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All Journal Emerging Science Journal Palmyra Fiber as Additional Materials on Solid Concrete Brick of Aggregate
Pimdee, Paitoon
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Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Environmental Science Materials Science & Nanotechnology

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Journal : Emerging Science Journal

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Problem-Based Blended Training via Chatbot to Enhance the Problem-Solving Skill in the Workplace Saengrith, Waristha; Viriyavejakul, Chantana; Pimdee, Paitoon
Emerging Science Journal Vol. 6 (2022): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2022-SIED-01

Abstract

Problem-solving skill is one of the soft skills that has become essential for employees in various organizations. Training model and educational technology were considered key success factors in delivering knowledge for personnel in the workplace to develop this skill. Problem-Based Learning (PBL) is a key driver for learning activities, which has been increasingly adopted for workplace training and has proven to be one of the best approaches to helping learners improve their problem-solving skills in the organization. Hence, this research aims to synthesize problem-based blended training via chatbot to enhance problem-solving skills in the workplace. Literature review, document analysis, and focus group technique were used as the main procedures for the first phase of model synthesis. The effectiveness of the training model was examined in the second phase by applying it to 20 employees of the flexible lamination manufacturers in Thailand from purposive sampling. The training was held for four weeks and examined with a problem-solving skill test. In addition, a follow-up test has been conducted to monitor retention skills after a four-week training period. Data analysis used the repeated-measures ANOVA test with normality and homogeneity as a prerequisite test. This study shows that the problem-based blended training model via chatbot to enhance problem-solving skills in the workplace comprises six main steps: (1) Group identification; (2) Problem identification; (3) Idea creation; (4) Learning; (5) Implementation; (6) Evaluation. The results on the implemented training model showed that problem-solving skills after training were significantly higher than those before training, and the retention of skill remained higher than that before training and did not significantly change after finishing training at a statistical significance of 0.5. As a result, the developed model is highly appropriate for implementation, particularly because the chatbot platform is involved in almost every step of this training model to accommodate learners who can easily access the training platform, repeat the training content, and feel motivated to explore new information to improve their problem-solving skills. In a post-COVID-19 period with distancing required in the workplace, this model is applicable to deliver efficiency in workplace training. Doi: 10.28991/ESJ-2022-SIED-01 Full Text: PDF
Enhancing Teaching and Supervisory Staff’s Creative Problem-Solving Skills Charoentham, Mai; Kantathanawat, Thiyaporn; Pimdee, Paitoon; Apisuksakul, Kwantisara
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-07

Abstract

This research analyzed creative problem-solving (CPS) components and examined the perceptions of Thai educational personnel regarding their CPS abilities. The sample consisted of 534 primary school teachers and educational supervisors during the 2024 academic year, selected through multistage random sampling. Data were collected using a questionnaire assessing CPS skills, which were then analyzed using means (M), standard deviations (SD), and second-order confirmatory factor analysis (CFA). The research revealed that the second-order CFA model for CPS among educational personnel (teachers and supervisors) consists of five key components. Ranked from highest to lowest, these were educators' perceptions of their CPS abilities to solve problems (SOL) (M = 4.23, SD = 0.54), ability to identify problems (IDE) (M = 4.17, SD = 0.57), ability to create knowledge (CRE) (M = 4.17, SD = 0.59), ability to discover concepts (INS) (M = 4.12, SD = 0.58), and ability to discover methods to solve problems (MET) (M = 4.11, SD = 0.58). The model strongly aligned with empirical data, indicating that all three models exhibited positive component weights (β) that were statistically significant at the .01 level. This finding underscores the strength of the CPS framework for educational personnel. These findings provide compelling evidence for the effectiveness of the proposed model in assessing and enhancing CPS skills among educational professionals, contributing valuable insights to both practice and future research in this field. This study fills a gap in the literature by providing empirical evidence on the CPS capabilities of educational personnel.
Co-Authors Apisuksakul, Kwantisara Charoentham, Mai Kantathanawat, Thiyaporn Saengrith, Waristha Thiengkamol, Nongnapas Thiengkamol, Tanarat Viriyavejakul, Chantana