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All Journal International Journal of Evaluation and Research in Education (IJERE) Pedagogi: Jurnal Ilmu Pendidikan Journal of Education and Learning (EduLearn) PEDAGOGIK : JURNAL PENDIDIKAN Journal of Green Learning Online Learning in Educational Research Journal of Education and Teacher Training Innovation (JETTI) Interdisciplinary Journal of Pedagogy and Research in Media Technology
Prasart Nuangchalerm
Mahasarakham University
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Primary teachers and students’ anxiety toward online instruction during COVID-19 pandemic Kanokwan Phayponpruek; Prasart Nuangchalerm
Journal of Education and Learning (EduLearn) Vol 16, No 4: November 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v16i4.20500

Abstract

The study explored primary teachers and students’ anxiety toward online instruction during COVID-19 pandemic, the factors affecting anxiety related to online instruction of students and teachers in primary school. This research study was designed to collect data from primary teachers and students on the factors that affect anxiety in online teaching. The informants were 127 students and 11 teachers based on the purpose of the research. Questionnaire concerning general student data, such as gender, grade level, online study equipment, and online learning channels. Factors influencing anxiety in online education in the context of the COVID-19 pandemic, with 23 items for students and 25 items for teachers. Data is collected by online inquiries with students and teachers According to the findings, the general degree of factors influencing anxiety from online instruction in primary school is at moderate level. Physical and mental elements, evaluation and course content are the categories of factors that have the most impact on students’ anxiety toward online learning. Meanwhile, the factors that have the greatest impact on students’ anxiety toward online learning are concerning about their grades and courses are extremely recorded. Students believe that online learning is more challenging than traditional classroom. At the same time, teachers are worried about online assessment, concerns about students who are unable to attend online sessions. Teachers who only use computers to teach online have less anxiety than teachers who use computers, tablets, and mobile phones.
Promoting productive thinking and physics learning achievement of high school students through STEAM education Piyathida Polmart; Prasart Nuangchalerm
Journal of Green Learning Vol 3, No 1 (2023)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jgl.v3i1.218

Abstract

Through STEAM education, this action research aims to improve senior high school students' ability to think critically and learn effectively. The target group for this study consisted of 36 senior high school students from one school in Thailand. A STEAM education lesson plan, a test of productive thinking, and a test of learning achievement were used as research tools. Statistics tools including mean, standard deviation, and percentage were used to analyze the data. The study showed that throughout the first and second cycles, students had scored 51.16% and 65.15% on the productive thinking scale respectively. The learning organization improved the academic performance of the students in each cycle. It is reasonable to infer and consider the potential that STEAM education can support students' intellectual development. It is useful for scientific instruction in schools, but teachers also need to be knowledgeable about how to organize their classes.
INSTRUCTIONAL PRACTICES OF SECONDARY TEACHERS AND STUDENTS DURING COVID-19 PANDEMIC Prasart Nuangchalerm
PEDAGOGIK : JURNAL PENDIDIKAN Vol 8, No 1 (2021)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v8i1.1946

Abstract

COVID-19 pandemic can make school and instructional practices at risk. The purpose of this research was to study the teaching and learning activities through an online classroom. The research approach used in this research is a quantitative research approach. The research design used in this study was a survey research design. The type of survey used was a cross-sectional survey design. The choice of a cross-sectional survey design was carried out to measure the behaviour of a number of populations through a sample regarding the level of integrity of the teaching and learning process using online classrooms as a variable in the study. The informants were 23 teachers and 146 students from one secondary school, Mahasarakham province, Thailand. Data were obtained in Semester 2 Academic Year 2020. A questionnaire about online learning was used for data collection through Google form. Mean and standard deviation was employed for data analysis. Findings showed that teachers and students had opinions are at fluctuating level. Some opinions may need discussion for online learning by enhancing technological skills, reskill or upskill in field of educational technology are required for effective instruction.
Enhancing Scientific Problem-Solving of Grade 10 Students through Problem-Based Learning with Ethical Dilemmas Piyatida Thaochalee; Prasart Nuangchalerm
Pedagogi: Jurnal Ilmu Pendidikan Vol 23 No 2 (2023): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v23i2.1632

Abstract

The purposes of this research were 1) to compare the achievement after using problem-based learning with ethical dilemmas on genetic variation and biotechnology with the criteria of 70 percent, 2) to compare the problem solving in science of Grade 10 students after learned with problem-based learning with ethical dilemmas with the criteria of 70 percent, and 3) to study satisfaction with problem-based learning with ethical dilemmas on genetic variation and biotechnology. The sample used in this research were 38 of Grade 10 students in the academic year 2022. Data were analyzed using mean, percentage, standard deviation. and t-test. The results of the research were as follows 1) the achievement of Grade 10 students receiving problem-based learning with ethical dilemmas after learning was not different from the criterion of 70 percent at a statistical significance level of .05, 2) the scientific problem solving ability of Grade 10 students who received a problem-based learning with ethical dilemmas were not different from the criterion of 75 percent at a statistical significance level of .05, and 3) the students were satisfied with the problem-based learning with ethical dilemmas at the highest level.
Optimization of teachers' digital competence in the development of wordwall as interactive learning platform Prasart Nuangchalerm
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 1 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i1.1

Abstract

Background: The rapid advancement of digital technology necessitates that teachers enhance their digital competence to create more engaging learning experiences. Interactive learning media, such as Wordwall, provide opportunities to integrate technology into teaching.Aim: This study aims to optimize teachers' digital competence through the development of a valid and practical interactive Wordwall-based learning media.Method: This study employed research and development (R&D) using the ADDIE model. The research subjects involved eighth-grade teachers and students, with four mathematics teachers and six students selected through purposive sampling. Data collection included expert validation, practicality tests with teachers and students, and teacher interviews. Additionally, qualitative data from teacher interviews provided deeper insights into the platform’s impact on their digital competence.Results: The validation results indicate that Wordwall has a high level of validity, with an average score of 90% (highly valid), covering content suitability, construction, language, and technology aspects. The practicality test demonstrated that Wordwall is practical for both teachers and students, with average scores of 77.45% and 82.75%, respectively (practical). Additionally, a survey assessing the optimization of Wordwall usage by teachers yielded an average score of 77.6% (good). Teacher interviews revealed that Wordwall enhances their confidence in utilizing digital technology.Conclusion: Wordwall serves as a valid and practical interactive learning platform that supports the optimization of teachers' digital competence. It enables teachers to integrate technology into their teaching, enhancing their confidence and instructional strategies. Future research is recommended to explore the long-term impact on teachers' digital competence and investigate its application across diverse educational contexts.
Developing Tenth-Grade Students' Problem-Solving Skills in Chemistry through Deductive Learning with the DAPIC Approach Haruethai Duangsopa; Prasart Nuangchalerm
Online Learning In Educational Research (OLER) Vol. 4 No. 1 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i1.360

Abstract

The authentic science classroom requires students to think and solve problems through hands-on activity. This research aims to enhance problem-solving skills in chemistry of grade 10 students through deductive learning with the DAPIC approach, with a passing criterion of 70% or higher of the total score. This research employed action research. The target group consists of 22 students from the model school of Mahasarakham University in the second semester of the academic year 2023. The data collection instruments included nine lesson plans, three sets of essay-type problem-solving tests (each comprising three questions), student interview questionnaires regarding their opinions on learning management, and observational data on problem-solving behavior in chemistry. The research findings indicated that the target group improved their problem-solving skills after learning through deductive learning with the DAPIC approach. In the first cycle, 50% of students (11 out of 22) met the passing criterion of 70%. In the second cycle, 81.82% of students (18 out of 22) passed, and in the third cycle, 95.45% of students (21 out of 22) achieved the passing criterion. It can be concluded that deductive learning with the DAPIC approach can also enhance students' problem-solving in the science classroom.
Leveraging Students’ Achievement and Attitude towards Science through the Integrating of Inquiry-based Learning and Gamification Sarocha Rompeng; Prasart Nuangchalerm
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/ey22j996

Abstract

This study examines the inquiry-based learning and gamification effect on the science learning achievement and attitude towards the subject of science. Participants were 45 students enrolled in the second semester, 2025 academic year of secondary school at Roi Et Wittayalai School, Roi Et province, Thailand. The instructional intervention included organized inquiry activities with game features like points, badges, and challenges to student engagement based on constructivist learning theory and motivated learning. Students were placed into experimental research by one-group pretest and posttest design, a standardized science achievement exam was given, and attitude towards science was measured after the intervention. Statistics showed that students had considerably greater post-test scores, higher than the criterion of 70%. The results suggest that inquiry-based learning and gamification can enhance students' understanding and performance in science. Students have a positive attitude towards the subject of science with a high. The negative score was at low level. This study shows that these pedagogical methods might make lower secondary science instruction more engaging and effective for school science.
Supporting Elementary Students' Science Achievement in Electrical Energy Through Student Teams-Achievement Divisions Cooperative Learning Wijitra Chanthaket; Prasart Nuangchalerm
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/v90kgp74

Abstract

This experimental research, a one-group pretest-posttest design aims to enhance third-grade students' understanding of electrical energy and their academic performance by implementing the STAD approach to cooperative learning. The initiative will focus on the study of science both before and after students acquire knowledge of electrical energy through technical cooperative learning management. Additionally, the study aims to examine students' satisfaction with the management of cooperative learning. The participants were 32 of grade 3 students in the second semester of the 2025 academic year, selected using a cluster random sampling process. Instruments used to analyze 20 science accomplishment assessments included a learning management strategy for the science subject of electrical energy. The instruments included the STAD science lesson plan and a satisfaction questionnaire regarding cooperative learning management. The results indicated that the performance in science topics post-test was statistical significantly higher than pre-test at .05. Furthermore, the satisfaction level of third-grade students with the science lesson on electrical energy, taught using the STAD cooperative learning was found to be highest level. The study can be used for teachers to leverage students’ learning achievement and guide students in classroom collaborating.
Co-Authors Abdurahman Abdurrahman Abdurrahman Abdurrahman Agus Suyatna Asanlaya Duangrawa Chananya Wongjamnong Chinathip Muangou Haruethai Duangsopa Imroatun Imroatun Juhji, Juhji Kanokwan Phayponpruek Khaeroni Khaeroni Listiana Listiana Nippita Kulachit Piyaphat Nithitakkharanon Piyathida Polmart Piyatida Thaochalee R. Ahmad Zaky El Islami Rungthip Singporn Sarocha Rompeng Thanapol Thavornsil Treekom Prommaboon Veena Prachagool Wijitra Chanthaket