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

classroom/ into other subjects, step 4 ) Learning activity : step of how to provide an Active learning
style for classroom management, and step 5 ) Evaluation and continual improvement : the step of how to
evaluate the learning outcome and keep improve of teaching skill.

Phrase II: The monitoring and evaluation as supervision of lesson plans usage.

The supervision stage of lesson plan usage also models for promoting teachers' ability to design teaching
and learning procedures. The sample group used in the development was primary 17 teachers (8 teachers
in grades 1-3, 9 teachers in grades 4-6).

The primary variable was PRIME technique to develop competency in learning management for
border patrol police school teachers. The dependent variables were: 1. Learning management
competency for border patrol police school teachers consisted of 3 parts: 1) knowledge and
understanding of English teaching activity design 2) ability to design learning management plans 3)
teaching behaviors that emphasize the use of English in the classroom consisted of 2 parts: 3.1) English
language use behaviors that promote and stimulate the development of students' English proficiency and
3.2) behaviors that promote English language proficiency to enhance students expression in using
English in the classroom. 2. Teachers' attitude towards PRIME technique for developing competency in
learning management. The development tool was PRIME technique to develop competency in learning
management. The data collection tools consisted of lesson plan design and management competence
evaluation form, an after-action review form, a class visitation form and a satisfaction evaluation form.
The data were analyzed by percentage, mean, standard deviation.

5. Results and Discussions

1. Results of a study of the problems and the needs for the promotion of teaching and learning
management competency for border patrol police school teachers. It was found that teachers need to
promote competency in learning management and need guidelines on curriculum development in
English language teaching. Teachers desired to improve the process of managing English language
learning for students in order to increase student achievement. Most of the teaching and learning
management of the Border Patrol Police School go through the DLTV system. All teacher in Border
Patrol Police School do not graduate directly in the field of education. Teachers required to develop new
teaching skills, new teaching techniques and varieties activities for classroom management. The
class-teacher will be the organizer of the English learning activities on their own also to produce
teaching materials in their own classroom while they are non-English teachers thus causing on lack of
confidence in English teaching. Besides, students’ parents expected more English-focused teaching for
their children. The teacher compulsory on higher students’ performance and English achievement based
on the Ordinary National Test (ONET). Moreover, confidence of English teaching is a crucial key to
produce effective classroom. Therefore, teachers need to develop English language teaching
management skills.

2. Results of PRIME technique development to enhance teaching and learning management
competency for Border Patrol Police School teachers. The conducting monitoring activities and
reflecting on the results of the activities. The researchers applied the concept of Glickman Gordon and
Ross Gordon (Glickman, Gordon & Ross-Gordon, 2004) to the type of collaborative supervision. The
collaborative approach was analyzed and synthesized together with the Deming Cycle (PDCA) as a
model for monitoring and reflecting. The supervision has been considered as coach to guide and suggest
how to design and provide effective classroom.
2.1 The PRIME technique consists of 3 phases as follows:
Phase 1: PRI
(Peer-assisted learning, Re-designed Lesson plan, Instructional Procedure)
Phase 2 Mentoring with Collaborative skill as Supervision
(M: Mentoring with collaborative skill)
Phase 3: Developing learning activities that integrate English for Communication Skills.
(E: Evaluation for development)

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Figure 1. PRIME Technique.

Figure 1 indicates that PRIME is the technique to enhance teaching and learning competency for
teachers. There are three phases for developing.

PRI refers to Peer-assisted learning, Re-designed Lesson plan, Instructional Procedure. In each
loop of PDCA cycle consist of P: to identify for monitoring, and coaching for lesson plan integrated
English with other subjects based on Farm school content. D: to do the supervision and follow-up
process. C: study the result of evaluation re-designed of the lesson plans. And A: to implement for
reflection on English learning activities. The aim is to assist teachers for re-designed of lesson plan for
instructional procedure. For this phase teachers work together as buddy-teacher.

M refers to Mentoring with Collaborative skill. P: to plan for collaborative supervision. D: to do
collaborative supervision. C: to study the result of collaborative supervision. A: implement for
improvement of collaborative supervision process. This phase focuses on the teaching and learning
procedure with Communicative Language Teaching (CLT). Supervisors and teachers discuss the result
and improvement for next phase.

E refers to Evaluation for Development. P: to plan for a model for the development of English
language learning activities. D: do on designing of lesson plans for learning activities that integrate
English for communication skills. C: study the result of the evaluation lesson plans for learning
activities that integrate English for Communication Skills. And A: develop the solution as a school plan
in learning activities that integrate English for communication skills. The aim is to set the regular school
action plan of collaborative supervision.

After Action Review had been recorded in each phase by each teacher, presented that they had
more comprehensive way for teaching and learning procedures. Teachers had more communication for
improvement teaching technique. Especially, confidence of English usage for teaching in classroom.

3. The results of PRIME technique development to enhance learning management competency
for border patrol police school teachers. 3.1) Overall learning plan design practice behavior scores were
at a good level (x ̅ = 3.46 S.D. = 0.22).
Table 1 indicates that the result of PRIME technique promotes teachers’ teaching competency in three
main topics; lesson plans design, teaching and learning procedures and teaching & learning Evaluations.
In practice, teachers provided and instructed all in teaching activity. The most interesting of practice is
sequence of teaching and learning management activities. Teachers instructed with warm up,
presentation, practice, product and wrap up and confidently to use English in classroom. Moreover,
teachers prefer to have supervision once a month. The supervisors have been coach to support and
promote when they need help via social media. Teachers as trainees have more creative style on
teaching. For main purpose of PRIME to guide all teacher to design their own development as a school
plan in learning management competency as professional learning community as well.

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Table 1

The result of lesson plan and management competency for teachers of border patrol police schools

Item Result of Practice

Lesson plans Design Average S.D.
Designing lesson plan integrated English with other subjects.
Determination of learning objectives based on curriculum 3.36 0.17
3.42 0.19
indicators.
Determination the scope of learning content. 3.73 0.22
Determination of teaching and learning procedures based on 3.35 0.13

nature of subject and curriculum. 3.16 0.08
Determination of learning materials and learning resources. 3.35 0.13
Designing worksheets for learning management. 3.51 0.16
Determination of methods for measuring and evaluating.
Teaching and learning procedures 3.75 0.13
Sequence of teaching and learning management activities
(Warm up, presentation, practice, product, wrap up). 3.53 0.16
Student centered learning management. 3.56 0.12
Opportunity for students to participate in learning
3.44 0.12
management activities. 3.16 0.12
Ability to manage classes and solve classroom problems. 3.36 0.17
Reinforcement with appropriately.
Encourage students to be enthusiastic and cheerful in 3.42 0.19

classroom Learning. 3.73 0.22
Using of techniques and skills that are consistent with
3.35 0.13
learning activities.
Using ICT media to deliver content and learning management 3.16 0.08

systems. 3.35 0.13
Providing a learning environment that attracts attention and
3.51 0.16
brings happiness in learning. 3.89 0.16
Integration Learning management in conjunction with other
3.33 0.13
subjects. 3.51 0.16
Usage of English in the classroom to communicate with
3.36 0.08
students.
Personality expressions in being an appropriate teacher. 3.33 0.13
Providing assistance to students during learning activities.
Teaching and Learning Evaluations 3.16 0.12
Measurement and evaluation by various methods. 3.46 0.22
Measurement and evaluation in accordance with the specified

objectives.
Measurement and evaluation correspond with curriculum and

assessment of students' competence.
Recording after teaching and applying the results of recording

for improvement.
Giving assistance to students for learning improvement.
Over all

3.2) The overall results of teachers' satisfaction with PRIME technique were at the highest level ( x ̅ =
4.54, S.D. = 0.52), with the supervision process being the most satisfied showed in Table2. Most of
teacher satisfied on supervision with PRIME technique because they able to share and exchange the idea
to buddy teachers and collaborative working. The most impressive of the supervision with PRIME
technique is the confident of using English in classroom and integration in other subjects. Rungtiwa
(2019), presented the result of follow-up and counseling as supervision should be continuous reflection
of teaching results and exchange of knowledge of teachers promote teacher on teaching management in

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classroom. It provided and help teachers build confidence. The management of learning and thinking
skills has been developed to be more effective.

Table 2

The result of Satisfaction on Learning Design and Management Competency Supervision for Teachers
of Border Patrol Police Schools

Item Satisfaction Level

Supervision process Average S.D.
Clarification of the supervision objectives.
Compliance with the work schedule. 4.88 0.34
Emphasis on prior knowledge and experience of the teachers. 4.81 0.40
Simple and easy to understand supervision procedures. 4.81 0.40
The duration of supervision is appropriate to the work conditions. 4.94 0.25
4.25 0.45
Exchanging and consulting through Line, Facebook, VDO
conference, or other channels. 4.81 0.40

Receive complete and correct supervision. 4.50 0.52
Supervision as needed. 4.38 0.50
Clear supervision and provide useful advice. 4.50 0.52
The results of the supervision can be applied into practice. 4.63 0.50
Supervisors
Supervisors are knowledgeable and competent in supervising. 4.69 0.48
4.44 0.51
Supervisors are polite, companionable and use appropriate
language. 4.69 0.48

Supervisor is attentive, enthusiastic and willing to provide 4.63 0.50
supervising service.

Supervisor provides advice or answers questions appropriately.

Supervisor gives explanations and advises that are relevant to 4.63 0.50
the point.
4.38 0.50
Supervisor accepts the opinions of the teachers. 4.44 0.51
Supervisors give suggestions on suitable guidelines.
Supporting 4.00 0.31
Sufficient media and documents are available. 4.81 0.40
The service area is clean and orderly. 4.44 0.63
There are many communication options. 4.63 0.62
Clear coordination. 4.19 0.40
Coordination through line groups or other suitable channels.
Result and performance according to the supervision process 4.31 0.48
Teacher 4.44 0.63
Teachers have increased comprehensive teaching and skills. 4.50 0.52
Teachers work effectively. 4.50 0.52
Teachers have more cooperative working with others. 4.44 0.63
Teachers accept to each other on suggestions.
Teachers prepare media to improve teaching and learning. 4.31 0.48
Students 4.63 0.50
Students have more interest and enthusiasm in learning. 4.63 0.50
Students have better cooperation in their work.
Students' academic performance and achievement have 4.54 0.52

improved.
Over all

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Most of teacher satisfied on supervision with PRIME technique because they able to share and
exchange the idea to buddy teacher and collaborative working, the trainers (researcher and team) have
been coach to support and promote when they need help via social media. Teachers as trainees have
more creative style on teaching. The most impressive of the supervision with PRIME technique is the
confident of using English in classroom and integration in other subjects. For main purpose of PRIME to
guide all teacher to design their own development as a school plan in learning management competency
as professional learning community as well. Rungtiwa (2019), presented the result of follow-up and
counseling as supervision should be continuous reflection of teaching results and exchange of
knowledge of teachers promote teacher on teaching management in classroom. It provided and help
teachers build confidence. The management of learning and thinking skills has been developed to be
more effective.

6. Conclusions

The results are as follows; it was found that teachers had compulsory need to gain knowledge about
promoting competency in learning management and need guidelines on the development of curriculum
in English teaching for border patrol police schools. Teachers required to improve the process of
managing English language teaching in order to increase student achievement in English subjects and
include practicing new techniques and activities for students.

Besides, the class-teacher will be more confident for the organizer of the English learning
activities on their own also to produce teaching materials in their own classroom while they are
non-English teachers. Besides, students’ parents expected more English-focused teaching for their
children. Therefore, teachers need to develop English language teaching management skills. According
to Tisana, (2014) had been presenting the content that teachers should receive in the development of the
21st century, namely teaching principles, teaching methods, and techniques for teaching skills to be
developed to students. And the teachers saw that the most appropriate way to develop teachers was
practical exercises, demonstrations and group activities. These data enable researcher to clearly
acknowledge on teachers’ problems and needs.

Therefore, designed and developed technique for enhancing teachers' ability to support teaching
and learning procedures have been synthesized. The needs of teachers are based on the concepts and
theories involved in consideration together with the ideas of experts, thereby improving the quality of
techniques and can be applied. This was confirmed by the results of the evaluation and the development
process according to the PRIME technique enhance teaching and learning competency for border patrol
police teachers at good level.

Additionally, the results of applying PRIME technique in teacher development, it was found
that the overall learning management competency scores were at a good level. And the overall results of
teachers' satisfaction with PRIME technique were at the highest level. From teachers’ perspective,
teachers prefer to be supervised once a month because they admit that improving should be continuous
and be coached. Collaborative supervision provides better communicative and shared teaching
management in school. That shows that teachers have improved in the use of English for learning
management which is based on hypothesis.

In conclusion of the development results, it was found that the hypothesis was supported. It
could be said that the PRIME technique able to enhance learning management competency for border
patrol police school teachers. This will lead to upgrade the quality of English learning management to
improve student achievement.

Recommendations.
Recommended application: 1) Teachers should practice the use of English in the classroom and
integrate English regularly as usual to encourage students in learning activity 2) In case of limited time,
use of social network media such as VDO conference, Face Book and Line for suggestions and consults
to makes it more convenient, reduce time, and 3) Supervision, coaching, class observation should be
continued.
Recommended for future research. The results show that teachers have better communication
skills and team work. The researcher agreed that PRIME technique should be used to develop variables
in communication skills, collaboration skills and apply technology for education which are 21st century
learning skills (4Cs skills)

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7. Acknowledgements

This work was financially supported by Thailand’s Equitable Education Fund and Udon Thani Rajabhat
University. The authors would like to thank all members project about professional teacher development
and border patrol police school teachers in Udon Thani and Bueng Kan provinces.

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Educational Research. Thailand: Faculty of Education, Khon Kaen University

The Use of Quizlet to Enhance Academic
Vocabulary Learning for Student Teachers

Pornpisut DUANGNGERN
Faculty of Education, Udon Thani Rajabhat University, Thailand

[email protected]

Abstract: This research focused on enhancing academic vocabulary learning in foreign
language learning for student teachers using Quizlet, an online application. This study
answered a question: How does the use of Quizlet enhance vocabulary learning for the second
year student teachers? This quasi- experimental Design was exploratory in nature to understand
the use of Quizlet on students’ vocabulary learning. A total of 64 undergraduate students
majoring in teaching English at the Faculty of Education, Udon Thani Rajabhat University
participated in this study. Data collection was obtained through a pre-test and a post-test to
assess their vocabulary learning and online questionnaire conducted after the final lesson of
using Quizlet to assess their satisfaction. Students were exposed to a series of Quizlet study sets
extracted from the course syllabus. As they learned a number of vocabulary individually, they
were required to complete five different types of tasks: writing, matching, multiple choices,
true/false, and spelling. Researchers applied t-test, one-Group Pretest-Posttest designed to
analyze students ‘vocabulary learning and applied the Likert Rating Scale for students’
satisfaction questionnaire about Quizlet. After utilizing Quizlet, the results revealed that the
students’ improved significantly at the post-test. Meanwhile, the results revealed that students’
satisfaction with Quizlet was at the highest level. Based on the findings, the author supported
the use of Quizlet, as a language learning tool, to help students to enhance their vocabulary
learning. Adjusting to the new normal, teachers and students have to find various ways to
enhance vocabulary learning in and outside the classroom.

Keywords: Mobile-assisted language learning, Students’ satisfaction, Vocabulary learning

1. Introduction

Vocabulary learning is an important factor in any language learning for foreign language
learners to become a proficient user. Moreover, vocabulary knowledge is an important component for
second and foreign language learners as it is accepted as an English learning foundation (Marije Michel,
2019). As most language teachers would agree that learning new vocabulary is important for students,
they also found it was challenging to deliver new ways of teaching as students living in the 21st century
use technology in every day’s activities including their learning life. Teachers might find some
difficulties to choose the most appropriate method for their students, particularly with foreign language
classes where students’ English background and learning styles are different (Gilbert Dizon, 2016).
Using the availability of technology in today’s classroom along with its application in language class is
beneficial to both teachers and students. For teachers, they can integrate technology using electronic
devices as one of the main learning tools among the others, as widespread called Mobile-Assisted
Language Learning (MALL) – applying smartphones in a classroom. For students, they consider
technology as the central tools for learning as technology can bring the outside world into the classroom.
In addition, technology is seen as a central tool of increasing students’ motivation, boosting students’
satisfaction, and providing collaborative learning experiences among students (Tetiana, Bohdana,
&Jurii, 2021).

Mobile-Assisted Language Learning (MALL) gives undergraduate students a great opportunity
to learn English vocabulary by themselves independently. Using educational tools can open up
opportunities for students to choose their own learning strategies as well as the development of their
own teaching styles as a student teacher. As Altiner (2011) suggested, the use of technology in studying
vocabulary is an effective approach for foreign language students. Moreover, the study of Eka (2018)

116

showed that students utilize the devices to help them acquire the language they are learning including its
vocabulary.

Quizlet, a famous language learning tool, focuses to help language learners learn vocabulary in a
creative, interesting, exciting, challenging, competitive and collaborative environment. At this point,
this research aims to examine the use of Quizlet to enhance academic vocabulary learning for student
teachers and to measure satisfaction levels of undergraduate students towards Quizlet. The finding will
provide many benefits to English language classes, teachers and especially to English language learners.
Quizlet has the potential to enhance students’ vocabulary learning as well as promote motivation for
learning.

2. Literature review

2.1 Vocabulary learning via Mobile-Assisted Language Learning (MALL)

Mobile-Assisted Language Learning (MALL) has proven that it plays a significant role in English
vocabulary learning for all levels of students. MALL was implemented in learning as opposed to
traditional methods. As the study of Wu (2014) discovered that smart phones could help college students
learn vocabulary more effectively than the traditional ones. This study is consistent with Sonobe and
Ogata (2017) who pointed out that learners’ score on their vocabulary tests when using traditional
methods such as a notebook, a pen, paper and a dictionary in semester one and using software for
previewing vocabulary in semester two. Moreover, Hung (2015) found out that MALL can enhance
students’ vocabulary acquisition and create more positive experiences of deliberate vocabulary training.
The studies carried out by Nikoopour and Kazemi (2014) evaluated vocabulary acquisition of advanced
EFL learners in two distinct situations: using digital and non-digital flashcards. The participants were 3
groups of university students who went through paper flashcards, mobile flashcards, and online
flashcards. The study lasted for 10 weeks, and 70 words were included during the research. The findings
showed that using digital flashcards is more effective than paper flashcards. Related to Kose, Cimen, &
Made (2016) interviewed and observed 42 students who used a mobile application, Quizlet, to learn
vocabulary for four weeks. The results showed that most of the students highlighted the usage of mobile
applications in recalling definitions, synonyms and pronunciation.

Many researchers on MALL mentioned that MALL language tools have become more
acceptable in English language learning, especially in vocabulary learning. Dewi (2016) stated that the
usage of the mobile applications applied in the teaching and learning process can motivate Generation Z
students, where they can cooperate and collaborate with their peers in doing tasks. In line with the
studies on advantages of integrating mobile applications into the classroom. Ulla, Perales, & Tarrayo
(2020) revealed that mobile applications can be an option to enhance convenience in teaching.
Moreover, Al-Shehri (2011) conducted a study with 33 university students who gave feedback that
using mobile phones to learn a new language helped them form community in a classroom. A study of
Hassan Saleh Mahdi (2018) relevant to effectiveness of mobile devices on vocabulary learning: a
meta-analysis also found effectiveness of mobile devices in 3 aspects. The effectiveness of mobile
devices were: 1) mobile devices had moderate effect sizes on both ways of vocabulary learning, i.e.
productive and receptive, 2) adult learners benefited from using mobile devices in vocabulary learning
more than young learners, and 3) mobile devices had moderate effect on all aspects of vocabulary
learning.

2.2 Quizlet in an English as a Foreign Language Classroom

Quizlet is one of the most popular and widely used flashcard systems available nowadays. Over 450
million users-created study sets and more than 350 million study sets are ready for teachers and learners
to explore new ways of using flashcards in a classroom (Quizlet, 2020). Teachers and learners could
easily access the Free version of Quizlet using their mobile devices, both the iOS and Google Android
platform, or personal computers. Quizlet is helpful for studying languages, as stated in Quizlet 2020
inspiration report, showing that the top 5 topics students studying on Quizlet were related to: 1) foreign
languages, 2) English vocabulary, 3) histories, 4) sciences, and 5) professional subjects. Quizlet
provides eight different modes both online on the website and on mobile devices which are detailed in
Figure 1.

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Figure 1. Eight features of Quizlet website created by the author
Source: www.quizlet.com

In this study, students can design and control the way they want to learn vocabulary and interact
with Quizlet as they were individually required to complete five different types of tasks which were
written, matching, multiple choice, true/false, and spelling.

1. Written tasks: students were asked to write down the word based on the meaning, definition
or synonyms provided.

2. Matching tasks: students were asked to match terms and definitions as quickly as they can to
compete with other students.

3. Multiple choice tasks: students were asked to perform in a test mode to measure their
knowledge of the target words.

4. True/false tasks: students were asked to perform another test to measure their vocabulary
knowledge according to the meaning, definition and synonyms.

5. Spelling task: students were asked to listen to the pronunciation of words and they have to
type words they hear or notice.

2.3 Studies on Quizlet Application

Studies focusing on the use of Quizlet and its application into the classroom were described by
many researchers. Gilbert Dizon (2016) studied nine second-year high-level students over a 15-week
semester. The post-test results revealed that students who used Quizlet achieved better results than those
who did not. According to Sanosi (2018), 42 students who use Quizlet were significantly improved.
Similar positive findings on the effectiveness of Quizlet were reported by Van, Thuyet, & Thanh (2020)
who found significant progress that the students in an experimental group made more than those in a
control group. Moreover, Irene & Anita (2019) conducted an action research aimed to improve the
seventh grade students ‘vocabulary mastery through the use of Quizlet. They divided the actions into
three main sections which were pre-Quizlet-based activities, Quizlet-based activities, and post-based
activities. The result of pre-test and post-test also revealed an improvement in which the pre-test mean
scores was 74.8 and the post-test mean scores was 93.3. Another research conducted by Aschcroft and
Imrie (2014) revealed in an experimental research applying SAMR model to find out the benefit of
Quizlet in learning vocabulary that Quizlet is effective in giving opportunities for students to redefine
their learning.

Regarding students' satisfaction toward Quizlet, Anjaniputra & Salsabila (2018) found the
positive effects of using Quizlet in learning vocabulary for EFL learners in Indonesia. The findings
showed that students enjoyed learning due to various features on Quizlet which added more fun for their
different ways of learning. This was similar to Okkan (2020) who studied the Effects of the use of
Quizlet on vocabulary learning motivation and found that EFL learners have a high level of motivation
to learn new vocabulary. Similar to the mentioned studies, Setiawan & Wiedarti (2020) found that the
students who use the Quizlet had higher motivation and “felt more enthusiastic, did not get bored, and
had high interest in vocabulary learning” than those who did not use it.

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3. Research Methodology
3.1 Research Participants

Participants in this study were 64 second-year undergraduate students majoring in teaching
English at the Faculty of Education, Udon Thani Rajabhat University. The research chose the second
year students as the subject of the study because they were aimed to prepare for their teaching license
test. As undergraduate students who enrolled in teacher training programs and will graduate in 2023.
These students will also be required to pass tests designed by the Professional Standards Committee
before receiving teaching licenses.

3.2 Research Tools

A quasi- experimental design including a pre-test and a post-test one group design. The two

tests were conducted to the students participating, covering five different tasks: written, matching,

multiple choice, true/false, and spelling. The score of each task was 15 points. A questionnaire to
measure students’ satisfaction toward Quizlet conducted after the post-test.

3.3 Data Collection

The pre-test was administered to the students in the first week before the researcher introduced
several Quizlet study sets offering students to self-study. Focusing on academic English vocabulary, the

vocabulary learning set covered five lessons based on the aspects mentioned in a test blueprint for
English for Communication subject provided by The Teachers’ Council of Thailand. The lessons which
approximate equivalent to CEFR level B1 were 1) Building a Better Vocabulary 2) Synonyms

3) Education vocabulary 4) Academic vocabulary and 5) TOEIC Vocabulary.

Table 1

Lessons in relation to the test blueprint

Lessons Test Blueprint – Test Scope and Aspects
1) Building a Better Vocabulary Language usage and use in terms of vocabulary learning
2) Synonyms Language usage and use in terms of vocabulary learning
3) Education vocabulary Language usage and use in terms of vocabulary learning
4) Academic vocabulary Can understand significant points in straightforward educational
and news articles
5) TOEIC Vocabulary Can find and understand relevant information in everyday
materials such as emails, brochures, and short academic
documents

During the 5-weeks self-study, the students’ outcomes were recorded for correlation to the

scores of the post-test. Additionally, these students attended normal classes where the same lessons were

presented in a Quizlet Live game in order to promote vocabulary learning and to create a collaborative
learning environment among students. After administering the tests and collecting data on students’

Quizlet usage, a questionnaire was conducted.

3.4 Data Analysis

The analysis of students’ outcomes of both the pre-test and post-test were performed using mean ( )
and standard deviation (S.D). While, the self-study reported by maximum and minimum scores and
mean score. Mentioned that the t-test was used to measure changes in the same students. Data from the
online questionnaire were analyzed by using statistics values such as mean ( ) and standard deviation
(S.D).

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4. Results

To answer the research question, “How does the use of Quizlet enhance vocabulary learning for the
second year student teachers?” This section described the results; were reported as followed.

Table 2

Results for the use of Quizlet

Test N Score Mean S.D. t-test
Pre-test
Post-test 64 50 29.54 6.00 1.00

64 50 34.65 7.12

Based on the research question, the findings revealed that the use of Quizlet significantly
enhanced academic vocabulary learning for student teachers. The mean score of the post-test was 34.65,
significantly higher the pre-test (29.54).

Table 3

A self-study report divided by tasks

Tasks Written Matching Multiple choice True/false Spelling

15 points Min Max Mean Min Max Mean Min Max Mean Min Max Mean Min Max Mean
Lesson 1 5 14 9.87 7 15 11.10 8 15 11.22 8 15 11.22 6 12 8.80
Lesson 2 5 14 9.87 7 15 11.00 8 14 10.87 9 15 11.77 7 13 10.00
Lesson 3 7 15 10.81 9 15 12.20 9 15 12.25 9 15 11.84 7 15 10.98
Lesson 4 8 14 10.76 8 13 11.13 9 15 11.50 9 14 11.50 8 14 11.17
Lesson 5 5 12 8.79 8 14 10.88 8 15 11.23 10 15 12.22 7 14 10.34

Average 6 13.8 10.02 7.8 14.4 11.26 8.4 14.8 11.41 9 14.8 11.71 7 13.6 10.26

Based on five lessons mentioned above, all students received a hyperlink to access to Quizlet
class and were encouraged to use Quizlet’s activities for self-study. However, students’ Quizlet use did

not contribute toward their final grade. From the table above, it showed high and low performance of
students during their self-study. In each lesson composed of five different tasks which three tasks
required no typing; matching, multiple choice and true/false. While other two tasks needed a type

answer; written and spelling. The self-study scores showed a positive result in three tasks which were
matching ( =11.26), multiple choice ( =11.41) and true/false ( =11.71). This results can implied an
improvement on students’ vocabulary learning, especially the recognition of vocabulary as well as the

recall and retention of new vocabulary learned. However, there was a gap between the high and low
score which had an impact on vocabulary scores.

The results implied that tasks which involved typing, written and spelling, had an effect on
students ‘vocabulary learning performance. The scores in written tasks were lower than mean scores in
three lessons (Lesson 1, Lesson 2, Lesson 5), and the score in spelling task was the lowest in Lesson 1
(mean= 8.80). These low scores showed that students may have difficulties in the process of associating

the sound of language, the meaning of the words in working memory and the pronunciations to produce
new vocabulary.

Table 4

Results of student satisfactions towards Quizlet.

Statements S.D. Interpretation
Very Satisfied
1. Quizlet made the self-study learning

environment more exciting and 4.48 0.76

enhanced student vocabulary learning.

2. Quizlet helped students learn English 4.51 0.73 Very Satisfied
vocabulary more quickly. Very Satisfied

3. Quizlet motivated students to study 4.41 0.87

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Statements S.D. Interpretation

English in the future. Very Satisfied
Very Satisfied
4. Quizlet was a useful tool for vocabulry 4.46 0.50 Very Satisfied
learning.

5. Students enjoyed learning English 4.43 0.60
vocabulary using the Quizlet. 4.46 0.14
Total

Online questionnaire results indicated that the total mean score was 4.46, and its standard
deviation was 0.14. This showed that the students were very satisfied with Quizlet.

In statement 1, Quizlet made the self-study learning environment more exciting and enhanced
student vocabulary learning ( =4.48). Sixty students agreed that Quizlet encouraged them to keep
learning and Quizlet created a fun learning environment. Other four students said that they felt under
pressure as they had to compete in some tasks such as matching; however, they wanted to play it more.

In statement 2, student satisfaction was indicated at the very satisfied level ( =4.51).
Fifty-three students felt very satisfied with this aspect while the other eleven felt satisfied. According to
student comments, they expressed that they could learn a variety of vocabularies while studying Quizlet
sets and completing the tasks. Moreover, they could access vocabulary sets after the tests had ended.
This could help them recall and build long-term vocabulary knowledge.

In statement 3 and 4, the average mean scores were similar as they showed at a very satisfied
level ( =4.41, =4.46). According to these aspects, students mentioned that they perceived Quizlet as
an easy and useful tool for leaning new English vocabulary. They could learn English anywhere and
anytime just accessed to the Quizlet study set. Quizlet helped them in leaning new vocabulary, revising
and memorizing the vocabulary. In addition, they indicated that they would love to continue using
Quizlet in the future and would like to create their own Quizlet study sets for their forthcoming
internship.

As statement 5 indicated that students enjoyed learning English vocabulary using the Quizlet as
they showed at a very satisfied level ( =4.43). Particularly, they found Quizlet was a user-friendly tool
for EFL students.

5. Discussion

Based on effective results of this study and also my experience applying Quizlet in the classroom, it
could be said that there was an improvement in the students’ academic vocabulary learning using the
Quizlet application. However, during the self-study period. We recorded that scores and found that there
were lower scores in some tasks such written and spelling which required much attention from the
researcher to take into the account about the principles of spaced repetition, spelling of words and
language quality; including vocabulary range, vocabulary accuracy and precision. As Ehri (1992)
mentioned that memory for words involves a process of forming connections. Spellings of words
become connected to their pronunciations and meanings in memory. Moreover, Ehri (2007) proposed
the viewpoint that learning the spellings of words provides a big boost in learning their pronunciations
and meanings. Teachers should pay attention to display the spelling of the words to facilitate a
vocabulary learning. However, participated students aware that they need to practice more of their
vocabulary learning and boost up with more vocabulary revision. In consistent with Wright (2016)
mentioned that students need to consider which word they will learn and memorize, once they have
memorized the meaning, they have to practice and try to use them in context. According to the study of
Olha & Lesia (2020) showed that the learners of the experimental group improved their level of EFL
vocabulary at the post-test. For some reason, after utilizing Quizlet and spaced repetition to prepare
undergraduates to state English exam. The students made a higher achievement in vocabulary
acquisition. Besides, Quizlet brought motivation, positive response on their perception in learning
vocabulary. This is consistent with the studies conducted by Sailin, Alias, Jusaini, Ishak, Yang &
Chong, et.al. (2019) who integrated Quizlet for improving students’ understanding of the Science
subject; and Wahjuningsih (2018) who applied the Quizlet to enhance students’ vocabulary. These
studies highlighted that Quizlet is considered to be one of the effective vocabulary learning tools and can
significantly enhance students’ vocabulary learning. Additionally, the study of Van, Thuyet, & Thanh
(2020) considered Quizlet as an easy-to-use tool to facilitate vocabulary learning as well as a helpful
tool for autonomous learners to create their own learning environment where they can learn by

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themselves and perform a leading role in their own learning.
This study also found that students reported positive feedback toward the use of Quizlet as

showed in “a very satisfied” level. This was similar to Al-Malki (2020) who mentioned that Quizlet
helped students learn vocabulary faster and in an interesting way as well as created a challenging and
collaborative learning environment.

6. Conclusion and recommendations for further study

Quizlet is found as an inspiration English vocabulary learning tool for EFL students. It is not only
encouraging students to learn and review vocabularies but also changing the mindset of language
learners to a more positive mindset. However, teachers need to be clear to students that Quizlet is only
one in a million tools to enhance their vocabulary learning as well as their English proficiency. Based on
the results of this study, the author supports the use of Quizlet to enhance vocabulary learning for
undergraduate students in EFL classrooms as Quizlet is easy to use and openly allows teachers and
students to customize their study sets. Quizlet also provides other features such as Quizlet Live and
Quizlet Gravity which teachers can apply into classroom activities.

Despite the positive results of this study, the author only studied a small sample size in the
university, and it cannot be generalized to larger student populations. It is recommended to use Quizlet
with carefully constructed lesson plans for each lessons with time for drilling practices. Moreover, it
would be worthwhile if a future study examines more about Quizlet in other viewpoints such as
students’ motivation, behavioral engagement and students’ self-regulated learning using digital
technologies, study the use of Quizlet of non-English major, or compare the use of Quizlet with other
online applications.

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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

Framework of Good Practices in Designing
Integrated Curriculum

Thi My Ngoc NGUYEN a*, Johnson Chee Bin ONG b*
a Vietnam National University Ho Chi Minh City, Viet Nam

b Education Quality International, Singapore
*[email protected]

*[email protected]

Abstract: Today, the fourth industrial revolution and the VUCA (volatility, uncertainty,
complexity, and ambiguity) are disrupting higher education. The lifecycle of knowledge, skills,
and attitudes is getting shorter, and boundaries between disciplines are more integrated than
ever with the rise of wicked problems and design education. This gives rise to the importance
for higher education institutions to produce students and graduates that demonstrate a higher
ability to handle multi-dimensional issues and challenges and be future-ready in the disruptive
world of today and the future. In this turbulent time, how can higher education institutions
redesign their curriculum to ensure that they remain relevant, up-to-date, and produce
future-ready graduates to meet the needs of tomorrow? What good practices can they emulate
from successful education institutions to redesign their curricula? This paper primarily analyzes
the significance of the integrated curriculum and good practices of educational institutions that
have successfully implemented the integrated curriculum in preparing their students and
graduates in the fourth industrial revolution and the VUCA world. Based on that, it offers a
framework embracing the interconnecting three critical factors in designing an integrated
curriculum encompassing (1) stakeholders’ collaboration, (2) beyond discipline, and (3)
real-world environment.

Keywords: Education 4.0, Integrated curriculum, VUCA world, STEAM, STEM

1. Introduction

The fourth industrial revolution is driven by smartization with the integration of cyber-physical systems
and the internet of things, transforming products, services, factories, enterprises, homes, schools, and
nations into smart ones. According to IBA Global Employment Institute, over 50 billion connected
machines will exist throughout the world in the next five years. This has severe implications for labor
markets, skill sets, and employment. The “Future of Jobs” report from the World Economic Forum
envisages a net employment loss of about 5.1 million jobs over the period 2015–2020. However,
significant net job creation with a ratio of 4:1 (job creation to job displacement) in ASEAN is expected
according to regional business leaders and human resources executives surveyed. It is anticipated that
about 50% of subject knowledge acquired during the first year of a bachelor’s degree will be obsolete
when the student graduates. It is inevitable that higher education institutions must transform their
curricula to prepare students for the future of work. According to the report, complex problem solving,
critical thinking, and creativity are forecasted to be the top 10 skills.

In facing the dynamic evolution and development of the fourth industrial revolution, higher
education institutions (HEIs) face another challenge of the new world dynamics of volatility,
uncertainty, complexity, and ambiguity, termed as the “VUCA world.” The ramifications of the fourth
industrial revolution and the VUCA world resulted in the rise of wicked problems, and to solve them
would require the integration of disciplines. The need for higher education institutions to produce
students and graduates that demonstrate higher ability to handle multi-dimensional issues and
challenges and be future-ready in the disruptive world of today and the future becomes increasingly
important.

In line with this context, many universities worldwide are developing policies relating to STEM
education as the new potential teaching and learning approach. However, STEM education alone is not

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enough for students and graduates to demonstrate a higher ability to handle multi-dimensional issues
and challenges and be future-ready in the disruptive world of today and the future. To address this
critical issue, there is a strong need for collaborative approaches to the integrated curriculum of STEM
through STEAM education such as humanities and social sciences and other non-STEM disciplines,
which emphasizes more on unifying concepts and engaging students, partners, and stakeholders in
meaningful activities connected to the real world.

From this perspective, the paper examines the framework embracing the interconnecting three
critical factors in designing an integrated curriculum education, including (1) stakeholders’
collaboration, (2) beyond discipline, and (3) real-world environment. The paper also analyzes how
specific approaches in the integrated curriculum education can be applied effectively by sharing some
good practices of universities and institutions in ASEAN and the United Kingdom.

2. Disruptive Economy, Integrated Curriculum and Values

The disruptive economy needs innovation, which requires nurturing creativity, design thinking,
originality, and critical thinking through an integrated curriculum. The twenty-first-century
knowledge-based society influences higher education policy and curriculum design, such as Harvard
and Melbourne (2007) and Japanese Council for Education (2008), which had addressed the importance
of curriculum change or learning outcomes. They include logical thinking skills, problem-solving skills,
working in teams and collaborate ethical development, and multicultural literacy. It is the mainstream of
curriculum development in educational agendas in many universities today when such essential skills
and attributes are considered as “universal skills” required in the knowledge-based economy (Reiko,
2012).

Educational policymakers and administrators recognize the benefits of integrating arts
education into STEM subjects. According to the findings from a 2012 study of Lesley University,
Voices from the field: Teachers’ views on the relevance of arts integration, teachers reported that
integrated STEAM (science, technology, engineering, arts, and mathematics) education stimulates
“deep learning, creates increased student engagement, and cultivates students’ investment in learning.”
Besides, educational experts mentioned that the combination of STEM with the art approach encourages
students to think creatively and engage them in STEM subjects using skills learned from arts. In addition,
STEAM education approach can help students learn skills relevant to the 21st-century, including
innovation and cultural sensitivity. The study also reports that a well-rounded approach enables teachers
to use differentiated instruction more effectively to meet the needs of diverse learners. Moreover,
according to a study by Dr. Robert Root-Bernstein, scientists that were more successful than others are
more likely to engage in some form of arts and crafts avocations. It is this integration of sciences with
arts that produces more successful scientists.

An integrated curriculum can be described as one that connects different areas of study by
cutting across disciplines which unifies and integrates concepts and theories to engage students in
relevant, meaningful learning experiences connected to the real world. The Institute of Arts Integration
and STEAM describes STEAM curriculum as having the four following features: (a) an integrated
approach to learning connecting standards, assessments, and lesson design and implementation; (b)
experiences and assessment involving two or more standards from STEAM; (c) active learning
approaches such as inquiry, collaboration, and process-based learning; and (d) utilizing and leveraging
the integrity of the arts.

According to a group investigation project of an integrated curriculum, an integrated curriculum
will also have the following components such as focusing on higher-order thinking and deeper
understanding of content, cultivating lifelong learning, learning around themes, big ideas, and
meaningful concepts, connecting various curricular disciplines, providing opportunities for skills
application and small group activities, active participation in relevant real-life experiences, captivating,
motivating, and challenging learners, and accommodating different learning styles and multiple
intelligences. In light of the comments discussed above, integrating STEM and non-STEM education or
STEAM indicates the benefits of both disciplines. It gives students and graduates a more complete,
holistic, and well-rounded education connected to the real world. One of the examples from the US
Bureau of Labor Statistics projected that the growth in STEM occupations declined from 24.4% in the
period 2005 to 2015 to 8.9% in 2014 to 2024. In contrast, the growth in non-STEM employment is
projected to grow from 4% in the period 2005 to 2015 to 6.4% in the period 2014 to 2024.

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Figure 1. Recent and Projected Growth in STEM and Non-STEM Employment
In another case, a paper by Nelson Laird and colleagues found that STEM faculty generally uses
pedagogies that encourage higher-order, integrative, and reflective learning significantly less than
faculty in non-STEM fields. They also found that STEM students fall behind non-STEM students in
integrative and reflective learning. In short, one of STEAM’s major benefits is that it provides multiple
teaching and learning approaches, giving students opportunities to learn with different learning styles,
competencies, and backgrounds that fit their learning needs best.
3. Framework of Good Practices in Designing Integrated Curriculum
From the definition of integrated curriculum and good practices of integrated curriculum in higher
education institutions, three crucial factors need to be considered in designing the approaches to
integrated curriculum in STEAM education. These factors are stakeholders’ collaboration, beyond
disciplines and the real-world environment.

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Figure 2: Framework to Integrated Curriculum

3.1 Stakeholders’ Collaboration

Stakeholders’ collaboration comes in a variety of forms, as illustrated in Figure 3. Collaboration
can be made among students of different years of study and across disciplines between STEM and
non-STEM and among faculties, alumni, industry partners, government agencies, and the community.
Collaboration provides students, faculties, and partners diverse perspectives in identifying, analyzing,
and solving real-life issues, challenges, and problems. The cross-fertilization of ideas and exchanges
enriches their experiences and exposure to reality.

Figure 3. Stakeholders’ collaboration

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3.2 Beyond Disciplines
Integrated curriculum design can be in a variety of ways, as shown in Figure 4. A unique feature

of an integrated curriculum for STEAM is with art subjects or students and faculties from art disciplines
such as fine arts, language arts, liberal arts, and physical arts. In an authentic integrated curriculum, it is
important to connect learning and experiences to the real world.

Figure 4. Models in Disciplines
3.3 Real-World Environment
An exploration of integrated curriculum practices among education institutions reveals several
approaches to integrated curriculum into the real-world environment, including design thinking,
x-curriculum, phenomenon-based (Research/Project/Problem), service learning, work-study integration,
teaching enterprise, and technology-based projects as illustrated below.

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Figure 5. Real-World Environment
3.3.1 Design thinking
Design thinking is an iterative process of seeking customers’ insights, challenging assumptions, and
redefining problems to identify alternative solutions to resolve customers’ pain. Design Thinking helps
tackle ill-defined or unknown problems by re-framing the problem in human-centric ways, generating
ideas, and adopting a hands-on approach in prototyping and testing. As shown below, engineering
students at the National University of Singapore (NUS) are offered a second major in design thinking,
embracing entrepreneurship and innovation.

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Figure 6. Innovation and Design

3.3.2 X-curriculum

X-curriculum is pioneered by the Singapore Management University (SMU), is a flexible curriculum
that allows students to pursue their interests and passion across different fields outside their faculty.
SMU offers more than 300 combinations of 43 majors and tracks in a single degree program, and 15
double degree combinations. The x-curriculum collaborative approach involves students and faculty
members across different faculties and industries. The x-curriculum at SMU is illustrated in the diagram
below.

Figure 7. X Curriculum
Source: Singapore Management University

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3.3.3 Phenomenon-based learning
Phenomenon-based learning starts with the observation of a phenomenon from different points of view.
Phenomenon-based learning consists of five dimensions: holistic, authenticity, contextuality,
problem-based inquiry learning, and learning process [9]. The various approaches to
phenomenon-based learning include research or inquiry, project or problem-based learning. As
illustrated below, the University College London (UCL) adopts the connected curriculum through
research and inquiry.

Figure 8. Phenomenon-based learning

3.3.4 Service learning
Service-learning or community engagement integrates learning and community service. It is a teaching
and learning strategy that integrates meaningful community service to enrich students' learning
experience. Typically, community engagement is incorporated into a course or series of courses through
a project with both learning and community action goals. This project is designed via collaboration
between faculty and community partners, such as non-governmental organizations or government
agencies. At Universitas Gadjah Mada (UGM), community service is mandatory for every UGM
undergraduate student. Students work in groups and spend around two weeks living with the community
and are involved with the community to face and solve their problems. The community service provides
students with excellent grass-roots understanding, which enriches their perspectives and competencies.
3.3.5 Work-study integration
The work-study integration scheme enhances students’ readiness for the workplace by integrating
institution-based learning with structured on-the-job (OJT), which exposes them to the real-world
environment. The scheme allows them to learn on the job, develops soft skills, and cultivates an
understanding of real-world practices through multiple internships. At the Nanyang Technological
University (NTU), a work-study scheme is available for engineering and science undergraduate
programs.

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3.3.6 Teaching Enterprise

Teaching enterprise is a concept to incorporate the real-world environment into higher education
institutions. At Nanyang Polytechnic, the School of Business Management (SBM) adapted industry
projects as platforms for students to apply their knowledge and deepen their skills through a
learn-apply‐learn‐apply cycle in various business centers, which are located within the campus. Each
business center has a different operational focus catered to providing specific training for students in
different programs. Each cycle of attachment takes up to 21 weeks.

3.3.7 Technology-Based Project

Technology-based project is based on the idea that students can thrive in a digital economy and be
prepared to become future technology entrepreneurs. An example is TEKY in Vietnam, the first
STEAM (science, technology, engineering, art, and mathematics) academy for children ages 6 to 18
years old. The curriculum is designed based on the 4Cs framework, emphasizing critical thinking,
Communication, Creativity, and Collaboration, with significant programming, robotics, web design, 3D
technology, multimedia communications, and animation modules. The students are required to spend
about 80% of their learning time interacting with technology. With the technology-based project's
approach, TEKY trains their young students to achieve multiple skills and knowledge with the good
results recognized by many national and international organizations in education. TEKY is the first
academy in Vietnam to win five silver medals in the WeCode international programming contest -
Scratch programming for ages 6-9, to become one of the top 3 projects in the Women NextGen
Entrepreneur event taking place in Switzerland, top 10 Social Impact projects across Southeast Asia.
TEKY is also honored to be selected and published in World Economic Forum as one of the five good
practices using STEAM education from innovative schools worldwide, together with China, Finland,
Indonesia, and Kenya.

4. Conclusion

Sustainable Development Goal Four emphasizes four critical aspects of education. They are (1)
inclusive and equitable education, (2) characterized by quality learning, (3) promoting lifelong learning,
and (4) relevant to holistic development. The curriculum needs to provide quality learning,
competencies necessary for lifelong learning, and an authentic environment for personal holistic
development. In addition, curriculum development needs to reflect the current breadth and depth of
specializations; to fulfill the national and regional educational levels or framework. However, besides
the excellent curriculum, the quality of teachers; the range and effectiveness of teaching, learning, and
assessment practices; the quality of the infrastructure at the local education authority level and national
level are also the critical factors to maintain the quality of curriculum and education as well (UNESCO,
2011). In the context of turbulence, maintaining education quality requires us to rethink and reshape the
way we teach and lead with deeply felt significant challenges affecting universities and curriculum. At
present, we witnessed the strong impact of the pandemic, affected the teaching methods for significant
periods. Hence, the emergence of more digital curriculum-based and enhancing the information
technologies skills for both lecturers and students becomes one of the top priorities of the university
agenda.

Integrated curriculum is a significant trend and a good choice in this uncertain era because of the
rapid pace of innovation and the changing nature of the job market in the fourth industrial revolution and
the VUCA world. The four benefits of integrated education are creativity, confidence, problem-solving,
and collaboration. In addition, with the support from the framework embracing the interconnecting three
critical factors in designing an integrated curriculum education, including (1) stakeholders’
collaboration, (2) beyond disciplines and (3) real-world environment, students are encouraged to think
‘outside of the box and are capable of vocalizing their thoughts confidently and of completing their tasks
differently by utilizing a wide variety of thought processes and skills. Approaches grounded in
disciplines and collaboration between different stakeholders throughout the real-world environment
give students hands-on learning with confidence and innovation.

In general, integrated curriculum education can be implemented in various ways to suit the
institution’s needs. An authentic, integrated curriculum incorporating the real-world environment is

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critical in enhancing students’ competencies and preparing them to be future-ready in the disruptive
economy. The good practices of universities and institutions in ASEAN and United Kingdom have
proven that integrated curriculum education can spark students’ imagination, improve their skills, and
enhance their adaptive capacities in the constantly changing globalized and digitized world.

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Developing a New Model of Measurement
and Assessment for Active Learning

Chareefah HUTYEE * & Apichaya KHWANKAEW
Faculty of Industrial Education and Technology,

Rajamangala University of Technology Srivijaya, Thailand
*[email protected]

Abstract: Encouraging active learning is essential in current classroom learning management.
That is the main purpose of developing a new model of measurement and assessment for active
learning. This research aimed 1) To study a new model of measurement and assessment for active
learning. 2) To develop a new model of measurement and assessment for active learning and 3)
To implement and evaluate a new model of measurement and assessment for active learning. The
research instruments were a model of measurement and assessment for active learning, a
satisfaction assessment form, and a suitability assessment form for the model of measurement and
assessment for active learning. Research results explain 1) The study's findings in terms of active
learning model. 2) The consequences of developing a new model of measurement and assessment
for active learning. 3) The result of implementation points to the teaching and learning
management planned to use the tools to measure learning behaviors in course of Tools to Measure
Learning Behavior. The result of learners' activities has the overall at a high level. The activities
consist of essay tests, short-answer tests, matching tests, fill-in tests, true or false tests, and
multiple-choice tests. As for the satisfaction assessment, the learner's satisfaction in the new
model of measurement and assessment for active learning was at a high level ( = 4.49, S.D. =
0.32). The assessment of the suitability of a new model of measurement and assessment for active
learning was at a highest level ( = 4.54, S.D. = 0.13).

Keywords: Active learning, measurement and assessment, model of measurement and assessment

1. Introduction

In current classroom learning management, instructors have to emphasize the learners to be creative,
assertive, intelligent, and able to freely on the Internet, entirely be thoughtfully designed and planned
) Thai Health Promotion Foundation, 2017). That focuses on engaging learners in both accessing
knowledge and handling instruments together with active learning. That is a process to respond to
learning management in the 21st century, emphasizing organizing activities to allow learners to take
action rather than listening. To encourage learners to apply skills and connect the knowledge to
practice solving problems through reading, writing, interacting, and analyzing problems. Additionally,
learners utilize advanced thinking methods such as analytical thinking. synthesis and assessment.
(Bonwell & Eison, 1991; Klinhom, 2018). The organization of the learning process in the 21st century
consists of three critical elements. 1) Learning objectives that encourage learners to increase
knowledge, skills, expertise, and competencies. 2) Learning management converges on courses and
teaching, academic development, and learning environment. 3) Assessment of learning skills, which
are critical to learning for both instructors and learners directly. To assess the learners' abilities and
knowledge, and if the results do not improve, the learning management process must improve to
develop better skills for the learners.

Measuring and assessing learning are based on two fundamental purposes. The first is to
measure and evaluate learner development. To collect information about learners' performance during
teaching through the recording, analysis, and interpretation data, then used to support or improve
teaching and learning. Measurement and assessment with teaching are associated. Both are required
for effective teaching and learning. It is widely known in Formative Assessment. The assessment takes
place in the classroom. That is to identify the strengths or limited points, which will be feedback to the
learners to emphasize a learning assessment rather than a summary assessment. For data gathering, the

135

instructors use various assessment methods and tools, including observation, questioning,
brainstorming, portfolios, practical assignments, prior knowledge, self-assessment, peer assessment,
and rubrics scoring. The most important aspect of the development assessment is to provide learners
with feedback to combined recommendations between prior and new knowledge. Then apply it to
improve learning by correcting attitudes and perceptions and allowing students to establish and
achieve their goals. The second is Summative Assessment, which involves measuring and assessing
learning outcomes at many stages, such as at the completion of a unit of study, completing a course to
determine grades, rating grades, and certifying learners' knowledge of whether they have passed and
should be promoted.

Measurement and assessment are crucial methods for providing feedback in order to improve
instructional management and encourages learners to create 21st century learning skills. Everyone could
assess, for instance, instructors assessing learners, learners evaluate their peers, and self-assessment.
Learners reflect on their learning experiences and alternate them for feedback to advancement from
various assessment methods. To emphasize practicality with precise measurement and assessment
criteria consistent with the learning objectives and appropriate assessment method. Especially, learners
should be involved in determining measurements and assessment. Moreover, the instructor must closely
observe the learners using an assessment form according to the specified activities. As a result, the
researcher interest in creating a new measurement and assessment model for active learning that focuses
on teaching and learning across various areas. Furthermore, we must be adapted to develop their
competencies, such as learners' skills, knowledge, and abilities.

2. Active Learning and Measurement

Active Learning is an interactive teaching learning to acquire advanced thinking skills by encouraging
learners to analyze, synthesize, evaluate, and be creative. Learners have to read, write, ask questions,
and participate in group discussions. Include practice on their own, and shift the knowledge recipient's
role to the one who creates new information (Wongyai & Patphol, 2020). Instructors have a role in
encouraging learners to trust self-assessment and reflection during the teaching and learning process.
They require to adjust the way of learning management to respond to changes in society and
technology. The role is changing to guide learners can seek knowledge and apply various skills to
create self-understanding until it becomes a meaningful learning skill (Wongpibool, 2017). Models of
active learning

To measure and assess active learning is the process of verifying the performance of activities
to achieve goals. The activities are commonly used, such as Activity-Based Learning, Experiential
Learning, Problem-Based Learning, etc. Measurement and assessment cover both the process of
organizing activities and the quality of learners through various methods ) Office of the Basic
Education Commission, 2019). Authentic Assessment is an alternative method to assess the learners.
That is a task assessment rather than a test assessment in one side criteria using instructor
observations, operational surveys, and behavioral expressions of learners throughout a group and
individual work (Wiggins, 1993). Above, the assessment is related to high-level thinking abilities,
problem-solving, decision making, analysis, synthesis, critical thinking, and critical thinking
(Sinthuwong, 2002). Instructors apply that assessment methods to measure the knowledge and abilities
of the learners according to the conditions of practical skills with Authentic Assessment, Performance
Assessment, Questioning, Communication, Behavioral Observation, Self-Assessment, and Peer
Assessment. Start at the conducting with identifying the needs to be assessed based on learning
standards, activities consistent with authentic tasks, behavior indicators, or performance criteria,
includes rubric scoring, cut-off scores, and adjust instruction.

3. Research Methodology

The researcher plan to develop a new model of measurement and assessment for active learning by
conducting data with three steps: Step 1 is to study concepts, theories on active learning, and
measurement and evaluation methods.; Step 2 is to create a new measurement and evaluation model
for active learning. Step 3 is to implement and evaluate a new model of measurement and assessment
for active learning.

136

The First Step

Studies concepts, theories on active learning, and measurement and evaluation methods. Then, using
the findings to content analysis, create a new measurement and assessment model for active learning.
The new measurement and assessment model for active learning as follows: Activity-Based Learning,
Experiential Learning, Problem-Based Learning, and Project-Based Learning. The measurement and
evaluation must be measured to cover the Cognitive Domain, Affective Domain, and Psychomotor
Domain that were consistent with The Qualifications Framework for Higher Education (TQF) with six
learning outcomes consisted of 1) Ethics and Moral, 2) Knowledge, 3) Cognitive Skills,
4) Interpersonal Skills and Responsibility, 5) Numerical Analysis, Communication and Information
Technology Skills, and 6) Psychomotor Skill.

The Second Step

Create a new model of measurement and assessment for active learning, see Figure 1. The researcher
prepares the model and then takes it to three experts to assess the appropriateness of the new model of
measurement and assessment for active learning, and then made adjustments according to the
recommendations before tested. The researcher designed a tool to check the quality of the suitability and
conformity of the model. There are five levels of valuation, highest, high, moderate, low, and lowest.
Determine criteria to consider the suitability and conformity of a new model of measurement and
assessment for active learning, which must have an average of greater than or equal to 3.50, and require
experts to make additional recommendations with open-end and then make adjustments before
implementation.

Figure 1. A New Model of Measurement and Assessment for Active Learning

The Third Step

Implement and evaluate a new model of measurement and assessment for active learning, collecting in
the third unit (Tools to Measure Learning Behavior). The population used in this research was 220
learners, used purposive sampling for selecting 23 learners in the course of Measurement and
Assessment for Professional Teachers of the Faculty of Industrial Education and Technology in the
semester of 2/2020. Then assess the satisfaction of using the learning management model and take the
results from the experiment to an expert to evaluate the appropriateness and adjust before putting it
into practice.

4. Research Result

The result of the development of a new model of measurement and assessment for active learning
consists of three components, Course Learning Outcomes, Assessment Method, and Learning
Activities. Perform in four steps, 1) Course learning outcomes designated to cover knowledge, skills,

137

and attributes, see Table 1. 2) Assessment method determines how to assess by specifying the type of
assessment, formative and summative, and the proportion of assessment type to be appropriate, see
Table 2. 3) Learning activities design is to determine the intended learning outcomes (ILOs), learning
activity, and content resources, see Table 3. and 4) Carry out lesson planning of constructive
alignment to cover and harmonize all three elements, see Table 4.

Table 1

Course Learning Outcomes

Competency Course Learning Outcomes
K: Knowledge
1. Explained the principles and methods of educational measurement
P: Process skill and assessment and realized the importance of preliminary
A: Attribute measurement and assessment.

2. Reported and applied the assessment results to develop learning.
1. Presented the tools, principles for creating different types of tests,

and techniques for measuring learning outcomes.
2. Designed tools to measure cognitive abilities, attitudes and

behaviors appropriately.
3. Integrated the digital technology to measurement and assessment.
4. Designed and operated on education quality assurance.
1. Recognized the power of the ethics of being a good assessor.

Table 2 Formative Assessment Type Percentage
Summative (100%)
Assessment Method ✓
✓ 30 %
Assessment List ✓
• Practical Assessment 5%
• Self-Assessment 5%
40%
Peer Assessment
Total

Table 3

Learning Activities Design

Intended Learning Outcomes (ILOs) Active Learning Method Content Resources

1. Determined and created a tool to measure - Lecture with PowerPoint - Kahoot
learning behavior. Presentation Program - ClassDojo
2. Operated to design a tool to measure - Textbook
learning behavior. - Discussion - Document
3. Chose a method for obtaining the quality - Mind Mapping - Worksheet
of the measuring tool and the achievement - Brainstorming - Google
test.
4. Operated to create a tool to measure Classroom
learning behavior.
5. Explained the principle and the type of
tool to measure cognitive abilities, aptitude
type, and behaviors appropriately.
6. Operated to explain the principle and the
type of tool to measure cognitive abilities,

138

Intended Learning Outcomes (ILOs) Active Learning Method Content Resources

aptitude type, and behaviors
Table 4

Lesson Planning of Constructive Alignment

Week Number of Unit/ Intended Learning Active Content Assessment
4-6 Hours Chapter Outcames Resources
Learning F % S %
7 TP S Chapter 3: 1. Determined and Metod - Kahoot 5%
225 Tool to created a tool to - ClassDojo - Practice 5%
8 Measure measure learning - Lecture with - Textbook - Self
Leaming behavior. PowerPiont - Document Assessment 5%
Behavior Persentation - Worksheet - Peer
2. Operated to design Program - Google Assessment 25%
a tool to measure - Operation
learning behavior. - Discussion Classrom
225 Chapter 3: - Mind Practice 5%
Tool to 1. Choes a methods - Kahoot
Measure for obtaining the Mapping - ClassDojo
Leaming quality of the - Brainstroming - Textbook
Behavior achievement test - Lecture with - Document
- Worksheet
225 Chapter 3: 2. Operated to create a PowerPiont - Google Group
Tool to tool to measure Persentation Classrom Pratice
Measure learning behavior Program
Leaming - Discussion - Kahoot
Behavior 1. Explained the - Mind - ClassDojo
principle and the Mapping - Textbook
type of tool to - Brainstroming - Document
measure cognitive - Lecture with - Worksheet
abilities, aptitude PowerPiont - Google
type, and behaviors Persentation Classrom
appropriately Program
- Discussion
2. Operated to explain - Oral
the principle and Presentation
the type of tool to
measure cognitive
abilities, aptitude
type, and behaviors.

The following are the experimental results of a new model of measurement and assessment for
active learning. Learning management and a guideline in a course was created by the researcher. It
was taught to Industrial Education students in the first semester for the third unit (Tools to measure
learning behavior).

The result of implementation points to the teaching and learning management in the third unit
(Tools to measure learning behavior) planned to use the tools to measure learning behaviors with six
learning activities in five weeks. Most of the students are able to work in activities 1-6 with the overall
at a high level, which consists of the activities of essay tests, short-answer tests, matching tests, fill-in
tests, true or false tests, and multiple-choice tests.

As for the satisfaction assessment, see Table 5., the learner’s satisfaction in the new model of
measurement and assessment for active learning, there were 23 respondents to the satisfaction
assessment survey. Males made up 73.91 percent of the evaluation outcomes, while females made up
26.09 percent.

Table 5

The Satisfaction Assessment

List of Assessment Assessment Results Meaning
S.D.
Instructor Role Satisfied
1. Instructor clearly describes the learning objectives to 4.22 0.52
139
the learners.

List of Assessment Assessment Results Meaning
S.D. Satisfied
2. Instructors empower learners to self-direct their learning Very Satisfied
using activities, teaching procedures, and teaching media. 4.48 0.51
4.57 0.51 Satisfied
3. Instructor’s design clear assessment guidelines and
allow learners to participate in assessment design. 4.30 0.47 Satisfied
Satisfied
4. Instructors allow learners to ask questions, express their 4.35 0.49
opinion, and respond to questions during teaching and 4.38 0.50 Satisfied
learning. Satisfied
4.39 0.58 Very Satisfied
5. Instructors use instruments to measure and assess in 4.30 0.47 Satisfied
accordance with the content of teaching. 4.57 0.59
Average of Instructor Role 4.48 0.51 Very Satisfied
Satisfied
Learner Role 4.52 0.51
6. Learners acquire knowledge through engaging in 4.45 0.53 Satisfied
Very Satisfied
activities that they enjoy and are interested in. 4.48 0.51
7. Learners could analyze problems and methods of 4.91 0.29 Satisfied
4.35 0.49 Very Satisfied
seeking knowledge to study according to their interests. 4.52 0.51 Very Satisfied
8. Learners take part in discussions and ideas exchanged 4.56 0.45 Very Satisfied
4.91 0.29
with instructors. 4.39 0.50 Satisfied
9. Learners are involved in the planning of the learning 4.48 0.51 Satisfied
4.61 0.50 Very Satisfied
activities.
10. Learners are involved in the design of the assessment 4.57 0.51 Very Satisfied
4.48 0.51 Satisfied
and scoring criteria. 4.57 0.47
Average of Learner Role 4.49 0.32 Very Satisfied
Active Learning Satisfied
11. Active learning encourages collaboration through

a variety of instructional techniques.
12. Learning activities in active Learning create a favorable

environment in the classroom.
13. Active learning approaches contribute to the learners

have a good attitude towards the content.
14. Activities in active learning enable learners to apply their

knowledge to resolve problems in daily life.
Average of Active Learning
Measurement and Assessment
15. Instructors use a variety of approaches to assess and

evaluate learners.
16. Learners participate in measurement and assessment.
17. The measurement and assessment criteria are feasible

and appropriate for the learners' ability level.
18. Measurement and assessment are apparent and

verifiable.
19. Instructors apply tools to measure and assess

appropriately for learning.
20. The learner's practical task scoring is part of the

assessment.
Average of Measurement and Assessment

Average of All Aspect

Table 5 demonstrate that learners are satisfied with a new model of measurement and

assessment for active learning. The overall average is = 4.49, S.D. = 0.32 at a satisfied level. Each

aspect takes into account. The instructor role has an overall average of = 4.38, S.D. = 0.50 at a
satisfied level. Sort in descending order on the following aspect: Instructor’s design clear assessment
guidelines and allow learners to participate in assessment design ( = 4.57, S.D. = 0.51)., Instructors
empower learners to self-direct their learning using activities, teaching procedures, and teaching media

140

( = 4.48, S.D. = 0.51) ., Instructors use instruments to measure and assess in accordance with the
content of teaching ( = 4.35, S.D. = 0.57)., Instructors allow learners to ask questions, express their
opinion, and respond to questions during teaching and learning ( = 4.30, S.D. = 0.47) ., Instructor
clearly describes the learning objectives to the learners ( = 4.22, S.D. = 0.52).

The learner role has an overall average = 4.45, S.D. = 0.53 at a satisfied level. Sort in

descending order on the following aspect: Learners take part in discussions and ideas exchanged with
instructors ( = 4.57, S.D. = 0.49)., Learners are involved in the design of the assessment and scoring
criteria ( = 4.52, S.D. = 0.51)., Learners are involved in the planning of the learning activities ( =
4.48, S.D. = 0.51)., Learners acquire knowledge through engaging in activities that they enjoy and are
interested in ( = 4.39, S.D. = 0.58) ., Learners could analyze problems and methods of seeking
knowledge to study according to their interests ( = 4.30, S.D.= 0.47).

The active learning aspect has an overall average ( = 4.56, S.D.= 0.45) at a very satisfied

level. Sort in descending order on the following aspect: Learning activities in active Learning create a
favorable environment in the classroom ( = 4.91, S.D. = 0.29) ., Active learning encourages
collaboration through a variety of instructional techniques ( = 4.48, S.D. = 0.57)., Activities in active
learning enable learners to apply their knowledge to resolve problems in daily life ( = 4.52, S.D. =
0.51) . Active learning encourages collaboration through a variety of instructional techniques ( =
4.48, S.D. = 0.51)., Active learning approaches contribute to the learners have a good attitude towards
the content ( = 4.35, S.D. = 0.49).

The measurement and assessment aspect have an overall average ( = 4.57, S.D.= 0.47) at a

very satisfied level. Sort in descending order on the following aspect: Instructors use a variety of
approaches to assess and evaluate learners ( = 4.91, S.D. = 0.29)., Measurements and evaluations are

apparent and verifiable ( = 4.61, S.D. = 0.50) ., Instructors apply tools to measure and evaluate

appropriately for learning ( = 4.57, S.D. = 0.51). The assessment and evaluation criteria are feasible

and appropriate for the learners' ability level in accordance with the learner's practical task scoring is
part of the assessment ( = 4.48, S.D. = 0.51). Learners participate in measurement and evaluation (
= 4.39, S.D. = 0.50).

Table 6
Suitability Assessment

List of Assessment Assessment Meaning
Results
Accuracy Standards S.D. High
1. The objectives of a new model of measurement and assessment Highest
for active learning are clearly stated. 4.33 0.58 Highest
2. The process of a new model of measurement and assessment for 4.67 0.58 Highest
active learning is clearly defined. 4.67 0.58 Highest
3. Determine the correct learning management process. 4.67 0.58
4. Clearly define the tools used for measurement and assessment 4.59 0.58 Highest

for teaching and learning management. 5.00 0.00 Highest
Average of Accuracy Standards Highest
5.00 0.00
Propriety Standards 5.00 0.00 High
1. The objectives of a new model of measurement and assessment 4.33 0.58
for active learning is covering learning issues. 141
2. A new model of measurement and assessment for active
learning is suitable for use in teaching and learning management
design.
Average of Propriety Standards
Utility Standards
1. Those involved can actually apply a new model of

List of Assessment Assessment Meaning
Results
measurement and assessment for active learning.
2. A new model of measurement and assessment for active S.D.
learning affect teaching and learning management more efficient.
Average of Utility Standards 4.00 0.00 High

Feasibility Standards 4.16 0.29 • H
1. A new model of measurement and assessment for active igh
learning is consistent with the current teaching and learning
management. 4.67 0.58 Highest
2. A new model of measurement and assessment for active
learning is easy to apply and understand. 3.67 0.58 High
3. A new model of measurement and assessment for active
• learning is a way to assists instructors in designing 4.67 0.58 Highest
teaching and learning management.
4. A new model of measurement and assessment for active 4.67 0.58 Highest
learning accepted by those involved.
5. A new model of measurement and assessment for active 4.67 0.58 Highest
learning provides valuable information and be worth takes to
perform. 4.47 0.58 High
Average of Feasibility Standards 4.54 0.13 Highest
Average of All Aspect

Table 6 demonstrate the suitability assessment result of a new model of measurement and
assessment for active learning in four aspects. It consists of Accuracy Standards, Propriety Standards,
Utility Standards, and Feasibility Standards.

Accuracy Standards have an overall average = 4.59, S.D. = 0.58 at a highest level. The

result shows that the process of a new model of measurement and assessment for active learning is
clearly defined., Determine the correct learning management process., and clearly define the tools
used for measurement and assessment for teaching and learning management have the mean of
suitability equal to = 4.67, S.D. = 0.58. The objectives of a new model of measurement and
assessment for active learning are clearly stated ( = 4.33, S.D. = 0.58) respectively.

Propriety Standards have an overall average = 5.00, S.D. = 0.00 at a highest level. The result

shows that the objectives of a new model of measurement and assessment for active learning is
covering learning issues and a new model of measurement and assessment for active learning is
suitable for use in teaching and learning management design has the mean of suitability equal to =

5.00, S.D. = 0.00.
Utility Standards have an overall average = 4.16, S.D. = 0.29 at a high level. The result

shows that those involved can actually apply a new model of measurement and assessment for active
learning ( = 4.33, S.D. = 0.58) and a new model of measurement and assessment for active learning
affect teaching and learning management more efficient ( = 4.00, S.D. = 0.00) respectively.

Feasibility Standards have an overall average = 4.47, S.D. = 0.59 at a high level. The result

shows that a new model of measurement and assessment for active learning is consistent with the
current teaching and learning management., A new model of measurement and assessment for active
learning is a way to assists instructors in designing teaching and learning management., A new model
of measurement and assessment for active learning accepted by those involved., A new model of
measurement and assessment for active learning provides valuable information and be worth takes to
perform have the mean of suitability equal to = 4.67, S.D. = 0.58. A new model of measurement and
assessment for active learning is easy to apply and understand ( = 3.67, S.D. =0.58) respectively.

The result of this study can be discussed in three main points. 1) An active learning model is
learning management that focuses on learner roles and participation with various methods for
emphasizing their learning such as Activity-Based Learning, Experiential Learning, Problem-Based

142

Learning, and Project-Based Learning in accordance with )Tuipae, 2002; Klinhom, 2018( studied the
characteristics of active learning that learners are involved in the design and organization of learning
activities, including the measurement and assessment, consisting of content and activities, media,
instructors, learners, and learning measurement and assessment.

2) The results of a new model of measurement and assessment for active learning consist of
three components. There are defining the course learning outcomes, designs assessment methods, and
designing learning activities. As )Kuptasthien, 2020; Wongwanich, 2003; Wongyai & Patphol, 2020(.
Explained writing appropriate learning outcomes in higher education. Perform in four steps, Step 1:
Course learning outcomes designated to cover knowledge, skills, and attributes. Step 2: Assessment
method determines how to assess by specifying the type of assessment, formative and summative, and
the proportion of assessment type to be appropriate. Step 3: Learning activities design is to determine
the intended learning outcomes (ILOs), learning activity, and content resources and Step 4: Carry out
lesson planning of constructive alignment to cover and harmonize all three elements.

3) The result of implementation points to the teaching and learning management in the
third unit (Tools to measure learning behavior) planned to use the tools to measure learning
behaviors with six learning activities in five weeks. Most of the students are able to work in
activities 1-6 with the overall at a high level, which consists of the activities of essay tests,
short-answer tests, matching tests, fill-in tests, true or false tests, and multiple-choice tests.
(Khoonkaew, 2 0 1 3 ( . As for the satisfaction assessment, the learner’s satisfaction in the new
model of measurement and assessment for active learning was at a high level ( = 4.49, S.D.
= 0.32). Considering each aspect, it was found that the learner’s satisfaction for measurement
and evaluation ( = 4.57, S.D. = 0.47) and learning management (Active Learning), ( = 4.56,
S.D. = 0.45) by the average at the highest level, including learner's role ( = 4.45, S.D. =
0.53), instructor role ( = 4.38, S.D. = 0.50), by the average at the high level respectively. The
assessment of the suitability of a new model of measurement and assessment for active
learning consists of four aspects. First aspect is propriety standards, the overall average is ( =
5.00, S.D. =0.00). Second aspect is the accuracy standards, the overall average is ( = 4.59,
S.D. = 0.58). Another aspect is feasibility standards, with an overall average is ( = 4.47, S.D.
=0.59). The last one is utility standards, with the overall average is ( = 4.16, S.D. = 0.29)
respectively.

The research findings on developing a new model of measurement and assessment for active
learning found that instructors could apply it as a guideline for teaching and learning with active
learning, depending on the unit and the criteria used to measure and assess each course. However, it is
advisable to study guidelines for developing a new measurement and assessment model that can apply
to teaching and learning in a specific course and its application to online teaching and learning.

Acknowledgements

The researchers would like to thanks the Faculty of Industrial Education and Technology, Rajamangala
University of Technology Srivijaya, for supporting the research funding. Special thanks to industrial
education instructors and learners who provide requirements and suggestions in this research.

References

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ASHE-ERIC Higher Education Reports. Washington, DC: Office of Educational Research and
Improvement (ED).

Khoonkaew, A (2013). The New Study of Measurement and Assessment (2nd Edition). Bangkok:
Chulalongkorn University Printing House.

Klinhom. N. )2018). A Study of The Active Learning Integration: A Case Study of Chinese Language
Classrooms. Journal of Education Khon Kaen University. 41(3). 91-103.

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Kuptasthien, N. (2020). Training Program Documents on Active Learning Prototype Course
Development. Faculty of Engineering, Rajamangala University of Technology Thanyaburi,
Thailand.

Office of the Basic Education Commission. (2019). Supervision Guidelines to Develop and Promote
Active Learning Management According to the Policy on Moderate class, More Knowledge.
Ministry of Education.

Sinthuwong. K. (2002). Authentic Assessment. Learning Reform to Learner-Centered: Principles into
Practice of Jeamsak Trisirirat and Others. Khon Kaen: Klang Nana Wittaya Printing.

Thai Health Promotion Foundation. (2017). Practice Executive Function to Develop Baby's Brain.
Bangkok: Sook Publishing.

Tuipae. C. (2021). Measurement and Assessment of Learner Quality According to the Basic Education
Core Curriculum, 2008 under the 2019 Coronavirus Epidemic. The Office of the Basic Education Co
mmission.

Wiggins, G. P. (1993). Assessing student performance: Exploring the purpose and limits of testing.
San Francisco: Jossey-Bass Publishers.

Wongpibool. P. (2017). Active Learning and student participation. Journal of Yanasangvorn Research
Institute, 8(2). 327-336.

Wongwanich, S. (2003). Evaluation of New Learning Styles. Bangkok: Chulalongkorn University
Printing House.

Wongyai, W. & Patphol, M. (2020). Assessment of Learning in New Normal. Bangkok: Graduate
school, Srinakharinwirot University.

144

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

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)

Nuanpan PIENGKES
Khon Kaen University Demonstration School, Khon Kaen University, Thailand

[email protected]

Abstract : The purpose of the research “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)”, was to study the English achievement of the fourth-grade students and learn
how to design creative work using IT Equipment for Education (Educational Gadgets) 80% of
the students were required to pass their English language achievement with at least 60% of the
full scores. The quantitative research found that the students scored an average of 16.18 points,
equivalent to 80.92% of the total score with a standard deviation (S.D.) of 2.9. About 88.57% of
the students passed the prescribed 60% passing criterion which was higher than the expected
60% of the total number.

The qualitative research found that students were able to design clips (project) by using
IT equipment as a learning tool. The students designed presentations effectively by applying
technical skills with the use of personal computers (PC), iPad, Tablet, and Mobile Phones. The
above-mentioned output was even more interesting than a paper presentation.

In addition, it was found that the students applied various applications related to making
short videos - Kinemaster and Line Movie. The students who were watching the presentation were
excited, enthusiastic, and interested in viewing friends' creations. It made the atmosphere in the
English classroom full of fun and opened the perspective of student presentations using
technology.

Keywords: IT, Equipment Innovators Creative

1. Introduction

In the present global society, learning foreign languages is very important and essential to daily life, as
foreign languages serve as an important tool for communication, education, seeking knowledge,
livelihood and creating understanding of cultures and visions of the world community. Foreign
languages enable learners to be aware of diversity of cultures and viewpoints in the world community,
conducive to friendship and cooperation with various countries. They contribute to learners’
development by giving learners better understanding of themselves and others. The learners are thus
able to learn and understand differences of languages and cultures, customs and traditions, thinking,
society, economy, politics, and administration. They will be able to use foreign languages for
communication as well as for easier and wider access to bodies of knowledge and will have vision in
leading their lives. (The Ministry of Education, 2008).

Information technology is an important factor in building economic stability and increasing
international competitiveness. It is also a tool to increase the country's potential to be a leader in various
fields. Moreover, the important role of modern technology is one of the factors in the development and

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upgrading of the quality of education. The application of information technology for education is
therefore important for the development of the country. As the National Education Act B.E. 2542 (1999)
and its amendments (No. 2) B.E. 2545 and (No. 3) B.E. 2553 have stipulated the principles of national
education reform in many areas. Especially in the field of educational technology that appears in section
9. In line with the Ministry of Education has prepared the National Education Plan 2017-2036.
Strategies related to promoting the use of electronic media are formulated as the 4th strategy. Creating
opportunity, equality, and equality in education. (Office of the Education Council Secretariat Ministry
of Education, 2017).

In addition, the Ministry of Education has prepared the Education Development Plan of the
Ministry of Education No. 12 (2017-2021) and has formulated a strategy related to promoting the use
of media and technology is the 4th strategy. Expanding access to educational services and continuing
lifelong learning by accelerating the development of learning resources that are conducive to quality
education and lifelong learning diverse and can provide comprehensive service. And Strategy 5:
Promote and develop digital technology systems for education by developing a modern and
non-duplicate digital technology network for education and management provide service recipients
with comprehensive and efficient access. Moreover, in today's information communication technology
has become indistinguishable in the way of life of people in the present era. Which educational
agencies are increasingly using various types of electronic devices as a medium for teaching and
learning. The arrangement of supporting factors for the use of technology to assist learning
fundamentals is to build the availability of various tools and equipment to be competent and there are
enough numbers for the use of students, including facilitating students to always use technology. It
will be a prerequisite for promoting the use of technology for learning. Additional factors that should
be considered include:

1. Teachers create opportunities to use technology for learning. The teachers design the
learning process to facilitate towards learning activities. It is an activity that requires a process of
seeking knowledge from various sources. Both from observations in real situations, experiments,
research from print media and from electronic media.

2. Teachers and learners create a system of information sources for learning information
Sources. It is an important complement that increases the value of technology systems for teaching and
learning. Teachers and students should work together to find information sources with content that is
relevant to the curriculum or to satisfy the interest of learners.

3. Educational institutions set up an information center for learning for teachers and learners.
It is called a virtual library (Virtual Library) or E – Library. It will be useful to have information
resources for studying and researching in various fields of science.

4. The use of technology in educational institutions should be promoted through information
services with the support of the Department or Central Agency for Technology for Learning
department or agency middle of technology.

The importance of using technology media to promote teaching and learning management will
make the students have efficiency and promote competence in the use of technology for learners along
with learning English which organizes learning activities to promote creative innovators by using IT
equipment for education (Educational gadgets). Using IT equipment for education (Educational
gadgets) will enable students to develop their skills in using technology from IT devices. The term IT
stands for information technology which refers to the technology for collecting information.
Systematic storage including an emphasis on display and publicize that information effectively in a
format suitable for those who will continue to use as well as communicating that information to
various agencies as well (dictionaries of computer terms https://dictionary.sanook.com/)

For the reasons mentioned above, the researcher is interested in studying the results of
learning activities to promote creative innovators by using IT equipment for education (Educational
gadgets) in English subject of Fourth Grade of learners Khon Kaen University Demonstration School
Primary Level (Suksasart) to experiment and encourage students to be creative innovators.

2. Purpose of Study

The purpose of the research “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)”, was to study the English

146

achievement of the fourth-grade students and learn how to design creative work using IT Equipment for
Education (Educational Gadgets). 80% of the students were required to pass their English language
achievement with at least 60% of the full scores.

3. Research hypothesis

The fourth-grade students of Khon Kaen University Demonstration School Primary Level (Suksasart)
which organized learning activities to promote creative innovators using IT equipment for education
have an achievement score of 60 percent of the full score.

4. Research scope

4.1 The target group in this research was thirty-five students from the fourth-grade (Unit D 1)
Group 1 of Khon Kaen University Demonstration School Primary Level (Suksasart), 1st semester,
Academic Year 2020.

4.2 The primary variable is the organization of learning activities to promote creative
Innovators by using IT equipment for education (Educational gadgets).

4.3 The dependent variable was the learning achievement of the fourth-grade students (Unit
D 1) Group 1 of Khon Kaen University Demonstration School Primary Level (Suksasart) Semester 1
Academic Year 2020 which organized learning activities to promote creative innovators by using IT
equipment for education (Educational gadgets).

4.4 Experimental Content Learning unit on “In the Past” textbook, Get Smart 4, foreign
language learning subject group (English), Grade 4.

5. Terminology definition

5.1 English achievement

English achievement means the score obtained from completing an achievement test. Educational
subject group for learning foreign languages (English), Grade 4.

5.2 Organizing learning activities to promote creative innovators Using IT equipment for education
(Educational gadgets)

Organizing learning activities to promote creative innovators Using IT equipment for education
(Educational gadgets) means organizing English language learning activities using the conceptual
framework of Khon Kaen University Demonstration School curriculum that creates creative innovators.
There are 6 steps in the learning management process that create creative innovators as follows:

1) Connecting Priori and New Knowledge
- Raise questions
- Linking students' prior knowledge with new information and knowledge to be
learned by Digital Technology
- Intervene to create good deeds, creating good qualities for students
- Raising awareness among students to appreciate what they have learned and effect
on daily life

2) Cognitive Conflict and Doing Learning Task
- Present problem situations, issues, questions, or case studies
- Learners perform a learning task that focuses on Higher Older Thinking
- Learners think about connecting a variety of experiences by using Digital
Technology

3) Independently Exploring and Constructing Knowledge and Expanding Various Ideas
- Learners analyze issues or calculate and seek more ideas
- Self-answer from various learning sources and build self-knowledge
- Choose technology and information wisely

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- Work together to solve problems
- Brainstorm
- Exchange various perspectives (Share Cognition)
4) Idea Sharing and Constructing Group Conclusion
- Group presentations
- Reflections from friends and teachers
- Reflect your own knowledge
- Summary of the lesson
- Expanding knowledge for creative work and daily life by using Digital

Technology
- Integrating knowledge using ICT to create work
5) Creating Product and Innovation
- Learners create products by using the knowledge gained to create creative products
6) Creating How to be an entrepreneur
- Organize an exhibition showing products for sale
- Organize pitching presentation activities
5.3 Learners

Learners mean thirty-five students from the fourth grade (Unit D 1) Group 1 of Khon Kaen University
Demonstration School Primary Level (Suksasart), 1st semester, Academic Year 2020.

6. Research Methods

This research is an experimental study with target group. The target group were 35 students from Khon
Kaen University Demonstration School Primary Level (Suksasart) in the first semester of Academic Year
2020. The instruments of this study were 1) 5 Lesson Plans Of using Satit KKU Creative Innovator Model
2) an achievement test. Mean, percentage, and effectiveness index were used to analyze the collected data.

7. Collecting data

The research model is an experimental research One Shot Case Study. The researcher collected the
data manually. The experimental facility was Unit D classroom of Khon Kaen University
Demonstration School Primary Level (Suksasart) the following information was collected:

7.1 The researcher conducted the learning as follows.

Table 1.

Data Collection

Date / Time Plan for Learning Activities
Monday 28th September 2020 Lesson Plan 1 - Do the quiz
Lesson Plan 2 - Smart Kids
Wednesday 30th September 2020 Lesson Plan 3 - The Curse
Friday 2nd October 2020 Lesson Plan 4 - Let’s play
Monday 5th October 2020 Lesson Plan 5 - My Trip Project
Wednesday 7th October 2020

7.2 The researcher conducted a test using the English reading comprehension test on Friday
9th of October 2020 at 01.00 -02.40. Then the data was analyzed by statistical methods.

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8. The results of the data analysis are as follows:

8.1 The results of the study of the student's English language learning achievement

The results of the study on English language learning achievement of the fourth-grade students
(Unit D 1) Group 1 of Khon Kaen University Demonstration School Primary Level (Suksasart),
Academic Year 2020 which organized learning activities to promote creative innovators of 35 Grade 4
students are shown in Tables 2 and 3.

Table 2.

Results of the study of English language learning achievement of the fourth-grade students (Unit D 1)
Group 1

Total Number Full score Max Statistical Value S.D. Percentage
of students 20 20 2.9 80.92
Min X
35
10 16.18

From Table 2, it was found that the results of the study on English language learning
achievement of the fourth-grade students (Unit D1) Group 1 of Khon Kaen University Demonstration
School Primary school (Suksasart) which organized learning activities to promote creative innovators
has a mean score of 16.18 out of a total of 20 scores, representing 80.92%, with a standard deviation
(S.D.) of 2.9.

Table 3.

The number of students who passed the Criteria-Based Literacy Criteria

Total Number Statistical value

of students Criteria-Based Number of students with achievement
Score
Full score X Passed an average of 80%

Number of Students Percentage

35 20 19 12 31 88.57

From Table 3, the criteria-based literacy assessment found that the fourth-grade students who
received learning activities to promote creative innovators of the Foreign Language Learning Subject
Department; 35 people were able to take an achievement test in English subject passed the knowledge
criterion set at 60 percent (Criteria score 12 points) of 31 people, representing 88.57 percent. It was
concluded that the students had achievement in English subject. Passing the specified criteria is to
have at least 80% of students with an average of 60% of the total score in English language learning
achievement.

9. Finding

The quantitative research found that the students scored an average of 16.1 8 points, equivalent to
80.92% of the total score with a standard deviation (S.D.) of 2.9. About 88.57% of the students passed
the prescribed 60% passing criterion which was higher than the expected 60% of the total number.
This is consistent with the research results of Kanittha Poonlarp et al. (2019(, Ornitcha Tosata et al.
(2014(, Anon Sakvorawit (2004( and Narumon Phanpanich (2004( who have conducted a study on
creative thinking found that encouraging students to practice creative thinking, promotes students to
have a high level of creativity. It is also consistent with the research results of Pornsuree Sangthong
(2015), Lutfiani, Dian. (2018) which conducted a study on the use of technology media (Gadget
Devices) It was found that the effects of using Gadget Devices, students can learn and add some
vocabularies when watching videos or lyrics in YouTube. They learned about the pronunciation of the
words they hear when they play the video. They can create stories or narrative passages or retell the

149

passages when the teacher gives them instructions in class. They can prepare listening skills for
national exams because there will be a listening section in the test.

The qualitative research found that students were able to design clips (Project) by using IT
devices as learning support devices such as computers, PCs, iPad, tablets, mobile phones. The students can
apply their skills in using technology to design presentations effectively. The above-mentioned output was
even more interesting than a paper presentation.

In addition, it was found that the students applied various applications related to making
short videos - Kinemaster and Line Movie. The students who were watching the presentation were
excited, enthusiastic, and interested in viewing friends' creations. It made the atmosphere in the
English classroom full of fun and opened the perspective of student presentations using technology.

Figure 1. KINE MASTER

Figure 2. Line Movie

150

Figure 3. MP4 Video

Figure 4. PowerPoint Presentation

References
Anon Sakvorawit. (2 0 0 4 ( . The relationship between creativity, intelligence and personality five.

According to Costa and McCrae's concept of marketing personnel in Thailand. Bangkok:
Graduate School Thammasat University. (In Thai).
Kanittha Poonlarp et al. (2 0 1 9 ( . Encouraging creativity through blended learning management
together with creative learning as the basis for students of special science classes Mathayom 4,
Phadungnaree School. Journal of academic conferences presenting research results at the level
21st National Graduate Studies, Khon Kaen University. (HMO9- HM14). (In Thai).
Lutfiani, Dian. (2018). The Use Of Gadget On Students’ Study Habit In English Language Learning At
Sma An-Najiyah Surabaya. A thesis. English Teacher Education Department, Faculty of
Education and Teacher Training, State Islamic University Sunan Ampel Surabaya. Indonesia.
Ministry of Education. (2008). Basic Education Core Curriculum B.E 2551. Bangkok: The
Agricultural Co-operatives Federation of Thailand Publishing. (In Thai)
Ministry of Education. (2008). Indicators of Learning Core Learning a foreign language curriculum
of basic education by the year 2551. Bangkok: The Agricultural Co-operatives Federation of
Thailand Publishing. (In Thai)
Narumon Phanpanich. (2 0 0 4 ( . Creativity Quiz for 6th Grade Students. Roi Et Province. Master's
Degree Thesis Mahasarakham University. (In Thai).
Onnitca Thodsata et al. (2014(. Application of cognitive structure theory in development Intellectual
abilities that foster creativity through creative problem-solving techniques and brainstorming.
Articles at a National Symposium Nakhonratchasima College 4th time Year 2017. (In Thai).
Pornsuree Sangthong. (2015). A study of expectations for computer use for learning: a case study
students in Prachinburi Province. Independent research report Master of Science Program
Technology Management College of Innovation Thammasat University. (In Thai).Computer
dictionary https://dictionary. sanook.com/

151

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

The Development of Bias Transistor Circuit
Demonstration Set to Enhance Students'
Conceptual Understanding

Thawach THAMMABUT*, Thassanai SEANPHOB & Sirisak WADEESIRISAK
Faculty of Technical Educational, Rajamangala University of Technology Isan,
Khon Kaen Campus, Thailand
*[email protected]

Abstract: The important outcome of the student is the conceptual understanding. Especially, in
the engineering students who need to understand the concept from theoretical or principle to
solve the problem. The demonstration set is a promising tool for improvement the conceptual
understanding. Thus, the purposes of this study are the development of bias transistor circuit
demonstration set to enhance students' conceptual understanding and the evaluation of the
quality and student’s satisfaction of the demonstration set. The developmental research was
employed in this study. The research instruments were expert review form, student’s
satisfaction form, and interview of conceptual understanding form. The participants were 3
experts for evaluating the quality and 30 students sampling who registered in fundamentals of
electrical engineering course of Rajamangala University of Technology Isan, Khon Kaen

campus. The results revealed that quality of demonstration set was at a good level. ( x = 4.47,
SD = 0.5) The student’s satisfaction was at a very good level. ( x = 4.53, SD = 0.5) The students'

conceptual understanding revealed that students improved on aspects of remembering and
knowing. The students were able to explain the current flow and direction of the base current
(IB), collector current (Ic), and calculate the voltage across all resister in the circuit. However,
on aspects of calculating or applying and analyzing still needed to be improved.
Keywords: Demonstration Set, Transistor, Common emitter, Common base, Common
Collector

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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

Developing a Project-based lessons on Networks
to Encourage Creativity about Work Creation

by using Microsoft Publisher Program for
Matthayom 3 Students at the Demonstration
School of Khon Kaen University (Modindaeng)

Jurarat SEEYA
Computer Education Programe, Khon kaen University Demonstration School (Modindaeng),

Faculty of Educational, khon kaen University, Khon Kaen, Thailand
[email protected]

Abstract: The purpose of this research was to develop a project-based network lesson to
promote creative thinking on the topic of creating pieces with Microsoft Publisher program for
Matthayom 3 students to study the creativity and opinions of students at Learn with lessons on
the network by this research A total of 39 students were used to analyze the data using basic
statistics such as mean, percentage and standard deviation.
It was found that 1) Lessons on a project-based network to promote creativity The subject of
creating work with Microsoft Publisher program for Matthayom 3 students has been
developed according to the ADDIE Model. It stimulates students to be creative as well. 2)
Creativity of students who learn with networked lessons using project-based learning. It was
found that the average score was 3.97 points, with 27 students who passed the criteria of 80%,
representing 69.23%, which was higher than the set criteria. 3) The effect of students'
opinions on the lessons on the project-based network It was found that the students had a high
level of overall opinion.

Keywords: project-based, creative thinking, ADDIE Model

1. Introduction

Advances in many technologies of the globalization and learning changes in the 21st century are
challenging to humanities because it is the age that the world has to face rapid alternations. Education
fields around the world including Thailand attempt to break the traditional pattern to step into the new
paradigm. It can be called educational management in the Technology Based Paradigm (Mongkolwong,
2013). The education in this era has to be constructed according to the principle: learners first,
emphasize research, interactive work, flexible lessons, respect diversity, encourage students, and the
most important point, “teacher” not emphasizing on teaching but to be a stimulator to inspire students,
highlighting on learning process design, and coaching. From this information, it is indicated that the role
of teacher and student in today's educational system has changed.

This is according to the National Education Act of B.E. 2562 which highlights learners. In
chapter 1 section 8, education arrangement is a lifetime process and the society is involved in
development, enhancing knowledge and learning process continuously. In chapter 4 section 22, learners
are the most important and in the section 24, the learning process must be provided with contents and
activities which relate to the learner’s aptitude and diversity, and practice their thinking skills,
management, confrontation and apply to prevent and solve problems, and make the students learn from
real experience to practice, think and apply within the real world (Office of the National Education
Commision, 2000).

Nowadays, it can be seen that Thai students are lacking creativity, according to the ONET
scores. It was found that the quality of Thai’s education compared to ASEAN countries was the lowest
group, ranked in 8 from all of the ASEAN countries. This points out that studying in class and reciting

153

textbooks in order to compete to a higher class did not cause true learning. There was no thought
crystallization, creativity, and imagination. So, it is necessary to improve students’ creativity because
creativity is a brain thinking process which can think in many aspects and is different from old ones. The
result from this can be used to apply theories or principles in a thoughtful and accurate way, which leads
to innovation and creation of unseen things or unknown concepts. Apart from this, creativity can be seen
in another version as a thinking process rather than contents by using creativity in a wider dimension. To
develop the learners’ brain in a full capacity, the learning management must be balanced in order to
develop two sides of the brain at the same time. So, the students will think equally and efficiently, not
diverting too much. Therefore, creativity depends on the left-side and right-side brain altogether.

Project Based Learning is an educational management that has lessons on a network which
encourages learners to do activities and do some research by themselves to gain knowledge from
practicing, listening, and observing experts. Students learn from doing group works to conclude new
knowledge, write a project process, and set up a concrete activity which is considered a type of learning
management that emphasizes on students as a centre which creates an opportunity for students to work
by using their own skills and interests broadly, leading to discovery and creation of work by themselves.
This is believed to be the learning management that enhances creativity very well.

For the aforementioned reasons, the teacher will use the Microsoft Publisher Program with
Matthayom 3 students. Contents will involve using this program to create assignments because students
are required skills to create work by using this program according to their interests or the group aptitude.
The creation of work is one of the assignments that impressively attracts and stimulates learners’
attention. Student based projects are appropriate to educational management in terms of work creation
by using Microsoft Publisher Program due to the fact that students have to create all the tasks to practice
skills by themselves and the teacher will manage the learning experience and lessons on network to be
the source to support learning and creativity. The researcher found that lessons on network development
by using project based learning to support creativity of creating work from Microsoft Publisher Program
of Matthayom 3 students to be a teaching material which reflects the educational principle mentioned.
These lessons on the network will be similar to the real lessons in class which the network uses that
students can access all the time. This can develop the role of teacher to follow up with the changing
educational system and for the students to catch up with the advancement.

2. Research Objectives

2.1 To improve project-based lessons on networks to encourage creativity about work creation
by using Microsoft Publisher Program or Matthayom 3 students at the Demonstration School of Khon
Kaen University (Modindaeng) High School Department.

2.2 To study creativity of the students who learn project-based lessons on network to develop
creativity: work creation by using Microsoft Publisher Program or Matthayom 3 students at the
Demonstration School of Khon Kaen University (Modindaeng) High School Department.

2.3 To study opinions of the students who learn project-based lessons on network to develop
creativity: work creation by using Microsoft Publisher Program or Matthayom 3 students at the
Demonstration School of Khon Kaen University (Modindaeng) High School Department.

3. Methodology

3.1 Targets

Matthayom 3 students of the first semester of 2019 at the Demonstration School of Khon Kaen
University (Modindaeng) High School Department by using purposive sampling way by selecting 1
classroom 39 students.

3.2 Variables

Independent variable is the learning management by project-based lessons on network to develop
creativity: work creation by using Microsoft Publisher Program or Matthayom 3 students at the
Demonstration School of Khon Kaen University (Modindaeng) High School Department.

154

Dependent variable
1) The creativity of students who learn project-based lessons on network to develop creativity:

work creation by using Microsoft Publisher Program or Matthayom 3 students at the Demonstration
School of Khon Kaen University (Modindaeng) High School Department.

2) Students who learn project-based lessons on network to develop creativity: work creation by
using Microsoft Publisher Program or Matthayom 3 students at the Demonstration School of Khon Kaen
University (Modindaeng) High School Department.

3.3 Research Instrument

3.3.1 Experimental Instrument

Course syllabus of the subject Ngor23201 Computer 5 about work creation by using Microsoft
Publisher Program for a total of 4 syllabuses using 8 periods 9 hours and 40 minutes.

Lessons on project-based lessons on network to develop creativity: work creation by using
Microsoft Publisher Program or Matthayom 3 students at the Demonstration School of Khon Kaen
University (Modindaeng) High School Department.

3.3.2 Collective Instrument

1. Student’s creativity measurement
2. Student’s opinion survey on lessons on project-based learning network to develop creativity:
work creation by using Microsoft Publisher Program of Matthayom 3 students at the Demonstration
School of Khon Kaen University (Modindaeng) High School Department.

3.4 Data Collection

The researcher was the one who collected data for this study by setting up lessons on project-based
learning network to develop creativity: work creation by using Microsoft Publisher Program. She
collected data 8 times for 8 periods 9 hours and 40 minutes. The data from the study includes qualitative
data of the learners mission measured by creativity measurement and the survey of Matthayom 3/1 39
students opinion from the Demonstration School of Khon Kaen University (Modindaeng) High School
Department the first semester of 2019 academic year. The process of data collection is as follows.

3.4.1 Present lessons on project-based learning network to develop creativity: work creation by
using Microsoft Publisher Program to encourage creativity for Matthayom 3 students at the
Demonstration School of Khon Kaen University (Modindaeng) High School Department.

3.4.2 Students study lessons on project-based learning network to develop creativity: work
creation by using Microsoft Publisher Program to encourage creativity for Matthayom 3 students at the
Demonstration School of Khon Kaen University (Modindaeng) High School Department according to
the 4 course syllabuses. The syllabuses consist of knowing Microsoft Publisher Program, benefits of
Microsoft Publisher Program, creation of work by using Microsoft Publisher Program (to be continued).

3.4.3 Collect the students’ creativity after they studied lessons on project-based learning
network to develop creativity: work creation by using Microsoft Publisher Program to encourage
creativity for Matthayom 3 students at the Demonstration School of Khon Kaen University
(Modindaeng) High School Department from the specified learning mission by using creativity
measurement.

3.4.4. Collect students’ opinions after studying lessons on project-based learning network to
develop creativity: work creation by using Microsoft Publisher Program to encourage creativity for
Matthayom 3 students at the Demonstration School of Khon Kaen University (Modindaeng) High
School Department by using the survey.

3.5 Data Analysis

Data analysis from this study is qualitative data. The researcher analyzed the data by using fundamental
statistics which were the average and the standard deviation.

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3.5.1 The creativity of students who studied lessons on project-based learning network to
develop creativity: work creation by using Microsoft Publisher Program to encourage creativity for
Matthayom 3 students at the Demonstration School of Khon Kaen University (Modindaeng) High
School Department by using the data from creativity measurement by calculating the fundamental
statistics which were the average (x̄ ) and the standard deviation (S.D).

3.5.2 The students opinion on lessons on project-based learning network to develop creativity:
work creation by using Microsoft Publisher Program to encourage creativity for Matthayom 3 students
at the Demonstration School of Khon Kaen University (Modindaeng) High School Department by
interpreting the survey of opinion and the fundamental statistics which are the average (x̄ ) and the
standard deviation (S.D).

4. Conclusion

4.1 Development of lessons on project-based learning network to develop creativity: work creation by
using Microsoft Publisher Program to encourage creativity for Matthayom 3 students at the
Demonstration School of Khon Kaen University (Modindaeng) High School Department

The development of lessons on project-based learning network to develop creativity: work creation by
using Microsoft Publisher Program to encourage creativity for Matthayom 3 students at the
Demonstration School of Khon Kaen University (Modindaeng) High School Department was developed
according to ADDIE Model process which consisted of 1) the main page which was the introduction to
the lesson and the lesson name was specified 2) the lesson objectives page told the objectives of the
lesson that expected learners to gain during and after studying 3) a learning mission page was the
learning mission that stimulated students’ creativity by holding on to project-based learning in order to
design the learning mission 4) a lesson page was a part of the content about Microsoft Publisher
Program 6) a teacher’s contact page consisting of the teacher’s information and contact for the students
to reach out when they had some questions.

Figure 1. network lesson page

Figure 2. Learning task 3: Design a piece Microsoft Publisher

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4.2 The creativity of Matthayom 3 students at the Demonstration School of Khon Kaen
University (Modindaeng) High School Department

From the result of the students’ creativity who studied lessons on project-based learning network to
develop creativity: work creation by using Microsoft Publisher Program for Matthayom 3 students, it
was found that the average score of the students was 14.77 and S.D was 3.24. 70% of the students passed
the school criteria accounted for 27 students from 39 which was 69.23% and higher than the expected
criteria.

Table 1

Show creative education of students learning with project-based network lessons

list creativity total score

Average rating Fluency Flexibility Originality Carefully (20 points)
)number of students 39 person)
standard deviation 3.74 4.07 3.00 3.97 14.77
The number of students who passed
the criteria 70 percent (14 points) 1.25 1.16 0.97 0.98 3.24
Percentage of students who pass the 27 person
criteria 70 percent
percent 69.23

4.3 The study of students’ opinion Matthayom 3 students at the Demonstration School of Khon
Kaen University (Modindaeng) High School Department about lessons on project-based
learning network to develop creativity: work creation by using Microsoft Publisher Program
for Matthayom 3 student

From the result of the survey of Matthayom 3 students’ opinion at the Demonstration School of Khon
Kaen University (Modindaeng) High School Department about lessons on project-based learning
network to develop creativity: work creation by using Microsoft Publisher Program for Matthayom 3
student, opinion survey was categorized into 3 aspects 1) content - good the average score was 4.46 and
S.D was 0.58 2) activity - good the average was 4.44 and S.D was 0.56 3) learning material - good the
average was 4.46and S.D was 0.57. The overall opinion was good the average was 4.49 and S.D was
0.56.

Table 2

Show mean and standard deviation of learners' opinions on project-based network lessons. To promote
creativity on the topic of creating work with Microsoft Publisher program for students in Mathayom 3 at
the Demonstration School of Khon Kaen University. Secondary Education Department (Modin Daeng)
as a whole

Evaluation list average S.D. Satisfaction level
Content
Multimedia Design 4.46 0.58 good
learning activities
4.46 0.57 good

4.44 0.56 good

Learner's side 4.51 0.56 Very good
Teacher's side 4.5 0.57 Very good
4.49 0.56
Total good

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Figure 3. pictures of students during activities Figure 4. Examples of student work

5. Finding Discussion

5.1 Development of lessons on project-based learning network to develop creativity: work creation by
using Microsoft Publisher Program for Matthayom 3 students at the Demonstration School of Khon
Kaen University (Modindaeng) High School Department

The development of lessons on project-based learning network to develop creativity: work creation by
using Microsoft Publisher Program to encourage creativity for Matthayom 3 students at the
Demonstration School of Khon Kaen University (Modindaeng) High School Department was developed
according to ADDIE Model process which consists of 5 process 1) analysis - the analysis of the content
topic to create lessons on network along with a goal and objectives setting up 2) design - designing
lessons including of the main page, objectives, contents, learning mission, posttest and the teacher’ s
contact details by creating a flowchart to be a script. It was about the unit contents which were drafted
into small frames from the first frame to the last 3) development - the script was used to create lessons on
network 4) testing and 5) evaluation - the evaluation was proved by the experts who used the research
devices measurement, then the suggestion was taken to improve the work until it was the efficacious
lessons on network and encourage students to gain ability according to the specified objectives. This
was related to the study of Chusri (2013), Sonkheow (2015), Amaranon (2016), Chaisanhan (2014),
Kerdkam (2016) that which said from the observation of the learners it was found that the learners paid
attention to lessons on network consisting of alphabets, photos, videos, graphics, and sounds. The
students were eager to learn and the teacher, students, and lessons interacted with each other. The
learners could study lessons on a network inside and outside the class. For the aforementioned reasons,
the lessons on the network were able to encourage students to study.

5.2 Creativity of Matthayom 3 students at the Demonstration School of Khon Kaen University
(Modindaeng) High School Department who studied lessons on project-based learning network to
develop creativity: work creation by using Microsoft Publisher Program for Matthayom 3 students

The study of creativity of the students studying lessons on project-based learning network to develop
creativity: work creation by using Microsoft Publisher Program for Matthayom 3 students found that the
average score was 3.97 and S.D was 0.98. The students who passed the test accounted for 70%
according to the school criteria which was 27 students out of 39 accounted for 69.23% and was higher
than expected. So, it can be concluded that students had an ability to be creative according to the concept
of Guilford composed of 4 types of thinking: fluent, flexible, initiative, elaborative. Project-based
learning arrangement influenced students’ creativity. This was coherent with the study of Wongnara and
others (2016) that researched lessons on networks that improves creativity by using synectics and
thinking-outside-the-box idea for Matthayom 4 students. It said that when students studied lessons on a
network that included contents and learning missions that urged creativity according to Guilford’s
concept, it was found that after a post-test two groups of students thought differently. Students who
studied lessons on network had higher development of creativity than before studied significantly on .05
statistics. Moreover, it was aligned with Rattanawijit (2012) who researched creativity development in
computer subject, career and technology department, by utilizing project-based learning for Prathom 5

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students based on the thought that project-based learning arrangement was able to develop students’
creativity. Students who learned project-based lessons had a higher score of creativity than before
studied significantly at .05 and the average achievement score after studying was higher than before
studied significantly at .05.

5.3 Students’ opinion Matthayom 3 students at the Demonstration School of Khon Kaen University
(Modindaeng) High School Department about lessons on project-based learning network to develop
creativity

The students’ opinion Matthayom 3 students at the Demonstration School of Khon Kaen University
(Modindaeng) High School Department about lessons on project-based learning network to develop
creativity was that the students had high total of opinions which was 4.49 on average and S.D was 0.56
because the researcher created lessons on network thoughtfully according to ADDIE Model methods
and project-based learning, present interesting lessons step-by-step, lessons were colourful and included
of texts, visual, multimedia which were attractive to motivate students to research and exchange
knowledge and brainstorm to solve the problems. The students can learn by themselves anywhere,
anytime which was according to Amaranon (2016) who researched the result of lessons on network:
moving visual product design for Matthayom 5 students, and their satisfaction score was high also.

6. Suggestion

6.1 General Suggestion

1) There needs to be a seminar of lessons on network creation for educational officers, students
majoring in education, and teachers to develop lessons in each subject by themselves.

2) The researcher must have knowledge in the field of information preparation of the lessons,
analysis, content organization, and study how to use the program to create lessons in order to develop
lessons on network.

3) The developed lessons on network should be used to teach in a real class so that the students can
learn by themselves.

6.2 Suggestion for further research

1) There are many factors such as environment, readiness of learning materials, internet, and
classroom context to be considered in order to arrange lessons on network.

2) Lessons on network should be developed to be easily accessed by various devices apart from the
computers so the leaners can readily access lessons and can study anywhere anytime.
Acknowledgements

Khon Kaen University Demonstration School (Modindaeng), Faculty of Educational.

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