Strategic Leadership of School Administrators Under the Office of the Basic Education Commission, Thailand

The 14th International Conference on Educational Research
Conference Proceedings & Abstracts

Editors: Niwat Srisawasdi, Charuni Samat, Sumalee Chaijaroen

ISBN: (e-book): 978-616-438-651-8
Publisher: Faculty of Education, Khon Kaen University

Address: 123 Moo 16 Mittraphap Rd., Nai-Muang, Muang District, Khon Kaen 40002, Thailand.
Telephone: +6643-343-452-3
FAX: +6643-343-454
Email: [email protected]
Website: http://ednet.kku.ac.th
Date of publication:
Copyright 2021 Faculty of Education, Khon Kaen University.

All rights reserved. No part of this electronic book may be reproduced, stored in a retrieval system,
transmitted, in any forms or any means, without the prior permission of the Faculty of
Education, Khon Kaen University. Individual papers may be uploaded on to institutional
repositories or other academic sites for self-archival purposes.

EDITORS

Niwat Srisawasdi, Faculty of Education, Khon Kaen University.
Charuni Samat, Faculty of Education, Khon Kaen University.
Sumalee Chaijaroen, Faculty of Education, Khon Kaen University.

Reviewer Boards Faculty of Education, Khon Kaen University.

Sumalee Chaijaroen Faculty of Education, Khon Kaen University, Thailand
Niwat Srisawasdi
Charuni Samat Faculty of Education, Khon Kaen University, Thailand
Issara Kanjug
Patcharin Panjaburee Faculty of Education, Khon Kaen University, Thailand
Sasithorn Chookaew
Institute for Innovative Learning, Mahidol University, Thailand
Charoenchai Wongwatkit
Pattrawadee Makmee Faculty of Technical Education, King Mongkut's University of
Technology North Bangkok, Thailand
Poonpong Suksawang
School of Information Technology, Mae Fah Luang University, Thailand
Pratchaya Kaewkaen
College of Research Methodology and Cognitive Science Burapha
Peera Wongup University

Autaipohn Kaikaew College of Research Methodology and Cognitive Science Burapha
University
Gwo-jen Hwang
Huei-Tse Hou College of Research Methodology and Cognitive Science Burapha
Morris Siu-yung Jong University

Ying-Tien Wu College of Research Methodology and Cognitive Science Burapha
University
Chiu-Lin Lai
College of Research Methodology and Cognitive Science Burapha
Kerry Lee University

Yueh-Min Huang National Taiwan University of Science and Technology, Taiwan

Gregg Alexander National Taiwan University of Science and Technology, Taiwan
Lukanda Kalobo
Sheila Matoti Department of Curriculum and Instruction, Chinese University of Hong
Kong, Hong Kong

Graduate Institute of Network Learning Technology, National Central
University, Taiwan

Graduate Institute of Digital Learning and Education, National Taiwan
University of Science and Technology, Taiwan

Department of Early Childhood Education (ECE), The Education
University of Hong Kong, Hong Kong

Department of Engineering Science, National Cheng Kung University,
Taiwan

Central University of Technology (cut), South Africa

Central University of Technology (cut), South Africa

Central University of Technology (cut), South Africa

Imelu Mordeno MSU-Iligan Institute of Technology, Philippines
Amelia Buan MSU-Iligan Institute of Technology, Philippines
Manuel Barquilla MSU-Iligan Institute of Technology, Philippines

Message from the Conference Chair

Prof. Dr.Sumalee Chaijaroen

On behalf of the organizing committee, I would like to extend my warm welcome to all delegates
of the 14th International Conference on Educational Research (ICER2021). The conference theme this
year, "Maintaining Education Quality in Turbulent Times", is highly relevant to the educational
movement of Khon Kaen University as well as the rest of the world with increasing disparities. Thus, the
conference theme fits well with the aspiration of the ICERs in promoting and celebrating both the
academic excellence and the real-world impacts to make the world a better place with no one left behind,
through transforming the education landscape with state-of-the arts and well-rooted techno-pedagogical
models.

Seven outstanding keynote and invited speakers will share their insights across varying areas in
the field of research and practice in education. They are (1) Prof. Kerry Lee from the Education
University of Hong Kong, Hong Kong; (2) Prof. Gwo-Jen Hwang from National Taiwan University of
Science and Technology, Taiwan, R.O.C.; (3) Prof. Kevin Burden from University of Hull, United
Kingdom (4) Prof. Yueh-Min Huang from Department of Engineering Science, National Cheng Kung
University, Taiwan, R.O.C.; (5) Assoc. Prof. Dr. Chailerd Pichitpornchai, M.D. from Institute for
Innovative Learning, Mahidol University, Thailand; (6) Assoc. Prof. Dr. Nantana Gajaseni from MFU
Learning Innovation Institute, Mae Fah Luang University, Thailand; (7) Assoc. Prof. Dr. Sumalee
Chaijaroen from Faculty of Education, Khon Kaen University, Thailand

In one way or another, these presentations connect with the essence of the aforesaid conference
theme and will stimulate us to reflect upon the roles of learning theories, pedagogical strategies, and
technological and non-technological tools in reshaping the new disrupted society. I am also grateful to all
the paper authors and registered participants for their exciting academic contributions to the fruitful
intellectual exchange in this conference. I hope all delegates will have opportunities to renew friendships,
forge new friendships and professional collaborations.

Thank you!

Message from the Co-host

CO-HOST GREETING SPEECH CENTRAL UNIVERSITY OF TECHNOLOGY (CUT),
SOUTH AFRICA:

PROF WENDY SETLALENTOA, DEAN FOR FACULTY OF HUMANITIES

A very good morning to one and all present here, I am particularly pleased to welcome all of you who have
honoured us by taking part in this three-day 14th International Conference on Educational Research (ICER)
2021, an annual prestigious, well organised and quality conference organised by the Faculty of Education,
Khon Kaen University, Thailand.

Colleagues, as you are aware, we are engulfed by a crisis like no other. We are living in turbulent times. The
COVID-19 pandemic has sent shockwaves throughout the global economy. People are worried about their
lives and livelihoods. Many businesses closed or are waiting for customers to return. Governments are
stretching their spending capacity. The stability of financial systems is under severs threat. Policymakers all
over the world are looking for ways to contain the spread of the virus while limiting the economic fallout.
This is a truly global crisis of epic proportions. Its deleterious effects lay bare for all to see. The COVID-19
virus does not stop at geographical borders. For this reason, I call for coordinated, international strategies to
fight the virus and its economic impact effectively. Gone are the days of a silo mentality in such a fight!!
The theme of this research seminar is:
“Maintaining Education Quality in Turbulent Times”
We need to be proactive by looking further and think beyond the current “new normal” and plan
accordingly.

This year as it was the case last year, the ICER conference holds special value because the entire conference
is taking place on a digital platform. Due to the changing time caused by the COVID-19, we encourage our
participants to stay safe and maintain social distancing.
We have experts (ACADEMICS) and our graduate students from across the various fields and disciplines
who will be actively engaged with us for the next three days, sharing their thoughts, knowledge, and
opinions with the audience.
I would like to conclude by encouraging the delegates to participate with an increasing number in all the
activities and discussions through the digital platforms for the next three days. I wish everyone a successful,
safe, and fruitful conference.

I am eager to listen and learn, as I am sure you all are. I am also looking forward to very fruitful and
informative presentations, as well as active engagement by all participants.

Last but not the least, I would like to thank all the delegates from all over the World, and the Faculty of
Education, Khon Kaen University, in particular the leadership and ICER secretariat and Organising
committee for hosting this conference. CUT is indeed proud to be associated with Khon Kaen University
and hope as such that the MoU between us will remain intact for many years to come.

Once more Welcome to the ICER 2021 Virtual CONFERENCE. Let us get started and thank you again for
joining us.

Have a blessed day.

Keynote & Invited Speakers

Prof. Kerry Lee
"Development of Working Memory and Executive Functioning for

Children during COVID-19 Class Suspension"
The Education University of Hong Kong, Hong Kong

Prof. Gwo-Jen Hwang
"Applications and Research Issues of Artificial Intelligence in Education"
National Taiwan University of Science and Technology,Taiwan, R.O.C.

Prof. Kevin Burden
"Design Priorities for Mobile Learning in a Pandemic"

University of Hull, United Kingdom

Prof. Yueh-Min Huang
"Computer Vision Technology for Tracking and Analyzing Individual

Hands-on Learning Behavior in Collaborative STEAM Activity "
National Cheng Kung University, Taiwan, R.O.C.

Assoc. Prof. Dr. Chailerd Pichitpornchai, M.D
"Cognitive Neuroscience Enhancing Education Quality in Turbulent

Times"
Institute for Innovative Learning, Mahidol University, Thailand

Assoc. Prof. Dr. Nantana Gajaseni
"Growth Mindset for Innovative Teaching and Learning in a New

Normal"
MFU Learning Innovation Institute, Mae Fah Luang University,

Thailand

Assoc. Prof. Dr. Sumalee Chaijaroen
“A neuroscience-based learning environment to response the learning

needs of modern learners”

Faculty of Education, Khon Kaen University, Thailand

Program at a Glance





























Table of Contens

Preface Beyond the school premises, lifeline 1
Keynote Speaker against poverty: Sustainable National 2
Pre-conference Activities School Nutrition Programme (NSNP) 3
Conference Committees
Schedule at a glance Equal Education, a Misnomer. Equity in
Table of Content Education A Plausible Option for
001 Tebogo MATLHO Multigrade Teaching

002 Tebogo MATLHO Effective Language Teaching Strategies
for Tvet Colleges in The Free State
003 Gcobisa BOOI Province of South Africa
Brenton FREDERICKS

004 Ricanos JAURE Surrogate Caregiving Experiences of 9
Gregory ALEXANDER Left-Behind Learners in Zimbabwe 17
Following Parental Migration: Educational 23
005 Siriporn NALIDLADA Implications 34
Piyawan SRISURUK 35
Benjamaporn CHOIKHRUE A Study of the Ability of Children with 36
Research and Service Institute for Autism Spectrum Disorder in Reading
Autism Emotions from Facial Expressions Pictures

006 Molaodi TSHELANE Improving the Teaching of Business
Studies Using Web 2.0 Technologies in
007 Pilunthana SUPADOL Curriculum Practice
Sunisa SUWANNACHAI
Krittapart PONGPAN Primary School Students' Reading Ability,
Blesilda Miranda BADURIA Understanding, and Their Learning
Behaviors in Response with
008 Sunisa SUWANNACHAI Technology-assisted Thai Language
Pilunthana SUPADOL Learning Assessment
Wanida BHRAMMAPUTRA
Piyatida PRATOOMSIRI Learning Achievement Through Visual
Pawanan NUNKLANGE Thinking Media to Support The First
Grade Social Studies Instruction
009 Yasmina ALAG
Corazon BIONG Determinants of Students’ Achievements
in Physical Education in the Division of
Lanao Del Norte during Covid-19
Pandemic

010 Nitthanate KASICHA The Effect of Using Board Game in 58
Piyawan SRISURUK Enhancing Executive Functions Based 67
Research and Service Institute for Emotional Control in Children with
Autisma Autism 77

011 Felix, GAVIOLA, JR. Reading Literacy Assessment of Higaunon 86
Adelfa SILOR Women in Cagayan de Oro City: Basis for 92
Lindy Lou GAVIOLA Reading Enhancement Program
Venus PARMISANA 99
Ciedelle GRAGEDA Parents’ Reading Strategies Use at Home 107
during Early Language and Emergent 116
012 Adelfa SILORA Literacy of their Children: Basis for 124
Development of 21st Century Home 135
013 Titus WILLIAMS Literacy Program 145
Gregory ALEXANDER
Wendy SETLALENTOA Social Science Teaching in a Democratic 152
South African Classroom: The Views and
014 Adelfa SILORA Fears of Pre-Service Teachers
Amelia BUAN
Joe Elson SUAREZ Assessment of Rural Women’s
Anra DEL ROSARIO Agricultural Livelihood Activities in Lala,
Lanao del Norte: Basis for Designing a
015 Emmanuel VOGT Curriculum Integrating Gender and
Brenton FREDERICKS Development in MSU-IIT IRDA

016 Nichata THANACHITDITSAYA A Communication Barriers that Influence
Student Achievement at a University of
017 Pornpisut DUANGNGERN Technology

019 Thi My Ngoc NGUYEN The Development of PRIME Technique to
Johnson Chee Bin ONG Enhance Learning Management
Competency for Teachers of Border Patrol
020 Chareefah HUTYEE Police Schools
Apichaya KHWANKAEW
The Use of Quizlet to Enhance Academic
021 Nuanpan PIENGKES Vocabulary Learning for Student Teachers

022 Thawach THAMMABUT Framework of Good Practices in Designing
Thassanai SEANPHOB Integrated Curriculum

Developing a New Model of Measurement
and Assessment for Active Learning

Results of Learning Activities to Promote
Creative Innovators by using IT Equipment
for Education (Educational Gadgets) in
English Language Subject for Fourth
Grade Students of Khon Kaen University
Demonstration School Primary Level
(Suksasart)

The Development of Bias Transistor
Circuit Demonstration Set to Enhance

Sirisak WADEESIRISAK Students' Conceptual Understanding

023 Jurarat SEEYA Developing a Project-based lessons on 153
Networks to Encourage Creativity about 161
Work Creation by using Microsoft 169
Publisher Program for Matthayom 3 179
Students at the Demonstration School of 188
Khon Kaen University (Modindaeng) 189

024 Saksit HUSMIN The Development of Econ Board Game to 190
Benchawan PHOMSANSRI Promote Knowledge of Economic 191
Nujaree CHERDCHUBUNDIT Resource Allocation for Youth

025 Lukanda KALOBO Investigating the Formulation of Learning
Objectives for the Lesson on the
Identification of Outliers by the Student
Teachers in Statistics

026 Paseka MOLLO Exploring the Experiences in Using
Lukanda KALOBO Technology by Student Teachers from
Disadvantage Communities at University
of Technology

027 Banjong PRASONGSAP Designing of Learning Matrix Activities to
Niwat SRISAWASDI Target Chemistry Core Competencies: A
Case of Polymer, Plastic, and Circular
Economy

028 Pawanan NUNKLANG The Study of the Problem Solving Ability

Sirisukr and Learning Outcomes through

SIRICHOKCHAITRAKOOL Web-based Problem Solving Learning

Sarawut JACKPENG Environment with the Professional

Sunisa SUWANNACHAI Learning Community of Primary Three

Naphaporn WORANETSUDATHIP Students

Manutchaya SRICHINDA

Prakaifon BUNDASUKPAISAN

Wimonlak CHANTANAPIM

Puttachat CHUMWANGWAPEE

Kitiyada PUAPANITCHAYAKOOL

Pecharat JONGNIMITSATHAPORN

Piyanun BOONPO

Tipruthai KRISRIWATTANA

Oranut

KITTISIRIWATTHANAKUL

Nuchanart NESUSIN

Nariean NAMBOONRUANG

Wipavadee BOONCHAISEE

Nantikarn SIRIWARIN

030 Monneerah BINT-USMAN Online Recorded Video Lectures: Effects
Douglas A. SALAZAR on Grade 7 Learners’ Achievement and

Retention Levels in Algebra

031 Sirimongkol TORUDOMSAK The comparison of self-determination
Pawich BURANAROM regulators between high school students
Teeradej THUMMACHOT attending ordinary and tutorial schools in

Jittawat PANTHONG Thailand

032 Lea May AGAD Developing Basic Protective Kit Utilizing 192
Monera SALIC-HAIRULLA Contextualized STEM-Online Learning for 202
Amelia BUAN Grade 10 Learners 203
Rica Mae GUARIND 204
Pre-service Teachers’ TPACK of
034 Phattaraporn PONDEE Augmented Reality-infused Science 214
Niwat SRISAWASDI Learning in Case-based Intervention 215
Program 216
217
035 Wacharaporn KHAOKHAJORN The Investigations of Pre-service Science 218
Niwat SRISAWASDI Teachers for Understanding of Nature of 219
Scientific Inquiry 220

036 Dian SILACAN Examining the Latent Factor Structure on
Justine Israel TALASAN Teachers’ Reluctance in Implementing K
Sonny Boy GABULE II
Rizalina GOMEZd & Imelu to 12 Curriculum Program
MORDENO

037 Sasipim POOMPIMOL A Trial Study of Digital Board Game
Patcharin PANJABUREE Approach by Investigating in
Cyberbullying Conceptions during
COVID-19 Pandemic

038 Chanayuth CHANGPETCH Pre-service Teachers’ Loop
Patcharin PANJABUREE Misconceptions among
Programming-assisted Tools: Findings to
Teacher Education Course

039 Pawat CHAIPIDECH The Effect of Andragogical Training
Niwat SRISAWASDI Program Embedded a Personalized
TPACK Learning System for STEM
040 Anggiyani Ratnaningtyas Eka Discipline Teachers
NUGRAHENI
Niwat SRISAWASDIb TPACK for Promoting Students’
Chemistry Competencies: A Proposal for
Pre-service Teacher Professional
Preparation

041 Arum ADITA A Proposal for Boosting Pre-Service
Niwat SRISAWASDI Teacher TPACK in the Teaching of
Biology Competencies: A Perspective on
Citizen Inquiry

042 Rica Mae GUARIN UTILIZATION OF LOCAL HERBAL
Amelia BUAN PLANTS IN STEM PROJECTS

043 Puttachat CHUMWANGWAPEE The Study of Grade 5 Students’

Wipavadee BOONCHAISEE Mathematical Problem-Solving on the

Pecharat JONGNIMITSATHAPORN Topic of “Application” Employing

Passara INTARAKUMHAENG Polya’s Problem-Solving Method with the

Sopa CHUNHARATCHAPHAN Use of PLC

Naphaporn WORANETSUDATHIP

Kanittha SIRIPAN Development of Constructivist Virtual 221
Narian NAMBOONREUANG Learning Environment to Enhance 227
Sunisa SUWANNACHAI Scientific Thinking for Grade 11 Students 228
Tidarat RUJIRAWINITCHAI
Kraisak JANTARAKOMET DEVELOPMENT OF BLENDED 235
Saichon BONPAK, DISTANCE LEARNING STRATEGIES
FOR GRADE 9 LEARNERS IN 242
044 Kodchakorn LAMSOMBAT GEOMETRY
Issara KANJUG 249
COGNITIVE SKILLS DEVELOPMENT 250
045 Gemvie SAYON COURSE FOR KINDERGARTEN 255
Amelia BUAN CHILDREN WITH AUTISM IN 264
Myrna LAHOYLAHOY INCLUSIVE SCHOOLS
Douglas SALAZARa
Social Skills Curriculum Development for
046 Piyawan SRISURUK of Author A Kindergarten Children with Autism
Sawitree Spectrum Disorder in the Inclusive Schools
WONGKITTIRUNGRUEANG
Siriporn SIRIFONG THE EFFECT OF HOME-GROWN
Areerat KHENPHUKHIEO VEGETABLE PLANTING PROGRAM
Pittawan MARTSEEDA FOR PEOPLE WITH AUTISM
Research and Service Institute for SPECTRUM
Autism
School Academic Administration and
047 Pronmanee HANHAK Management for Blended-learning during
Rapeephan KHAMNGAM COVID -19 Pandemic Situation
Piyamas SILAYAENG
Mayuree CHUAPRAKA Online Learning Management during the
Wannapa RUENGJAN COVID-19 Pandemic: Students’
Research and Service Institute for Perceptions in Mathematics Class
Autism
Conceptualisation of active teaching and
049 Somporn KHANNGERN learning: A curriculum practice approach
Pattaraporn KABKLANG
Thirakorn MANEERAT Systematic Literature Review: Policy
Prisana ANJUMPA Guideline the development using media
Pornmanee HANHAK and Internet technology among the elderly
Sakdadech SINGKIBUTc for super-aged society in Thailand

050 Skonchai Chanunan
Pakorn Prachanban
Wareerat Kaewurai
Anucha Kornpuang

051 Watcharaporn THAMKLANG
Chuleewan PRANEETHAM

052 Molaodi TSHELANE

053 Witchaya KHOTARATHITITHAM
Napat RUANGNAPAKUL
Piriya KANJANAKONGKHA

054 Brigitte LENONG Challenges of Teaching Practice in 277
Ratokelo Willie THABANE Education and Professional Studies:
Paseka Patric MOLLO Collaborative Teaching Experience 285
286
056 Prapaporn UDOMSIANG Reflective Teaching under Pandemic 2020

057 Dr.Pimsiri BHUSIRI Nursing students' perception on interactive
Dr.Phat PRAPAWICHAR Q & A sessions during Online learning
Aung Aung KYI
Paulina Mu PAULINE Development of Integrated STEM 293
Learning Unit regarding Thermoelectric 294
058 Prapawan THONGSRI Alternative Energy to Pursue Students’ 304
Kornchawal CHAIPAH Sustainability Competence: A Proposal
Niwat SRISAWASDI
A Study of Stress, Coping Strategies, and
060 Suwapatchara CHANGPINIT Guidelines on How to Help Graduate
Anucha PHOOMMISITTIPORN Students in Special Education Cope More
Siriwimol JAI-NGAM Effectively

061 Charoenkhwan SRIPUNCHAT Development of Activity of Daily Living
Anong KASENKAEW for Kindergarten Students With Autism
Alisa UPUN Spectrum in Inclusive Education School
Thanyarat CHANSEANG
Research and Service Institute for Fostering Biology Competencies with 311
Autisme Citizen Inquiry: The Proposed 312
Microplastic Pollution Learning Modules 313
062 Chawadol SRIBOONPIMSUAY for High School Students 314
Niwat SRISAWASDI
Effects of Online Microteaching Lesson
063 Marzan, Joey-Nell T Study in Chemistry on Prospective
Elementary Teachers' Inquiry-based
064 Non JARUNGSIRAWAT Teaching Competence
Nutthakarn MOEIKAO
Chinnapat JUNRUANG Investigating Student satisfaction on
Issara KANJUG Flipped Classroom Online Learning for
Charuni SAMAT Secondary School: A case study of
Demonstration School Khon Kaen
065 Nutthakarn MOEIKAO University
Non JARUNGSIRAWAT
Chinnaphat JUNRUANG Investigating the Students’ Satisfaction on
Charuni SAMAT Using IoT Learning Environments for
Issara KANJUG High School Students

066 Hatai NOISOMBUT Development of instructional model for 315
Supannika CHANANIL improving mathematical competence and
Patompong CHANANIL mathematical literacy with the concept of
TPACK Model for student teachers

067 Chinnaphat JUNRUANG Investigating Parents’ satisfaction on 324
Issara KANJUG Digital Learning Activity for 325
Non JARUANGSIRAWAT Kindergarteners : A case study of Khon 334
Nuttakarn MEIKAO Kaen University Demonstration School 342
Kindergarten Division 350
356
068 Adisorn NUBTUEDEE The result of synthesis framework of 362
Sarawut JAKPENG Constructivist Web-based Learning
Sumalee CHAIJAROEN Environments to Enhance Analytical 370
Thinking for grade 11 student 379
380
069 Onkanya MEETONG Strategic Leadership of School
Jittakorn JANSUK Administrators Under the Office of the
Bilyu YANG Basic Education Commission, Thailand
Saowanee SIRISOOKSILP
Parnpitcha KANJUG

070 Edwin Darrell DE KLERK Post- school education students’ emotional
June Monica PALMER intelligence: strategies for higher education

071 Tlebere Merriam Seapei THE ANALYSIS OF SESOTHO
LITERATURE WITHIN THE
STRUCTURALIST FRAMEWORK.

072 Montha CHUMSUKON Effects of Training on Creative Social
Angkana TUNGKASAMIT Studies Instructional Innovation for Border
Kunakorn SAILUADKHAM Patrol Police Teachers in Remote
Nattapon MEEKAEW Northeastern Schools

073 Thirakorn MANEERAT SOCIAL SKILL TRAINING PROGRAM
Prisana ANJUMPA DEVELOPMENT FOR ADOLESCENT
Patcharaporn JENJAIWIT WITH AUTISM ; A CASE OF
Pathra RUECHUWARARAK UNDERGRADUATE STUDENT
Wannee HAEMUTHAI
Watchara MEUNTHAISONGf
Priyakorn SABAI
Saichol SINGSUWAN
Dollueithai ITSARIYAYOTPANYA

074 Jergen ROMULO A Case Study on Student Engagement in
Amelia BUAN Grade 9 Modular Science Instruction

075 Chayanit LAHNWONG The Effect of Flipped Classroom
Thidarat THANAKULKIT Technique through Google Classroom for
Suphanat Online Learning in the Thai Language for
SETTHAPHONGSAKORN communications Course of 9th Grade
Students

076 Jarun KANCHANAPRADIT A pedagogy of mindfulness:
Tharanat HIN-ON Contemplating Physical movements in the
Jatuporn SEEMUANG development of Thai musical skills
Vassakarok KAEWLOY
Chayuti TASSANAWONGWARA
Wanida BHRAMMAPUTRA
Piangdow CHAIYASARN

077 Apichaya KHWANKAEW An Online Learning Management System 390
Chaiya THANAPATSIRI to Emerge Between Theoretical and 398
Piya PRASONGCHAN Practical Tasks for Technical Education 404
Wasana BOONSONG 409
Student Engagement in Modular Learning: 410
078 Norhayna Eryll M. UNTE The Experience of Senior High Students 414
415
079 Matchuree TOONCHAIYAPHUM A Study of Factors Affecting Social 416
Saowanee SIRISOOKSILP Innovation in Small Secondary Schools
Prakittiya TUKSINO 422
The develop the activities of flipped 438
080 Kantida BUNSOEM classroom learning in the Thai Language 445
Thidarat THANAKULKIT subject for 7th Grade Students subject
Suphanat through Google Classroom 454
SETTHAPHONGSAKORN
A study of Disruptive Leadership for
082 Sumrej NANGSEKUN School Administrators
Saowanee SIRISOOKSILP
Kanokorn SOMPRACH The develop the activities of flipped
classroom learning in the Thai Language
083 Thidarat THANAKULKIT subject for 9th Grade Students subject
Chayanit LAHNWONG through Google Classroom
Suphanat
SETTHAPHONGSAKORN Designing of Trigonometry Flipped
Classroom for Grade 11 Students
084 Suphanat
SETTHAPHONGSAKORN Executive Function Skill of Students with
Aukkarawut KANHAPONG Attention-Deficit/Hyperactivity Disorder
Nittaya CHOTIKARN (ADHD) in Inclusive Classroom

085 Thapanee SAENGSAWANG EFFECT OF METACOGNITIVE
Pakamas NANTAJEEWARAWAT STRATEGIES IN TEACHING
Sirisuda LADAWAN NA BIOLOGY
AYUDHAYA
Weeramol LOCHAROENRAT A Study on Provision of Activities for
Thitipong SUPAWATPINYO Early Childhood in the Pandemic of
Anchan TONDEAW COVID-19 of Internship Students

086 Regine Rose C. OMICTINA THE RESULT OF SYNTHESIS
Kristine Shane C. NAPOCOA FRAMEWORK OF CONSTRUCTIVIST
Monera SALIC-HAIRULLAA WEB-BASED LEARNING
ENVIRONMENT TO ENHANCE
087 Thoen SEENUAN MATHEMATICS PROBLEM SOLVING
Yuwadee MEECHAI FORGRADE 4 STUDENT
Sunantha NIMTHONG
Are They Understand the Nature of
088 Mintra PROMMACHAT
Sarawut JAKPENG
Sumalee CHAIJAROEN

089 Sasivimol PREMTHAISONG

Wacharaporn KHAOKHAJORN Scientific Inquiry?: A Preliminary
Pawat CHAIPIDECH Investigation with Primary School
Niwat SRISAWASDI Students

090 Patsinee SARITAWEE-AT Money Me: A Semi-digitized Board Game 455
Sasivimol PREMTHAISONG focusing Currency Exchange and Investing 456
Kanokwan MEUNGKUMBOOT in Primary Social Studies Education 466
Niwat SRISAWADI 469

091 Alnahar S. Kunting Factors Affecting Student Engagement of 470
Undergraduate Students in Modular 471
Science Instruction: A Phenomenological 480
Study
486
092 Bridget MANGWEGAPE Teaching Setswana proverbs using E-tools 493
during the scourge of COVID-19 in an 499
Institution of Higher learning

093 Buan, Amelia T. The Effects of Online Course on Inclusive
Dinoro Basics to the Pre-Service Teachers’
Angeline P.
Fajardo Paradigm: Basis for Curriculum Review
Ma. Faye
Grageda
Ciedelle N.
Tero
Juliet C.

094 Genalyn J. HERRERA STRESSORS AND STRESS
Grace Angela E. TAYONE MANAGEMENT OF SENIOR HIGH
Monera SALIC-HAIRULA SCHOOL STUDENTS: EFFECTS ON
PSYCHOLOGICAL WELLBEING

095 Wanwisa WANNAPIPAT The Development of Web-Based Learning
Model to Enhance English Language
Development based on Information
Processing Theory

096 Sasithorn CHOOKAEW Design the Collaborative Robot Training
Suppachai HOWIMANPORN for Preparing the Vocational Teacher
Chaiyaporn SILAWATCHANANAI Professional Development
Piyanun RUANGURAI
Somjai PIENPRASIT
Peerasij CHADATHORN
Warin SOOTKANEUNGd
Woradanan HEMNITHI

098 Shoorai KONYANA Exploring Gender, technologies and
Richard NYIKA African values in Zimbabwean Teacher
Matolenyana Alfred MODISE education in the New Normal Era

099 Gregory ALEXANDER Views of Teachers in Advancing Various
Sheila MATOTI Sport Activities in Multicultural School
Pieter VAN ZYL Contexts of South Africa

100 Alfred Henry MAKURA Postgraduate Supervision: Revisiting

101 Pongpon SEPRUM Gurr’s Competent Autonomy Concept 507
Charoenchai WONGWATKIT through Anecdotal Experiences
Prapamon SEEPRASERT
Chiu-Lin LAId A Development of Immersive Learning
Nikorn RONGBUTSRI System for Emergency Response Training

Itumeleng Percival MOROLONG The Influence of The University 515
102 Wendy SETLALENTOA Environment on Attrition Among
First-Time Entering University of
Technology Students: A Study of
Somatology and Human Resources
Management Students at The Central
University of Technology, Free Sate,
Bloemfontein

Wanchai JANTHAGARNGUL Body Movement Skill Curriculum
Development for Kindergarten Students
033 Kissanapong HARUNRAT with Autism Spectrum Disorder in 525
Chanada AONSRI Inclusive Schools

Chantana WITUKSABOOT

048 Chanada AONSRI The Study of Current Situations, Problems, 531
Chinanong PRACHUMCHIT and Solutions of Special Education for
Student with Autism during the COVID-19
Pandemic in Thailand.

Aporn TREESOON Perception And Language Expression 535
055 Ornjira JARABRAM Skills Development Curriculum for
Kindergarten Students with Autism
Jittra SHOMUANGSHAE Spectrum Disorder in Inclusive School
Wannapa RUENGJAN

Prisana ANJUMPA Home Skill Development Program For
Wannee HAEMUTHAI
059 Kissanapong HARUNRAT Autis Spectrum Disorder People: A Group
Thanyarat CHANSEANG
Jittra SHOMUANGSHAE Without Spoken Language 543

Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Beyond the school premises, lifeline against
poverty: Sustainable National School Nutrition

Programme (NSNP)

Tebogo MATLHO
Central University of Technology, Free State, South Africa

[email protected]

Abstract: South Africa is one of the sub-Saharan countries faced with high levels of poverty
and unemployment and because of these, access to quality education is touted as a key to better
employment opportunities, improved standard of living and provides an escape from poverty.
NSNP is South African government’s intervention strategy aimed at enhancing educational
experiences of needy learners from poverty-stricken families and beyond the school other
siblings and families. The aim of this paper is to highlight the critical and crucial importance of
NSNP inside and beyond the school and to argue for its sustainable implementation.
Qualitative approach and specifically a case study method and unstructured interview was
employed to generate data for this paper. Different stakeholders engaged in the open
discussions in connection of the matter of interest and these discussions had an element of
participatory action research (PAR) in them. Effective and efficient sustainable implementation
of NSNP is important for the total development of learners as they are not stigmatized and
enjoy the same meal as other learners. Beyond the school there are families who benefit from
NSNP as some learners were allowed to package leftover food in the large lunch boxes and take
them home with. Learners who would have dropped out of school are encouraged to attend
school on time and benefits will extend to beyond school premises.
Keywords: school premises, poverty, sustainable National School Nutrition Programme

1

Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Equal Education, a Misnomer. Equity in
Education A Plausible Option for
Multigrade Teaching

Tebogo MATLHO
Central University of Technology, Free State, South Africa

[email protected]

Abstract: Rural education generally and multigrade teaching specifically is faced with a lot of
challenges globally. Some of these can be traced to the geographical location and lack of power
(both willpower and political power). All over the world nations are preaching and striving for
equality in education. This is a noble view as access to quality education is seen as a game
changer or an enabler. In this situation equal education for equal people is ideal. Once you bring
rural and multigrade teaching into the picture, then equality should be replaced by equity. The
aim of this paper is to argue for equity and not equality in order to redress the imbalances in the
present system. Equity will provide rural and multigrade teaching with a fighting chance to
achieve equality eventually. Qualitative approach and specifically a case study method and
unstructured interview was employed to generate data for this paper. Different stakeholders
engaged in the open discussions in connection of the matter of interest and these discussions
had an element of participatory action research (PAR) in them.
In its quest to follow the constitution and provide access to quality education, the government
through department of basic education distributes (human and physical) equally. This kind of
distribution, instead of providing equality and closing the gap widens it more. The case for this
paper is to have resources distribution equitably so as to close the gap and bring parity. The
department will take note and stop treating rural and multigrade teaching as the poor cousin of
urban monograde teaching by virtue of not having neither political will nor power.
Keywords: equal education, equity in education, multigrade teaching

2

Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Effective Language Teaching Strategies for
Tvet Colleges in The Free State Province
of South Africa

Gcobisa BOOI* & Brenton FREDERICKS
Central University of Technology, Free State, South Africa

*[email protected]

Abstract: Language learning is complex and frequently it is time consuming for even
experienced lecturers to find the correct teaching strategy to effectively improve their academic
performance. In South Africa the problem at Technical and Vocational Education and Training
(TVET) colleges is that English is not the mother tongue of many students. The same apples to
lecturers who are required to teach English. The aim of this study was to identify strategies used
to teach English language content and to identify best practices that could be used to enhance
language teaching at TVET colleges. The researchers used a mixed method approach.
Questionnaires and in-depth interviews were selected to collect data. The findings of this study
reveal that several lecturers are unacquainted with many of the teaching strategies that could be
utilized to enhance English teaching. Noteworthy, is that the findings of this study reveal that
because of the diversity in South African classrooms at TVET colleges a variety of teaching
strategies should be utilized to improve student performance. Moreover, lecturers should
receive training to augment their teaching strategies and students should write diagnostic
assessments to ascertain their English proficiency levels.

Keywords: English First Additional Language (EFAL); Technical Vocational Education and
Training (TVET) colleges, teaching strategies

1. Introduction

Educationalists are in constant pursuit of finding ways to enhance their teaching strategies to improve
their classroom teaching practices and ultimately learner performance (Pretorius and Klapwijk, 2016).
Also, the fact that English is recognized internationally provides lecturers with further impetus to
ensure that their students are well versed in English.

In South Africa students come from different socio-economic backgrounds and have been
taught English in many ways depending on the kind of school they attended before enrolling at TVET
colleges. Therefore, English lecturers should understand the diversity of student backgrounds they are
they are required to teach and deal with this situation in a constructive manner (Irimiea 2016:150).

Ellis (2012) explains that teaching is complex process and can be operationalised in several
different ways (Ellis 2012:1). Consequently, English teaching can be thought of as the process of
guiding learners to understand, organise, remember, apply, and evaluate learning material (Killen
2015:20). Similarly, Brown (2007) elucidates that learning is a process of acquiring knowledge of a
subject but more so to in the context of English to improve their reading, writing, and speaking skills.

2. Problem statement

South Africa is a multi-ethnic, multicultural, and multilingual nation. There are several challenges that
confront lecturers teaching English at TVET colleges. These challenges include students who lack
language skills such as reading with comprehension, writing coherently, and speaking fluently to
communicate effectively. In addition, lecturers who have been assigned to teach English are in many

3

instances not mother tongue English speakers and are themselves not well versed in English. Also,
learners at TVET colleagues have only passed Grade 9 and struggle with the four basic language skills,
namely listening, speaking, reading, and viewing.

3. Significance of the study

This study aims to contribute significantly to the improvement of how lecturers approach English
teaching at TVET colleges. The researcher believes that the Department of Higher Education and
Training (DHET) could use these findings to enhance the teaching strategies English lecturers use to
improve the overall performance of students at TVET colleges.

4. Research aim

The aim of this study is to identify effective strategies that can be used in teaching English First
Additional Language (EFAL) and how lecturers can use these strategies to improve not only the
English, but also their overall academic at TVET colleges.

5. Primary research question

The primary research question of this study is: What effective teaching strategies can lecturers use for
teaching EFAL to NC(V) Level 2 to Level 4 students in TVET colleges?

6. Literature review

The focus of this study was to investigate effective English language teaching strategies used by
lecturers in two Technical and Vocational Education and Training (TVET) colleges in the Free State
province. In many South African schools, the medium of instruction is English, even though South
Africa has 11 official languages. Most educators in South African schools are from different ethnic
backgrounds; English is therefore a foreign language to many educators. It should be noted that
different school settings are prevalent, i.e., those that are in urban areas and those that are in rural areas.
Educators in public schools and those in private schools are qualified to teach, but educators who teach
English are faced with a mammoth task because they must inculcate language skills that are foreign to
learners.

Cognitive academic language proficiency is the required proficiency in any language to grasp
academic concepts for learning and achieving in school and higher education, as well as the command
of such a language (Cummins 2008 cited in Du Plessis 2014:1196; Roseberry-McKibbin & Brice 2000
cited in Du Plessis 2014:1196). It includes the ability to hypothesise, compare, contrast, and explain in
higher education classes, where some of the principal goals are to teach students to think critically and
communicate effectively (Du Plessis 2014:1196).

English is a world language and the undisputed global lingua franca (Bieswanger 2008:29).
However, classrooms throughout, for example the United States of America (USA), are diverse in that
they include students who are English language learners (ELLs) or second-language students, as well as
students with a variety of special needs, such as learning disabilities, giftedness, and reading problems,
plus the wide cultural and familial differences that exist in any community. According to Cooper and
Kiger (2009:16), regardless of the types of diversities, educators must adjust their instruction to meet
the needs of their students. In the USA, these students represent approximately 400 different cultures
and languages, of which the most common are Spanish (79%), Vietnamese (2%), Hmong (1.6%),
Chinese (1%), and Korean (1%). The lack of English proficiency among ELL students, together with
their different scholastic experiences in their countries of origin and their specific cultural features,
presents many challenges for the American educational system. The most widely used educational

4

programme throughout the compulsory schooling of ELL students has been immersion, i.e., placing
these students in classes taught in English, with English-speaking classmates (Ramos 2003:3-4).

Immersion is readily applied to English language development for students who live in
countries where English may not be the primary language in use because English language development
among the speakers of other languages is best achieved in an immersion environment. Teachers who aid
students abroad face significant constraints and must possess several personal and professional skills
and resources to be successful (Suri 2016:124).

Many countries in Africa are characterised by linguistic diversity, which makes these countries
multilingual. The question of which language(s) to use for teaching and learning is a crucial one in
bilingual and multilingual contexts (Thondhlana 2002 cited in Muchenje, Goronga & Bondai 2013:500;
Sa 2007 cited in Muchenje et al. 2013:500). The prevailing language policy in education in Zimbabwe
places some learners at a disadvantage, particularly those from Nyanja-/Chewa-speaking communities
(Muchenje et al. 2013:503). These children are forced to be trilingual or multilingual at the expense of
their mother tongue. This is so because their mother tongue is neither the indigenous language taught in
the school, nor is it the medium of instruction (Muchenje et al. 2013:503).

Like many other developing countries where English is used as a second or foreign language,
the teaching of English in Botswana has been influenced by linguistic theories that originate from the
“inner-circle” countries, such as the United Kingdom and the USA. Over the years, the teaching of
English in Botswana has been influenced by two major approaches: the audio-lingual approach and the
communicative approach. The former emphasises the form and structure of the language, while the
latter focuses on pragmatic use, such as the creation of fluent meaning (Canale & Swain 1980 cited in
Chimbganda & Seru 2009:99). Now, the communicative approach is in vogue, despite the criticism that
some teachers have found in it an “escape route” for not teaching “grammar”.

According to Kamwendo (2008 cited in Ogechi 2009:147), teachers in public schools are
perceived as not being proficient because they code-switch extensively between English and, for
example, Setswana; both inside and outside the classroom. It was found that by introducing education
through code-switching, learners had a smooth transition to the English-only medium of instruction
later, and code-switching was considered the practical “medium of instruction” in the early stages of
children’s educational careers (Ogechi 2009:147).

One of the serious problems facing South African education at present is the difficulties
experienced with English as a Language of Learning and Teaching (LoLT) (Du Plessis 2014:1194). In
South Africa, many English teachers lack the necessary English language skills to teach English
efficiently. According to Rees (2000), many learners do not hear adequate and authentic English from
first-language speakers in a register appropriate for their age or scholastic level (cited in Krugel &
Fourie 2014:219). Additionally, for black learners who lack English language skills, it inhibits both
their understanding and expression. When these learners progress to higher education, their academic
performance is influenced by their poor command of English (Du Plessis 2014:1195-1196).

Educators in higher education in South Africa often find that some black first-year students
either do not fully comprehend concepts explained in English or lack the fluency to express themselves
clearly in academic tasks. Several black first-year students at higher education institutions do not fully
understand the concepts explained in class (in English), do not have the level of fluency in English to
express themselves clearly in tasks and assessments, and are not very responsive in class (Du Plessis
2014:1194).

To support the understanding of relevant concepts, alternative teaching approaches and
strategies, as well as modifications, may have to be incorporated into lecture presentations. Educators in
South Africa must use language creatively in multilingual classrooms, and code-switching could be one
method of experimenting with language. Code-switching refers to switching from one language to
another over phrases or sentences; that is, to alternate between languages (Du Plessis & Louw 2008
cited in Du Plessis 2014:1195; Ferguson 2003 cited in Du Plessis 2014:1195). However, many
educators, who may want to employ code-switching as a teaching strategy, cannot code-switch
themselves as they are not proficient in the students’ first languages. These educators may consider
utilising peer tutors to code-switch to the students’ first languages while summarising the lecture
content (Du Plessis 2014:1195).

Educators must devise ways of teaching English to students who are not from an
English-speaking background, while they are not proficient in English themselves. In the USA,
immersion is a strategy used where students are taught in English and placed with English-speaking

5

classmates. In Africa and South Africa, however, code-switching is a strategy that prevails, even though
it can be a problem when the educator does not know the native language of the students. In such a case,
peer tutors are used. These strategies are vital because students must be given a chance to learn and to be
able to comprehend concepts explained in English and to develop fluency, so they can become able to
express themselves fluently in academic tasks.

The literature clearly indicates that English language teaching strategies in the South African
education system remain a complex issue, and that serious interventions are needed to equip educators
so that students can stand a chance to meet global needs. Educators could then assist in integrating the
language skills, namely listening, speaking, reading, viewing, writing, presenting, and language, into
communication practice (grammar) and emphasise the focus on realistic language and in this way lead
students’ all-round development of communicative competence in English.

7. Research approach

According to Creswell (2014), research approaches are plans and procedures for research that span the
steps from broad assumptions to detailed methods of data collection, analysis, and interpretation. The
research approach followed in this study was a mixed-methods approach. mixed-methods research is
defined as a procedure for collecting, analysing, and combining both quantitative and qualitative data at
some stage of the research process in a single study. The participants were EFAL lecturers and students
at two TVET colleges in the Free State province of South Africa. Miles and Huberman (1994:10-11)
define data analysis as consisting of three flows of activity, namely data reduction, data display, and
conclusion drawing and verification (cited in Bertram & Christiansen 2014:115). For the quantitative
part of the study data the questionnaires were analysed using the Statistical Package for the Social
Sciences (SPSS) The questionnaire responses were captured and analysed in an excel spreadsheet to
perform a descriptive analysis of the data. For the qualitative data analysis, the researchers adopted the
major phases of data analysis; namely data reduction, data display, results, conclusion, and verification
as explained by Bertram & Christiansen (2014).

8. Ethical considerations

According to Johnson and Christensen (2014:126), ethics are principles and guidelines that help us
uphold the things we value. The researcher obtained permission to conduct the study from Faculty of
Humanities research committee and from the two TVET colleges included in the study. Participants
were informed of the purpose of the study, that they would remain anonymous, and should they wish to
withdraw they could do so at any time.

9. Research findings

The aim of the study sought to identify strategies that lecturers use to teach English as a second
language. Most lecturers (80%) use a communicative approach. Lecturers have used many strategies
over the years, but the communicative approach seemed to be the best because students had to
participate in classroom discussions. Lecturers also mentioned using the educational guidelines
provided to students to achieve the intended outcomes for all EFAL topics. However, 20% of the
respondents mentioned having struggled to teach English, especially grammar. They depended on other
lecturers for guidance and using their prior knowledge assisted a great deal. Lecturers also indicated that
using several resources for the English classroom such as magazines and Internet articles helped
tremendously. Similarly, Fry, Ketteridge and Marshall (2009) also state that modern methods of
teaching and assessment recognize the interdependence of skills and incorporate them into
tasks for learners rather than creating artificial distinctions and adopting a single strategy.

Lecturers were asked about the kind of teaching strategies they were aware of and which
strategies they frequently used in the class. Most of the respondents (60%) mentioned teacher
centeredness as an approach, as well as the participative approach. They used these methods to ensure

6

that they achieved specific outcomes in language teaching. Forty percent (40%) of the respondents
mentioned that they had no specific strategies to teach English and mostly explained from the
prescribed textbook. They also allowed students to complete activities at the end of each chapter.
Killen (2015) is also of the view that lecturers should use different teaching methods to reach
all students and in so doing more students will become proficient in English.

Lecturers were also asked what they considered to be the most effective teaching strategies in
NC(V) EFAL Level 2 to Level 4. A total of 10% of the respondents mentioned that they had no idea of
any strategies that would be the most effective. Another, 30% of the respondents mentioned that
participative methods and group work were the most effective in their classes. A further 60% of the
respondents mentioned using the communicative approach to language teaching and the
question-and-answer method, participative method, and group work and considered these as being the
most effective methods for teaching English.

Another question posed to participants was what their views were regarding an
understanding effective teaching strategies for EFAL and how these strategies can affect students’
communicative competence. In response to this question 5% of the respondents mentioned that they
used role playing to ensure that students spoke English. These role-playing activities included dialogue
that helped to improve students’ proficiency in speaking English. Another 45% of the respondents
indicated that communicating competently was always a challenge for foreign language students and
that students had difficulty conveying messages to others. They used role playing as well as listening
and speaking activities to assist students with fluency. Fifty percent (50%) of the participants mentioned
that lecturers faced difficulties choosing effective strategies for developing students’ communicative
competence. This is based on the understanding that students must be taught the ability to relate what is
learned in their classes to the outside world. This means that students must be taught both grammatical
knowledge such as syntax and social knowledge about how to use specific utterances appropriately, as
well as the ability to express themselves in an interview situation. The participants mentioned using
games, role playing, and group work to help develop students’ communication skills so that students
could apply what they learned in the classroom.

10. Conclusion

A few strategies that can be used in the modern classroom were outlined, such as a text-based approach
to language teaching, cooperative learning, CLT, and scaffolding. The responses demonstrate that
some lecturers were not aware of the many teaching strategies that they can use that are relevant for an
English classroom. However, lecturers teach English differently and they focus on meeting the
outcomes provided by the subject guidelines. It is recommended that lecturers should receive
continuous training to keep them abreast of developments in English language teaching, training should
include how to address and present different topics, as well as what kind of ice breakers or introductions
would be effective when presenting lessons. The DHET should work on recruiting lecturers who are
English home language speakers as this would help with integration, where lecturers of different
language backgrounds can work together on EFAL, which would yield better results in language
teaching and learning.

References

Bertram, C. & Christiansen, I. (2014) Understanding research: An introduction to reading research. Pretoria:
Van Schaik.

Brown, H.D. (2007) Principles of language learning and teaching (5th edition). New York: Pearson Education.
Chimbganda, A.B. & Seru, L.E. (2009) An examination of the strategies used for learning English as a second

language by senior secondary school students in Botswana. Marang: Journal of Language and Literature, 19,
95-108.
Cooper, J.D. & Kiger, N.D. (2009) Literacy: Helping students construct meaning (7th edition). USA: Houghton
Mifflin Company.
Creswell, J.W. (2014) Research design: Qualitative, quantitative and mixed method approaches (4th ed.). London:
Sage Publications.

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Du Plessis, S. (2014) Peer tutoring during language code-switching: Lectures as a teaching strategy in
multilingual classes. South African Journal of Higher Education, 28(4), 1194-1215.

Ellis, R.R. (2012) Language teaching research and language pedagogy. London: Wiley-Blackwell.
Fry, H., Ketteridge, S. & Marshall, S. (2009). A handbook for teaching and learning in higher education:

Enhancing academic practice (3rd edition). London: Routledge.
Irimiea, S. (2016) English as a foreign language. What challenges do teachers of English face? STUDIA UBB

Geographia, LXI(1), 145-158.
Johnson, R.B. & Christensen, L. (2014) Educational research: Quantitative, qualitative & mixed approaches (5th

edition). London: Sage Publications.
Killen, R. (2015) Teaching strategies for quality teaching and learning (2nd ed.). Cape Town: Juta.
Krugel, R. & Fourie, E. (2014) Concerns for the language skills of South African learners and their teachers.

International Journal of Educational Sciences, 7(1), 219-228.
Muchenje, F., Goronga, P. & Bondai, B. (2013) Zimbabwe’s language policy in education and the ‘silenced

voices: A case study of Nyanja-/Chewa-speaking pupils from Porta and Kintyre primary schools in Zvimba,
Zimbabwe. Academic Research International, 4(2), 209-238.
Ogechi, N.O. (2009) The role of foreign and indigenous languages in primary schools: The case of Kenya.
Stellenbosch Papers in Linguistics Plus, 38,143-158.
Pretorius, E.J. & Klapwijk, N. (2016) Reading comprehension in South African schools: Are teachers getting it,
and getting it right?. Per Linguam, 32(1),1-20.
Ramos, F. (2003). Teaching English to immigrant students in the United States:
A brief summary of programs and methods. Revista Electronica de Investigacion Educativa, 5(2):1-14.
Suri, I. (2016) Strategies for teaching English abroad: The immersion classroom. Journal of Education and
Educational Development, 3(1),161-168.

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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University

Surrogate Caregiving Experiences of
Left-Behind Learners in Zimbabwe Following
Parental Migration: Educational Implications

Ricanos JAURE*& Gregory ALEXANDER
Central University of Technology, Free State, South Africa

*[email protected]

Abstract: This study explored the implications of ensuing relationships between left-behind
learners following parental migration and their kin and non kin surrogate caregivers in
Zimbabwe. The goal was to relate the lived experiences and ensuing relationship to learners
well-being and educational outcomes. The qualitative route was followed for data gathering via
the use of focus group discussions and follow up interviews with the surrogate caregivers of
left-behind learners. Eight surrogate caregivers were purposively sampled. The thematic
approach was used in data analysis. It emerged from the study that there are general feelings of
mistrust and emotional tension between the left-behind learners and their surrogate caregivers
who include grandparents, uncles, aunts or domestic maids. This ensuing relationship in turn
affects the conduct, well-being and educational outcomes of the left-behind children. In such
circumstances, some of the left-behind learners particularly girls, were considered vulnerable.
The study recommends the development of comprehensive support policies and support
schemes built around the school to improve the well-being and educational outcomes of
left-behind learners in Zimbabwe.

Keywords: Education, left-behind, learners, Parental Migration, Surrogate Caregiver,
Education, Zimbabwe.

1. Introduction and Background

Owing to globalization, social and political factors, parental migration has become a viable option for
many parents in the developing world, inclusive of Zimbabwe (Tawodzera and Themane, 2019; Jaure
and Makura, 2021). The outcome is the disruption of family units and the emergence of transnational
and translocal families representing a unique form of parent-child separation (Manyeruke, Cerkez,
Kiraz & Cakici, 2020). This has potential to disrupt healthy development and successful functioning
among the children left in the origin home. It is also common to have children being left-behind in the
care of other kin and non kin surrogate caregivers (Fellmeth,Rose-Clarke, Zhao et al. 2018). The
well-being of these left-behind children is hinged on the ensuing care relationship because context is
regarded as the strongest predictor of children well-being (Newland, 2014). The two parties (left-behind
children and their surrogate caregivers) are expected to establish a relationship for their well-being. The
surrogate caregiver is expected to step into the shoes of the migrating parent(s) while the left-behind
child has to accept a new parent and authority figure in the home.

This paper is part of the larger research process that sought to explore schemes of psychosocial
support for left-behind learners in Zimbabwe, through the exploration of how the ensuing relationship
between left-behind learners and their surrogate caregivers affect behavior and educational outcomes
for the children. This instalment explored perceptions, nature of relationship, meaning making and
expectations held by the surrogate caregivers on this new or extra responsibility. Perceptions are
significant in this case because they influence behavior (Kosslyn and Rosenberg 2007). Furthermore,
the study explored implications of the relationship on the well-being and educational proficiency of the
left behind learners.

Zimbabwe was considered appropriate for this study considering that it is one of the countries
largely affected by unaccompanied out migration and has up to 23.6% of children who live without
biological parents (Zimstat 2019). Furthermore, due to the increased feminization of migration it would
mean many of the children remain under the care of other kin and non kin surrogate caregivers such as

9

grandparents, uncles, aunts or domestic maids (Mbiyozo 2018; Fellmeth et al. 2018). In line with the
African notion of Ubuntu, members of the extended family assume the roles and responsibilities of
taking care and supporting their relatives through taking full responsibility of children left behind
(Muchanyarei 2020). Thus, new family units are created and new relationships and bonds have to be
fostered for the well-being of the children.

2. Adjusting to Changes in Childcare Arrangements

Left behind learners refers to those children raised in the home country having been left by adults
responsible for them (UNICEF 2020). When the children are left in the care of kin or non kin surrogate
caregivers, family dynamics change as their care arrangements also change. The disruption and change
in the family structure have the potential to disadvantage left behind children because the family or
parents are an essential unit in providing an appropriate environment for a healthy growth, development
and well-being (Butterfield, Scherrer and Olcon (2015). More so, challenges with childcare and child
well-being are bound to occur because the parent is expected to model behavior, set boundaries, share
love and monitor the children (Seepamore 2016). The change in the family setup and care arrangements
also affects the provision of the other dimensions of care such as emotional, personal care and moral
support (Baldassar, Kilkey, Merla & Wilding 2014).

Being a surrogate caregiver or non-parent carer is not just an outcome but it is a process as the
left-behind children need to adapt to the new care arrangements, accept new authority figures and also
form new attachments (Cebotari and Mazzucato 2015). While the caregiver has a choice in accepting or
rejecting the caregiving role, many of the children have no say on their caregivers (Lam and Yeoh
2019). This suggests that children just find themselves with a caregiver and have no say on the choice.
The caregiver in this case, experience additional care responsibilities and factors such as his/her
(caregiver) emotional well-being, parenting practices and level of education become important
variables in determining the well-being of left behind children (Lu et al. 2019).

From this, it would imply that if the left-behind children accept the new authority figure,
develop an attachment and adapt to the new care arrangements, positive behavior and well-being
outcomes are expected. Conversely, if there is no attachment and rejection of the new authority figure,
negative outcomes are expected.

2.1 Psychosocial Implications

Several studies to date in countries largely affected by parental migration have indicated that left-behind
children bear the brunt of this arrangement. The change in the household structure and care
arrangements have serious implications for family dynamics and children’s’ psychosocial well-being
(Lu, Yueng and Trieman 2020). More so, studies in South Africa have also linked parental migration
with social and residential instability that results in reduced well-being for left behind children (Benett,
Hosegood, Newel, and McGrath 2014). This implies that the ensuing household structure has potential
to either improve or worsen children well-being.

Studies in China which has up to 69.7 million left-behind children reveal that such children
have to do with a less stimulating home environment (Tong, Yan and Kawachi 2019; Fellmeth 2018).
After comparing children of non-migrants and left behind children, Fellmeth et al. (2018) indicates that
left behind children have higher risk of depression, anxiety, suicide ideation, conduct disorder and
substance use. Similar studies in other regions such as the Philippines, in Zimbabwe using a sample
from both high and low income areas a study by Tawodzera & Themane (2019) and Manyeruke et al.
(2020) divulges that left behind learners are disadvantaged in terms of their psychosocial functioning.

A study in Zimbabwe by Kufakurinani (2014:115) labelled left behind children as “delinquent,
snobbish, disrespectful, lack of good manners and emotionally deprived”. Such negative outcomes are
blamed on the ensuing caregiving arrangements. The negative outcomes are attributed to excessive
household chores and little assistance from guardians (Tawodzera and Themane 2019). In other words,
the left-behind children are made to balance between household chores and school work. Kufakurinani
et al. (2014) argue that the children are also disadvantaged by the lack of role models and effective
disciplinarians. Such factors make the children vulnerable as they lose some of their rights such as the

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right to education because some caregivers would be less supportive (Tawodzera and Themane 2019;
UNICEF 2020). Parental absence because of migration is also associated with high risk of physical,
mental and sexual abuse (UNICEF 2020; Jaure & Makura 2021).

2.2 Emotional Costs of Caregiving

Emotional distress by the caregiver is another factor that is considered detrimental on the well-being of
left-behind children. While the caregiver is expected to step into the shoes of the migrating parent and
provide a nurturing, engaging and supportive environment for children left in their care, emotional
stress associated with the responsibility negatively affect this process (Lu et al. 2020). In a study on
child headed households in South Africa Ibebuike, Van Belkum and Maja (2014) make reference to
what they call accompanied child headed households. Accompanied child headed households are
children who are cared for by ailing grandparents who may be in need of care themselves. It is such
caregivers that are more likely to be overburdened and stressed by the extra responsibility. According to
Lu et al (2020) overburdened caregivers are likely to be aggressive and care less for the children’s
well-being. The frailty of the caregivers is also another factor associated with the vulnerability of left
behind children (Zhao, Wang, Zhou, Jiang and Hesketh 2019).

Furthermore, the education level of the caregiver is another variable that determine the
educational outcomes of left behind learners (UNICEF 2020). Lu et al. (2020) asserts that if a caregiver
has a lower level of education, the chances of children under their care in developing emotional
problems and cognitive delay is higher. The argument is less educated caregivers have lower aspirations
for the children and therefore, unable to meet the developmental needs of the children.

The exploration of ensuing relationships between surrogate caregivers and left behind children
is also critical against the backdrop of rise in cases of maltreatment and abuse by those meant to protect
the children (Belink 2021). The deterioration of the family structure is said to have direct consequences
as it may expose the left-behind children to physical, mental and sexual abuse (UNICEF 2020; Jaure &
Makura 2021). The, presence of the parent has since been associated with protection against
vulnerabilities and the children being sexually abused Nlewem & Amodu 2017). In the same
understanding the absence of the parent and the arranged caregiving arrangements expose the children
to vulnerability.

2.3 Positive Ensuing Environmental Outcomes

However, not all caregivers are expected to be overburdened in caring for left-behind children. Jaure
and Makura (2021) content that some migrating parents make up for their absence by remitting
resources or money for the care of their left-behind children. It is such resources that are expected to
assist the caregiver in taking care of left-behind learners. In countries in South East Asia such as
Indonesia and the Philippines, parental labor migration is considered as an economic strategy to deal
with development and poverty (Lam and Yeoh, 2019). The UNICEF (2020) contents that if the
caregiver provides a supportive and protective environment, then the left behind children would feel
socially and emotionally supported. From these assessments it becomes imperative to get to understand
the nature and challenges of this ensuing relationship between left-behind learners and their surrogate
caregivers for the purpose and hope that rectifying challenges within this relationship would be an
important step towards improving the well-being of left behind learners.

3. Methodology

The study followed the qualitative route and used the case study design. The decision was based on the
need to obtain subjective experiences that include feelings, perceptions and meaning attached to the
ensuing relationship between left behind children and their surrogate caregivers (Nyarawanda 2014).
Qualitative studies are significant in such endeavors as they, “allow an appreciation of the
perspectives, culture and 'world-views' of the actors involved” (Allan, 2020). Data was collected
from eight surrogate caregivers of left behind learners. Participants used both English and Shona in the
focus group discussion and interviews. Data gathered using the Shona language were translated by the

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