This study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean ( , and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNIModified = 0.20). This was followed by originality and flexibility (PNIModified = 0.19). Finally, was fluency (PNIModified = 0.18). Also, analysis of the prospective condition was ranked ‘high’ across all four aspects with an average of = 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of = 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation’s future depends on its workforce and leaders having CPSS.
The study applied concepts of computational thinking, waterfall programming, and design-based learning management (DBLM) combined with a participatory action research (PAR) methodology to obtain an integrated learning management model (LMM) designed as a base to promote computational thinking skills (CTS) and programming proficiency. The study used three groups consisting of 21 volunteer computer science undergraduate students, three teachers, and three computer studies graduates from the Computer Studies Department of the Faculty of Education at Thonburi Rajabhat University in Thailand. To verify the model, nine educational experts conducted an assessment of the proposed model, and determined that the evaluation standards were overall at a high level (x ̅ = 4.23, SD = 0.44), with the experts feeling that the integration of the DBLM computational thinking framework, the Waterfall programming conceptual framework, and the PAR met the study's stated objectives at the highest level (x ̅ = 4.56, SD = 0.53). The proposed model is best undertaken in five week sessions of five hours each using five exercises per week. In doing each activity, the effectiveness of each activity is to be measured by taking notes, worksheets, and practice skills. The resultant outcome was that the groups jointly participated in finding a model which offered CTS and programming skill training which encouraged the participants to learn together to develop activities based on common needs.
<span lang="EN-US">The objective of this research was to assess the need to promote digital literacy of the students under the supervision of Tak Community College. The population consisted of 152 students in Tak Community College, Tak Province, Thailand, registered for the second semester of the 2020 academic year. The research instrument was a digital literacy questionnaire, and the data were analyzed using percentage, mean, standard deviation, and the prioritization of the need. The findings revealed that the level of digital literacy skills of the students was moderate. The level of digital literacy that students expected, however, was very high. In concluding remarks, it was found that the highest average of the digital literacy skills of the Tak Community College students was the use of the spreadsheet program (PNIModified=0.30), followed by the use of presentation program (PNIModified=0.27), and the word processor program as the lowest average point of skills (PNIModified=0.23). The students of Tak Community College, therefore, are inevitability required the better digital literacy skills development from the lessons enlightened by the teachers.</span>
In Thailand, analytical thinking skills (ATS) have been identified as an essential element in the development of a 21st-century workforce. Moreover, due to the Covid-19 pandemic and the concern for student health and safety, the Thai Ministry of Education has stated that online education will become part of the New Normal in education. Therefore, it has become imperative that the most effective methods and mechanisms be found for online teaching in Thailand. Therefore, the authors investigated which factors increase Thai student ATS by flipping the classroom environment and using digital storytelling and inquiry-based learning (IBL). Therefore, this research aims to develop and evaluate the LIFD ATS instruction model to study the proposed effects of the ATS instruction model. A mixed research methodology was employed. The mean, standard deviation, and t-test were used to analyze the data. From the qualitative review, an initial learning model was developed and subsequently examined by a panel of eight education experts. After that, 40 students became the study's experimental group for the revised model. The results showed that the results of the expert assessment of the learning environment model using a flipped classroom combined with IBL and digital storytelling to promote ATS and academic achievement had appropriateness at the highest level. The evaluation of the student results using the ATS model identified four significant results. These were: 1) Post-test after the student's use of the ATS model determined their ATS abilities were higher than before the class. 2) Student learning achievement, innovation, and ICT skills increased as an outcome of the ATS model’s use. 3) The comparison of academic achievement after study of the students who studied with the format was 83.33%, higher than the specified 80% criteria and previously established assumptions. 4) The evaluation results of the model’s effectiveness determined that the learning effectiveness index (EI) of the learners was 0.6666 and the EI of the ATS was 0.6966, which was higher than 0.50, thus meeting the specified criteria. The study contributes to the knowledge concerning student ATS and these skills’ importance to a 21st century knowledge worker. Doi: 10.28991/ESJ-2022-06-04-06 Full Text: PDF
From the study’s qualitative analysis, 5 latent variables and 21 observed variables concerning complex problem-solving (CPS) skills were identified and subsequently used in a questionnaire on a sample of 214 Thai education professionals teaching information and communication technology (ICT)-related student teachers in one of 31 Thai Rajabhat (teaching) Universities. Goodness-of-fit and descriptive statistical analysis (mean and standard deviation) were analysed by using IBM® Statistical Package for the Social Sciences® for Windows version 21, while the second-order confirmatory factor analysis used LISREL 9.10. The results revealed that the educators perceived information literacy (1.00), analytical thinking (0.96), self-control (0.93), knowledge application (0.90) and planning ability (0.85) as the most important for the student teachers’ CPS skills. Moreover, the results revealed that each teacher’s opinion on CPS skill indicators was at a ‘high agreement’ level. Therefore, it suggested that the results can be used by Thailand’s Ministry of Education and other ICT-related education agencies in developing CPS skill programmes for Thai student teachers. Keywords: CPS, ICT, Information literacy, preservice teachers, Thailand
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