaching concepts and seven steps of the synthesis of the learning and teaching management process of the Writing Teaching Model based on the integration of three teaching concepts were obtained; 2) According to the results of the evaluation of the learning management plan of the Writing Teaching Model based on the integration of three teaching concepts, the values of IOC of the learning management plans of essay writing, descriptive writing and academic writing were +1 in all plans. In addition, the quality of the writing teaching model based on the integration of three teaching concepts was at the 5 level of all items. Keywords: Writing teaching model, Teaching concept, Higher-order thinking skill, Writing

achievement, Upper secondary level student

47

Positive Psychology in Our Grasps: An Alternative Way to Teach Thai Literature for Thai Secondary Students to Foster Well-Being by the Use of the VIA Strength-Based Education

and the PERMA Model Based on Positive Psychology

Chawin Pongpajon Faculty of Education, Chulalongkorn University, Bangkok, Thailand

[email protected] Abstract: This article aims to (a) present the overview of positive psychology and its educational applications, (b) demonstrate the connection between the idea and teaching literature, and (c) propose the example of using the VIA strength-based education and the PERMA model to teach Thai literature in secondary schools. The results revealed that positive psychology is an area of psychology trying to study how to foster well-being. It is widely used in education, and has many positive interventions. Two applicable concepts for teaching Thai literature are the VIA strength-based education and the PERMA model. Obviously, the Thai Core Curriculum and several policies open opportunities for teachers to apply positive psychology into teaching Thai literature. The example of the teaching design follows the PERMA model and integrate character strengths into each stage. It revealed that the PERMA model should be applied for teaching Thai literature, and managing positive environments across the whole unit. Keywords: Positive psychology, VIA strength-based education, PERMA model, Well- Being, Teaching Thai literature

48

The Development of an English Reading Model Based on Interactive Approach for Improving Critical Reading Ability of High School Students

Apinpond Rerg-a-nun Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected]

Abstract: Out of the four language skills of English taught in Thailand, reading is considered the most used skill because many texts either found in daily life or in higher education are written in English. This leads to the necessity to prepare high school students with the ability to read in English which includes critical reading. Critical reading refers to a careful, active, reflective, analytic reading that does not simply involve finding information from the text, but go beyond what the text says. To do these the readers have to recreate the meaning of the text by applying their prior knowledge, using various reading strategies, reading techniques, as well as critical thinking. However teaching critical reading is not a simple task, as it requires meaningful and creative learning activities that provide students opportunity to practice reading skills, and cooperation between teachers and students to make the classroom interactive and interesting. That comes the idea of developing “An English Reading Model Based on Interactive Approach”. In this paper, the author will review the problems concerning the teaching of reading in Thailand, explain the concepts in teaching reading and interactive approach to reading, then propose the reading model together with its learning and teaching activities that will help improve the students’ critical reading ability.

Keywords: Reading model, Interactive approach, Critical reading, High school student

49

Effective Teaching Methods for Teaching Critical Thinking: A Meta-Analysis

Sungworn Ngudgratoke Sukhothai Thammathirat Open University, Nonthaburi, Thailand

[email protected] Abstract: Critical thinking is a higher thinking ability and has been a goal of student development because this ability is essential for effective study and work. There is a variety of teaching methods proposed for developing students’ critical thinking. However, what method is more effective is not clearly identified in literature. This research aims to identify effective methods for teaching critical thinking by using a meta-analysis to compare effect sizes of different teaching methods. Data used in this study were effect sizes from 20 previous studies each of which investigated the effect of a teaching method on critical thinking of students. The major findings of this study were that the concept mapping, and the instructional methods using games, computer-aided instruction, and simulation had the greatest effectiveness, and such effectiveness was moderated by instructional time. Keywords: Critical thinking, Teaching methods, Meta-analysis

50

Factors Promoting Critical Thinking in Foundation Stage

Titima Konkangplu Ganguly1 Bangkok Patana School, Bangkok, Thailand

[email protected]

Atipat Boonmoh2 King Mongkut's University of Technology Thonburi, Thailand

[email protected]

Abstract: Critical thinking is one of the most important skills for the education in the 21st century. It is seen as one of the keys that help students become successful life-long learners. This study investigates factors that promote critical thinking in the Foundation Stages where educates students in the age of 4-5 years old. It also attempts to find out teachers’ perceptions of critical thinking and their application of the concept of critical thinking into their teaching. The participants of this study were 6 teachers from Foundation Stage (FS), of a British international school (BIS) in Thailand. The research instruments were document analysis, semi-structured interviews and a classroom observation. The School vision and Foundation Stage’s Curriculum were analysed. Six teachers were interviewed and one classroom was observed. The questions used by the teacher during the observation were analysed based on Revised Bloom’s Taxonomy. The result reveals three main factors that promote critical thinking: the school, the teachers and play-based learning curriculum. On the basis of this finding, the pedagogical implication and suggestions were included. Keywords: Critical thinking, Foundation stage, Questioning technique, Play-based learning

51

Evidence-based Nursing Practice Instruction Improving Critical Problem Solving in Nursing Students

Matthawan Leeyutthanont1


Tweesak Chindanuruk2

Sukhothai Thammathirat Open University, Nonthabur

conference proceedings international conference on … ice... · 2017. 9. 1. · appointed as...

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