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

performance. Hence if teachers lack the competency to integrate ICT, it might risk the implementation
of K to 12.

Having teachers learn to integrate ICT into their teaching adds to their workload. This is
consistent with Hargreaves' (1992) claim that curriculum change is associated with an increased
workload. In 2018, two cases of teacher suicide were reported, and it was suspected that the teachers
were pushed to commit suicide due to a heavy workload (Mateo, 2018). According to Umil (2013), there
are teachers who teach multiple subjects. There are teachers who have a plethora of responsibilities that
have nothing to do with teaching (Albert, David & Vizmanos, 2019; Alquizar, 2018). Heavy workloads
due to implementation of curricular reforms can cause stress in work (Azizi et al., 2010; Dunham, 1994).
Hence, it may impede teachers' performance.

On the government's end, there is a lack of monitoring of implementation (Umil, 2013;
Cabansag, 2014; Abulencia, 2015; Lorenzo, 2016). The reports from the aforementioned factors support
the fourth factor's items. The implementation itself is said to be complex, requiring monitoring at every
stage of the process (Altritcher, 2005). Without the government making an effort to monitor the
implementation of the new curriculum, it will have an impact on the teaching and learning process
(Ndungu, Allen, & Bonnet, 2015), and the government will fail to recognize the curriculum's success
and shortcomings (Mandukwini, 2016).

According to Lamie (2005), one of the factors influencing teachers’ willingness or resistance to
change is learners’ outcomes and feedback. Motivation drives these outcomes (Dı̇ şlen, 2013). In a report
made by Albano (2018), teachers struggle to do their job as grade 7 learners still don’t know how to read
and have short attention spans. Learning Filipino and Panitikan (literature) proved difficult, prompting
DepEd to conduct a curriculum review (DepEd Admits "Struggle," 2018). In addition to academic
struggles, there are also learners struggling in their personal lives including, housing, social status, and
physical and mental limitations (Mohammad, 2016). If the problem with learner motivation, which
predicts school performance (Steinmayr & Spinath, 2009), persists, it may result in increased dropout
rates (Albert, David, & Vizmanos, 2019), which contradicts the program's goal (Abulencia, 2015).

Finding ways to assist teachers in keeping up with changes in the teaching context is an
important challenge for schools to consider (Johnson & The Project on Next Generation of Teachers.,
2004). The items under the aforementioned factors list the demands of teachers, reinforcing the sixth
factor, "Lack of Support for Teachers". Teachers, according to Prilleltensky (cited by De Angelis, 2012),
require the same level of support as doctors. Teachers' job satisfaction rises when they receive additional
training for the new curriculum, are monitored and guided as they implement it, and their pay is raised to
compensate for the potentially increased workload (Tickle, Chang, & Kim, 2011). It is important to have
support from the administration and others to keep teachers committed to their profession (Bennet, et al.,
2013).

The curriculum is ever-changing as it is strongly influenced by the changes occurring within an
environment (Anwar, 2018), thus society comprising the stakeholders. Stakeholders are the parents and
the community. The items remaining under the seventh factor express the community's and parents'
doubts, as well as their lack of knowledge about K to 12. There are still some parents who believed that
having an extra two years of school is a burden (Mohammad, 2016; Relucio & Palaoag, 2018). Gwala
(2006) claims that the attitudes and beliefs of the stakeholders have an impact on the effectiveness of
implementing educational practices. Hence, it is critical that stakeholders understand the importance of
K to 12 and how implementation will take place so that they can do more and meet the needs of the
school (Nir & Ben Amir, 2005).

Understanding the teachers who are implementing the K to 12 program and continuously
monitoring it will reveal deficiencies and needs such as clearing up areas of misinterpretation in the
grading system, skill development for employment standards, and processing of learning activities to
achieve target competencies and mastery (Cabansag, 2014). The teachers need all of the help they can
get. Aside from feeling isolated and alone once inside the classroom, they frequently lack the practical
resources and knowledge needed to successfully run a classroom (Prilleltensky cited by De Angelis,
2012). To ensure the success of the implementation, the government must first understand how teachers
react to curriculum changes and their experiences on implementing it (Hargreaves, 1997).

210

4. Conclusions and Recommendation

The development of this scale suggests that there are still hindering factors affecting the implementation
of the K-12 Curriculum. The researchers expected that there will be 8 factors to be identified since the
generation of the items came from the qualitative study of Bugas & Gellica (2017) which identified 8
factors derived from their Focused Group Discussions (FGDs). This implies that one factor under the
descriptive Sufficiency and Relevance of Instructional Materials has been likely addressed by the
government along the process of implementation. Hence the remaining factors are the evidence of still
present reluctance of teachers towards change. The responses from the scale confirm that there are still
some things to work on: classroom facilities, trainings for ICT, the workload of in-service teachers,
actions that can be taken by the government, the DepEd and parents, and the community as
stakeholders.

Based on the findings, DepEd should conduct close monitoring of the implementation. Using
the data collected by DepEd from monitoring, coordinators and administrators should look into better
ways or solutions to attain the best teaching and learning process conforming to the K to 12 Curriculum.
To improve the curriculum process, teachers should be given enough time to adjust to their workloads,
and be provided numerous trainings and seminars. In this case, days for trainings and seminars must be
allotted with a specific time of the year. On the part of the stakeholders, the government, along with the
coordinators and administrators, must work together to promote the benefits of adopting the new
curriculum. Future researchers should investigate each of the aforementioned factors separately,
assessing what makes the said factor a factor of reluctance towards change. It may, in a sense, shed light
on the ongoing issues surrounding teachers' reluctance to change by addressing the factors one by one.

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

A Trial Study of Digital Board Game Approach
by Investigating in Cyberbullying Conceptions

during COVID-19 Pandemic

Sasipim POOMPIMOL & Patcharin PANJABUREE*
Institute for Innovative Learning, Mahidol University, Thailand

*[email protected]

Abstract: Cyberbullying is a conception describing a complex, aggressive behavior in which an
individual or group repeatedly causes harm to a victim who cannot easily defend themselves
with electronic devices or digital media. Thai youths still have fewer conceptions about
cyberbullying than Western youths; raising cyberbullying among Thai youths needs to be
urgently considered in educational institutes. Researchers have suggested that using various
situations could trigger the students to comprehend cyberbullying concepts. In the meantime,
there has been an increasing number of studies on game-based learning, which situates students
in various situations with problems encountered in daily life. Recently, the COVID-19
pandemic has disrupted the onsite learning environment to the online learning environment; that
is to say, the board game-based learning approach has difficulty implementing in onsite
classrooms. Therefore, this study has used the Tabletopia engine to bring board games to the
digital board game with the multi-players. Interactive VDOs and Google Classroom have
facilitated the proposing digital board game to support students acquiring cyberbullying
concepts. Three schools from the Northern and North-eastern parts of Thailand have been
recruited to conduct the repeated-measure research in this study. The pre-, mid-, and post-tests
of cyberbullying behavior concepts have been used to analyze increasing and decreasing
cyberbullying behavior. The findings of this study will be used to suggest a conceptual
framework of a game-based learning environment to address cyberbullying behaviors.
Keywords: Game, soft skill, teaching/learning strategies, media, online learning

214

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

Pre‑service Teachers’ Loop Misconceptions
among Programming-assisted Tools: Findings to

Teacher Education Course

Chanayuth CHANGPETCH & Patcharin PANJABUREE*
Institute for Innovative Learning, Mahidol University, Thailand

*[email protected]

Abstract: For over a decade, scholars have proposed teacher education courses to improve the
competency of pre-service teachers before teaching in authentic classrooms. Particularly,
eliciting and minimizing the pre-service teachers’ misconceptions to prevent effects on students
have much attention. However, few studies exist to determine loop misconceptions within
computer programming instructions in-depth from a pre-service teacher’s perspective.
Therefore, this study examines loop misconceptions of computer science or related discipline
pre-service teachers in Thailand and the effects of different programming-assisted tools on loop
misconceptions. A quantitative research method was conducted to determine a Thai sample of
151 computer science or related discipline pre-service teachers with various
programming-assisted tools, such as Logo, Python, and Scratch. In this study, the pre-service
teachers were asked to select a set of questions corresponding to their preferences of
computer-programming language and evaluate the provided programming tasks relating to
loops. The Kruskal–Wallis and Mann–Whitney U tests were performed to compare the success
of loop conceptions between the groups of the programming-assisted tools. The findings of this
study reveal that the computer programming pre-service teachers have misconceptions about
loops. However, the Scratch group is better at interpreting the misconceptions about loops by
performing the Chi-square test. A design of pre-service teacher education activities basing on
the technological pedagogical content knowledge to resolve loop misconceptions in the K-12
computer programming curriculum will be suggested according to the findings of this study.
Keywords: Computer science education, K-12 education, Teacher education, Loop, TPACK

215

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

The Effect of Andragogical Training Program
Embedded a Personalized TPACK Learning

System for STEM Discipline Teachers

Pawat CHAIPIDECH & Niwat SRISAWASDI*
Faculty of Education, Khon Kaen University, Thailand

*[email protected]

Abstract: Over the past decade, digital technologies have been used in numerous fields of
professional development. In parallel with teacher professional development (TPD), educators
worldwide are increasingly interested in integrating digital technologies into TPD programs.
The Technological Pedagogical and Content Knowledge (TPACK) framework has been
established in the century and played an essential role in enhancing teacher know-how to
effectively use digital technologies in the classroom. In order to foster the adult teachers'
learning, this research implemented an andragogical TPD intervention program that mainly
addressed TPACK of integrated STEM education supported by a personalized learning
system. The participants in this study involved 128 science teachers from secondary schools
located in northeastern Thailand. They attended a 2-day intensive workshop in the KKU
Smart Learning Academy project. The result illustrated the positive results of the participants'
cognitive outcome on teaching STEM situation-related linear motion with digital technology
using multiple-choice TPACK tests embedded in the personalized learning system. The main
finding indicated that the proposed TPD program significantly enhanced science teachers'
TPACK of integrated STEM education. This result implied that an innovative TPACK
professional development intervention with a personalized learning system could develop
teachers' essential knowledge for integrating digital technologies into the science classroom.
Keywords: TPACK, professional development, adult learning, personalized learning,
STEM education

216

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

TPACK for Promoting Students’ Chemistry
Competencies: A Proposal for Pre-service

Teacher Professional Preparation

Anggiyani Ratnaningtyas Eka NUGRAHENIa,b, Niwat SRISAWASDIb*
aFaculty of Mathematics and Natural Sciences, Yogyakarta State University, Indonesia

bFaculty of Education, Khon Kaen University, Thailand
*[email protected]

Abstract: Technological Pedagogical and Content Knowledge (TPACK) is essential for
21st-century chemistry teachers since technologies can enhance chemistry teaching and
learning quality if appropriately implemented. Meanwhile, there is a requisite to develop
students’ competencies in order to respond to social needs. Due to that challenge, this study
focuses on preparing pre-service chemistry teachers to promote students’ chemistry
competencies through the TPACK framework. Based on China Senior High School Chemistry
Curriculum, there are five chemistry core competencies: 1) macroscopic identification and
microscopic analysis, 2) changes and equilibrium, 3) evidence-based reasoning and modeling,
4) scientific inquiry and innovation, 5) scientific attitude and social responsibility (Wei, 2019).
Furthermore, due to the pivotal chemistry three representation levels (macroscopic,
microscopic, and symbolic), researchers generated the sixth competency (i.e., the link between
macroscopic, microscopic, and symbolic). According to that issue, the teachers should be able
to design particular activities for fostering students’ chemistry competencies. Moreover, the
teachers should be able to integrate particular technologies to help students achieve these
competencies. This paper will describe a proposal of a learning matrix to help pre-service
chemistry teachers promote students’ chemistry competencies. Pre-service teachers will learn
how to prepare appropriate learning activities with technologies that assisted students’ learning
to foster students’ chemistry competencies, especially on polymer, plastic, and circular
economy topics from the learning matrix. Hence, pre-service teachers have a reference of how
to teach students to foster chemistry competencies.
Keywords: Chemistry competencies, learning matrix, teacher preparation, TPACK

217

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

A Proposal for Boosting Pre-Service Teacher
TPACK in the Teaching of Biology

Competencies: A Perspective on Citizen Inquiry

Arum ADITAa,b, & Niwat SRISAWASDIb*
aFaculty of Teacher Training and Education, Universitas Muhammadiyah Purwokerto, Indonesia

bFaculty of Education, Khon Kaen University, Thailand
*[email protected]

Abstract: Professional development opportunities are designed to develop the teachers’ skills
and knowledge. One effective way to enhance teacher professional development is to use the
Technological Pedagogical Content Knowledge (TPACK) framework. This study proposed
citizen inquiry as a pedagogical transformation approach to promoting understanding how to
facilitate students’ biology competencies for pre-service teachers. Currently, citizen inquiry is
an emerging approach equipped with inquiry science learning which members of the public can
learn by initiating or joining shared inquiry-led scientific investigations. Integration between
biology competencies and citizen inquiry has not been applied in science education research
yet. Moreover, the application of both is still limited to the ability of students to do the process
of science. Therefore, fostering pre-service teachers with TPACK-oriented professional
learning activities is one of the alternative ways to encourage them to overcome the lack of
knowledge about how to facilitate biology competencies. In addition, this paper also describes
the results of pre-service teachers’ self-efficacy and motivation towards environmental issues
targeting the citizen inquiry approach. In the preliminary, document analysis and survey
methods have been implemented. The results indicated that their self-efficacy and motivation
are 69.76% and 71.54%, respectively. The finding could be implied in developing
technological dan pedagogical pre-service skills in the future of biology education.
Keywords: Biology competencies, citizen inquiry, pre-service teacher, TPACK

218

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

UTILIZATION OF LOCAL HERBAL
PLANTS IN STEM PROJECTS

Rica Mae GUARIN *, Amelia BUAN
College of Education, MSU-Iligan Institute of Technology, Philippines

*[email protected]

Abstract: This research is a qualitative study using descriptive method thematic analysis and
narratives in the utlization of local herbal plants in STEM projects. The study utilized the
7 STEM Stages of Yuenyong & Yuenyong(2012)[1] which are phases of step by step process
that are significant to STEM education’s purposeful design and inquiry. In parallel with the
Socio-scientific design, this study is anchored on creating a potential solution for an identified
social issue. This study was conducted among forty-two (42) students of a state university in
Mindanao. It served as a contextualized culminating outcome for the course Herbal Medicine
with the topics on the benefits of herbs, preparation of herbs and utilization of local herb
produce. The study also explored as many life skills to develop within the projects especially
skills that are directly or indirectly supports science, technology, engineering and mathematics.
The data of this study was thematically analyzed from the narratives of the respondents as they
answer the reflection questions for each STEM stages. Results showed positive learning
feedbacks from the students. Some of the themes created from the responses includes:
challenged deep thinking and reasoning, active confrontation of challenges encountered,
different from the projects they experienced, improve collaboration, increase long-term
learning and learning with impact. This study produced five (5) refreshment drink prototype
utilizing different combinations of different herbal plants along with its proposed design for
reproduction which includes costing, proposed pricing, packaging design, ingredients of the
product and a detailed portfolio of the benefits of the product.
Keywords: STEM Education, STEM Projects, Herbal plants, authentic design, Science inquiry

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

The Study of Grade 5 Students’ Mathematical
Problem-Solving on the Topic of “Application”

Employing Polya’s Problem-Solving Method
with the Use of PLC

Piyawan SRISURUKa*, Sawitree WONGKITTIRUNGRUEANGb, Siriporn SIRIFONGc ,
Areerat KHENPHUKHIEOc & Pittawan MARTSEEDAd
a Faculty of Education Khon Kaen University, Thailand
b Demonstration School Khon Kaen University, Thailand
c Special Education Center Region 9 Khon Kaen Province

d Research and Service Institute for Autism Khon Kaen University, Thailand
*[email protected]

Abstract: The present study primarily aimed at investigating the Grade 5 students’
mathematical problem-solving ability and their learning achievement on the topic of
“Application” by employing Polya’s Problem-Solving method with the use of “Professional
Learning Community (PLC)” process. The participants included 35 students studying at the
Demonstration School in the 2019 academic year. Six lesson plans, the teacher observation,
the co-teacher observation, the 30-item learning achievement test, and the teaching and
learning activity photographs were used as main instruments for data collection. The results
showed two main important points in employing Polya’s theory.
1) The students’ mathematical problem-solving ability was significantly higher (after
applying Polya’s Problem-Solving steps). Their problem-solving ability is more systematic
starting from understanding the problem, solution planning, executing the plan, and checking
or reflecting. They also had more deeply comprehension in the pattern of solving problems.
Consequently, they were able to spend less time in solving the problem with durable learning.
The influential factors in encouraging the students to learn included problem situations which
related to their daily life; and collaborative learning process which allowed them to discuss or
interact with their teammate.
2) The students’ average learning achievement score was 73.94%. The result also
demonstrated that the number of the students who passed the determined criterion of 70 %
was 71.43%.
Keywords: Polya’s Problem-Solving, Mathematical Problem-Solving, Professional Learning
Community (PLC)

220

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

Development of Constructivist Virtual Learning
Environment to Enhance Scientific Thinking
for Grade 11 Students

Kodchakorn LAMSOMBAT*, Issara KANJUG
Department of Educational Technology, Faculty of Education,

Khon Kaen University Khon kaen, Thailand
*[email protected]

Abstract: Scientific thinking could be explained as the important skill which emphasizes
logically thinking through validation with reliable references.The process of scientific thinking
occurred during the observation from the real situation (Scientific investigation) and allows
them to adapt with the change in the way of life in society surrounded by science. The purpose
of this research was to design and development of constructivist virtual learning environment to
enhance scientific thinking. The target group comprised 30 grade 11 students year 2020 of
Kanlayanawat school, Thailand. The instrument used in the experiment was the Constructivist
Virtual Learning Environment in the topic of solar energy. Data collection used the Scientific
Thinking test for grade 11 students. The results showed that: The constructivist virtual learning
environment to enhance scientific thinking consist of the following component; (1) Problem
base (2) Resource (3) Science Laboratory (4) Collaboration tools (5) Scaffolding (6) Coaching.

Keywords: Constructivist Learning Environment, Virtual Learning, Scientific Thinking,
Digital Learning, Mobile Learning

1. Introduction

Scientific thinking is a thinking that emphasizes logically thinking through validation with reliable
references. Scientific thinking can help individuals to verify the accuracy and reliability of
information they received and assists them to adapt with the change in the way of life in society
surrounded by science. In the present, the science learning focuses on developing students to learn
about real-world issues, emphasis on thinking skills, problem solving, self-seeking and use of
technology. Therefore, the principles of environmental design in learning are based on constructivist
concepts which are consequently the basis for supporting scientific thinking. Learning environment is
the model of learning management that focuses on learners to explore. It also stimulates learners to
think and create understanding about things they have learnt by themselves which learners build from
interactions based on experience and knowledge from various sources. The learning management is
consistent with constructivist theory which has the idea that learners must practice with enthusiasm
and create their own knowledge. Each person will create knowledge through interaction with the
environment. The constructivist virtual learning environment is a model of learning management that
adopted the theory of group constructivist learning, which consists of Cognitive Constructivist and
Social Constructivist as a basis for design by connecting with virtual reality technology (Virtual
reality), which simulates the real environment into a virtual reality through the perception of sight,
sound and touch. Moreover, students can also keep up with advances in science and technology and
are the ones who create new knowledge all the time. Therefore, the researchers are interested in
studying and developing constructivist virtual learning environment that promotes scientific thinking.

221

2. Literature Review

2.1 Constructivist Virtual Learning Environment

form of a learning environment which is created based on constructivist theory, cognitive theory and
principles of scientific thinking form the basis for design. It is a print media which is compatible with
media attribution and media symbol system combined with Virtual Reality technology that uses media
attribution for the design.

2.2 Scientific Thinking

Scientific thinking is cognitive processes in which learners create substitutes for knowledge that lead to
the understanding of electrical energy. It was assessed from a scientific thinking test based on the
concept of Khun which has four steps: Step 1; Inquiry, which is to identify problems related to electric
power. Step 2; Analysis, the ability to explain the solution and make the data which related with
problems such as the concept of using solar energy to produce electric power. Step 3; Inference, the
ability to rationalize and reject irrational evidence such as the principle of using solar energy to generate
electricity. Step 4: Argument, refers to the ability to discuss the consequences after applying a solution
to what the outcome is. By applying the results obtained to interpret and conclude in accordance with
the hypothesis, for example, scientific reasoning in accordance with the principles of electric power
generation.

3. Literature Review

Theoretical framework is the basis for study and analysis related literature regarding design and
development, cognitive theories, constructivist theories, the constructivist learning environment
model, media attribution, media symbol system, and scientific thinking. The theoretical framework
showed five important theoretical foundations, which were as followed: 1 ( Contextual base, (2 (
Psychological base, (3( Pedagogies base, (4( Media theory base, and (5( and Technologies base (see
Fig. 1).

Figure 1. Theoretical framework of Development of Constructivist Virtual Learning

Environment to Enhance Scientific Thinking for Grade 11 Students 222

4. Method and Result

4.1 Target Group of The Study

The target group in this research were obtained from a purposive sampling as 30 Grade 11 students
in the second semester of the academic year 2020 at Kanlayanawat School, Muang District, Khon
Kaen Province, totaling 30 students studying physics.

4.2 Research Design

This research is pre-experimental research (Pre-Experimental Design) which is one group
pretest-posttest design.

4.3 Research Instruments

Data collection tools consist of scientific thinking test, learning achievement test and learners’ opinions
which are collected from students’ opinions survey form. Learning instruments include experimental
tool which is Constructivist Virtual Learning Environment that promotes scientific thinking and data
collection tools consist of 1) scientific thinking test 2) students’ opinions survey form which can explain
as follows
• Experimental tool is Constructivist Virtual Learning Environment that promotes scientific thinking
which has the design and development process as following; 1) Study and analyze related principles
and theories. 2) Synthesize the theoretical framework 3) Design and create Constructivist Virtual
Learning Environment that promotes scientific thinking
• Data collection tools consist of 1) Scientific Thinking test of learners who learn with a
constructivist virtual learning environment that promotes scientific thinking include of four steps
which are Step 1: Inquiry, Step 2: Analysis, Step 3: Inference, and Step 4: Argument. 2) Students’
opinions survey form after learning by Constructivist Virtual Learning Environment that promotes
scientific thinking.

5. Result

The design and development of the constructivist virtual learning environment to enhance scientific
thinking were as follows:
• The synthesis of conceptual frame work to design Constructivist Virtual Learning Environment
that promotes scientific thinking can be explained as following 1) Cognitive structure simulation and
scientific thinking were designed based on Enabling context and scientific thinking as Problem base
2) Cognitive balancing support was designed based on cognitive theories as Resources 3) Cognitive
balancing encouragement to promotes scientific thinking were designed based on both Social
Constructivist as Science laboratory and Collaboration 4) The support and enhancement for
constructing knowledge were designed as Scaffolding , and Coaching.
• Constructivist virtual learning environment to enhance scientific thinking was produced based on
the designing framework comprised of 6 components as follows: (1) Problem base, (2) Resources, (3)
Science laboratory, (4) Collaboration, (5) Scaffolding, and (6) Coaching obtaining as description of
each key element is shown in Table 1.

223

Table 1

The key elements and descriptions learning environment

Key Elements Description
1. Problem base & Learning Task It was shown a problem situation to enable students to access
problems and learning tasks in Virtual Reality (VR) using
2. Resources mobile phones.
It was shown source of information and content, that students
3. Science laboratory must use in problem situation which students study through
video in the form of Virtual Reality (VR)
4. Collaboration It was shown experiments using scientific methods and
scientific process skills to solve the missions, situations,
5. Scaffolding problems obtained
6. Coaching It was shown supporting students to exchange knowledge
with others, including teachers, experts, via Line Application
and Facebook.
It was shown supporting learners in solving learning
problems and building their own knowledge.
help and advice the learners which is the practice of training
the learners by educating them.

The constructivist virtual learning environment to enhance scientific thinking was produced based on
the designing framework (see Fig. 2.-3.(

Figure 2. Example of (c) Science laboratory; (d) 4. Collaboration (e) Scaffolding; (f) Coaching.

224

Figure 3. Example of (c) Science laboratory; (d) 4. Collaboration (e) Scaffolding; (f) Coaching
• Comparison of the scientific thinking of pre- and post-students' scientific thinking of learners
with a constructivist virtual learning environment that promotes scientific thinking about students in
grade 11 are shown in Table 2.

Table 2

The results of scientific thinking test

List assessment Average score Average score t-test
before learning after learning
Inquiry 6.11**
Analysis 6.27 7.93 5.04**
Inference 5.57 7.50 9.87**
Argument 3.83 7.33 6.77**
4.00 6.30 14.16*
Total 19.67 29.07

After using a constructivist virtual learning environment to manage learning. It was found that the
pre-test scores of Scientific Thinking for thinking aspects to identify problems with the highest average
score of 6.27 and scores on the Scientific Thinking test after learning to thinking aspects to identify
problems has the average score as 1.96 and Table 5.2 found that scientific thinking in the area of
thinking to identify problems, thinking to create hypotheses, thinking to test hypotheses, and thinking to
interpret data and conclude before and after learning has statistically significant difference at 0.01 and
the total of the scientific thinking test average score before learning was 19.67 and after was 29.07. The
students had higher scores on the Scientific Thinking test after learning by constructivist virtual
learning environment than before learning which is statistically significant at 0.01 level as shown in
Table 2

225

6. Result

From the research results, it was found that the researchers studied the theoretical principles, study
and review research related to constructivist virtual learning environment to apply the knowledge to
create a theoretical framework by synthesizing it into a Design Framework. From the design process
that’s mentioned above leads to the development process integrated into a constructivist virtual
learning environment that promotes scientific thinking which consists of various elements. From a
survey of students' opinions, it was found that the content is up-to-date and related to current events. It
also covers to the content which they are learning currently, and it’s conducive for them to research
because the details are arranged in proportion. The language used to present the content is easy to
comprehend. The difficulty of the content is appropriate for the learner's level. In the media and
virtual reality technology, it was found that the design of media features is beautiful to learn. The use
of letter and color is consistent with the content and promotes the learning. The background is also
appropriate to encourage the learning of the content. Moreover, the design of the virtual learning
environment found that stimulates learners to be curious and seek for the answers on their own.
Problem situations helped to induce them into the learning context and encourage them for searching
for the answers continuously to motivate the learning process.

Acknowledgements

This work was supported by the Innovation and Cognitive Technology Research Center, Faculty of
Education, and the Research and Technology Transfers Affairs Division, Khon Kaen University

References

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Psychology, 81, 240-246

Vygotsky L.S. (1980) “Mind in society: The development of higher psychological processes”, Cambridge,
MA, USA: Harvard University Press.

Dunbar, K. (1997). How scientists think: Online creativity and conceptual change in science. In TB
Ward, SM Smith & S Vaid (Eds.). Conceptual structures and processes: Emergence, discovery and

Change(pp. 24-38). Washington DC: APA Press.
Power, S.M.,&Mitechell, J. (1997). Student Perceptions and Performanace in a Virtual Classroom

Environment. Retrieved My 5, 2005. from http//ericir.syr.edu
Hannafin, M., Land, S., & Oliver,K. (1999). Open Learning Environments : Foundations, Methods, and

Models. In Reigeluth,C.M. (Eds.). Instructional-design theories and models Volume II A New Paradigm
of Instructional Theory(pp.115-140). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Jonassen, D.H. (1999). Designing Constructivist Learning Environments, In C.M. Reigeluth (Ed.)
Instructional-Design Theories and Models: A New Paradigm of Instructional Theory(Volume II) (pp.
215-239). New Jersey: Lawrence Erlbaum Associates
Kuhn D. (2004). What is Scientific Thinking and How Does It Develope. Handbooks of Develodment
Psychology. [n.p.]: Blackwell Publishing.
Kuhn D. (1997). Is good thinking scientific thinking. In (Ed.). DR Olson, N Torrance, Modes of Thought:
Explorations in Culture and Cognition. (pp. 144-158). New York: Cambridge University.
Kuhn D. (1995). Scientific thinking and knowledge acquisition. Monographs of the Society for Research in
Child Development, 60(4), 152-157.
Relan, A.G., & Bijan, B. (2004). Web-Based Instruction and the Traditional Classrom; Simila and

Differences. Retrieved September 17, 2005,
Ammar AL-Nawaiseh. (2020) Impact of Using Developed Learning Management System on Student’s

Scientific Thinking Skills: Applied Study on 10th Grade Chemistry Class. Jordan University

226

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

DEVELOPMENT OF BLENDED
DISTANCE LEARNING STRATEGIES

FOR GRADE 9 LEARNERS IN
GEOMETRY

Gemvie SAYON*, Amelia BUAN, Myrna LAHOYLAHOY, & Douglas SALAZAR
College of Education, MSU – Iligan Institute of Technology, Philippines
*[email protected]

Abstract: The novel coronavirus (COVID-19) pandemic brought drastic changes in the
academic landscape from face-to-face to modular learning modalities. In providing quality
education to learners despite the concomitant challenges, educators use various distance
learning strategies to cater the targeted needs of the learners in the New Normal. Recent studies
and developments conducted on the teaching-learning trends have shown that video-based and
online-based learning modalities highly affect the academic performance of the learners. Au
courant to this context facilitated the researcher to pursue a study which aimed to develop and
probe the effects of modular-offline for the video-based and modular-online for the
online-based as blended distance learning strategies to learners’ mathematical thinking skills
and achievement level in Geometry. Two (2) groups of Grade 9 learners underwent this kind of
blended learning situations. After two (2) weeks validation, the data revealed that the
developed blended distance learning strategies greatly influenced and significantly improved
the learners’ achievement and mathematical thinking skills level.
Keywords: Achievement, Blended Distance Learning Strategies, Mathematical Thinking Skills,
Video Lessons

227

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

COGNITIVE SKILLS DEVELOPMENT
COURSE FOR KINDERGARTEN
CHILDREN WITH AUTISM
IN INCLUSIVE SCHOOLS

Piyawan SRISURUKa*, Sawitree WONGKITTIRUNGRUEANGb, Siriporn SIRIFONGc ,
Areerat KHENPHUKHIEOc, & Pittawan MARTSEEDAd
a Faculty of Education Khon Kaen University, Thailand
b Demonstration School Khon Kaen University, Thailand
c Special Education Center Region 9 Khon Kaen Province

d Research and Service Institute for Autism Khon Kaen University, Thailand
* [email protected]

Abstract : The research aims were to develop an integrated learning curriculum and to
develop cognitive skills for kindergarten children with autism spectrum disorder ) ASD( , in
inclusive schools. The research methodology was a single sample experimental research,
Single Subject Design (Multiple baseline design across subjects) A–B model. The target
group of research were five children with ASD, age 3-6 years from the Special Education
Center Region 9, Khon Kaen Province. The content used in the curriculum development
included: five basic managerial thinking skills, namely :1) Working memory, 2) Inhibitory
control, 3) Shift/cognitive Flexibility, 4) Emotional Control, and 5) Plan Organize. The
research tools included: behavioral observation form, cognitive skills assessment form (EF)
and lesson plan to develop cognitive skills. A total of 5 sets of data was synthesized by
descriptive analysis, comparing the development scores of cognitive skills before and after
receiving the learning experiences from the developed curriculum. The analysis was
conducted based on the assessment criteria of the Executive Functions (EF).

The results of the assessment of the five cognitive skills (EF) were students' working
memory, Inhibitory control, Shift/cognitive flexibility, Emotional control, and Plan organizes
revealed that all targeted children with ASD scored higher in every aspect after receiving
skills development experiences. Therefore, it concluded that the developed curriculum has
quality developing cognitive skills for kindergarten children with ASD in inclusive schools.

Keywords: Cognitive Skills Development Curriculum, Children with autism spectrum
disorder, Inclusive School

1. Introduction

The Constitution of the Kingdom of Thailand, BE 2550 (2007) states that the state must provide
quality basic education for at least 12 years without charge and equally to the public thoroughly.
Everyone has the right and opportunity to be educated. (Constitution of the Kingdom of Thailand,
2007). Also under Section 10, paragraph two of the National Education Act, B.E. 2542 (1999),
Amendment No. 2, B.E. communication and learning or have a physical disability or a person who
cannot be self-reliant or no caretaker or disadvantaged by providing education to people with special
needs must provide such persons with the right and the opportunity to receive special basic education.
From a study of the situation and trends of autistic individuals worldwide, there are approximately 35
million people (National autistic society United Kingdom, 2006), while Thailand is estimated to have
around 3.7 hundred thousand. From 2012 statistics, the average number of children in Thailand 1,000
children found 6 children with ASD, a very high rate and increasing every year. (Thai Autism
Foundation, 2013) and with the rate increasing every year. The provision of education for children

228

with special needs in Thailand by relevant agencies and organizations raises awareness of the
development of children with autism in all skills to enable them to survive in the society freely to its
full potential.

Children with autism spectrum disorder (ASD) characterized by specific behavioral symptoms
that state social developmental disorders. Interpretation and language, lack of imagination and thought
processes. This manifested by behaviors that are different from children of the same age, such as
isolating yourself in your own world. Causing children to lack awareness unable to learn from the
surrounding environment like other children of the same age, also inability to communicate with the
surrounding people, according to development even without hearing impairment imitation of words
without knowing the meaning at first. Later, they began to speak in their own language that they could
not understand can't understand simple commands, can't play with anyone, can't play with toys due to
lack of imagination and repetitive behaviors, both actions and thoughts such symptoms appear in the
first year. The symptoms indicated by 18 months of age and older if there is a thorough assessment of
social developmental delays and abnormalities. Interpretation and behavior can also have diagnosed as
a child with autism or autistic children. (Rajanagarindra Institute of Child Development, 2008, p.16)

Developing Executive Functions (EF) is a skill that is especially needed for children with ASD.
This is a high-level function of the brain that allows children to control their emotions, thoughts, and
decisions that affect actions and behaviors for the situation and help to do things achieved the goals set
(Nuanchan Juthaphakdeekul, 2015). Thus, the development of attention has promoted, response to
stimuli reducing unwanted behavior, language comprehension, language expressions, emotions,
feelings, social norms, imitation is a skill that helps to escape danger using practicality, demonstration,
imitation, role-playing, job analysis, integration and a variety of teaching techniques. Emphasis placed
on children from specialists, including interdisciplinary teams, parents, families, communities, and
stakeholders who involved in developing the potential of children with ASD to achieve effective
learning, efficiency and practice in various developmental skills, especially the five basic skills: 1)
Working memory, 2) Inhibitory control, 3) Shift/cognitive Flexibility, 4) Emotional Control, and 5)
Plan Organize. And have a curriculum inclusive learning appropriate for the development of cognitive
skills for children with ASD in preschool for people with disabilities provided at birth or found free of
charge and that such persons have the right to receive facilities, service materials and any other
educational help, under the rules and procedures prescribed in the Ministerial Regulations (National
Education Act, B.E., 2002)

2. Research objectives

To develop an integrated curriculum to develop cognitive skills for kindergarten children with
autism spectrum disorders )ASDs(.

3. Research scope

3.1( Scope of educational level used in research, conducting research studies at the kindergarten level
3.2( The demographic scope used in the research included kindergarten children with ASD. Who were
studying in the Special Education Center, District 9, Khon Kaen Province Kindergarten level,
academic year 2020, aged 3 - 6 years, 5 children with selection criteria as follows;

1) have a medical certificate that autistic person
2) obtained children's parental consent to take part research.
3) have a spoken language
4) do not use sedative medications and also no other disabilities, such as epilepsy, cerebral palsy,
etc.
The scope of content used in curriculum development included knowledge of inclusive education and
children with ASD. Support models and teaching strategies for Children with ASD for the development
of cognitive skills by developing a curriculum to lead to the development of skills in five areas; 1)
Working memory, 2) Inhibitory control, 3) Shift/cognitive Flexibility, 4) Emotional Control, and 5)
Plan Organize. The scope of variables used in the research study the primary variable was the inclusive

229

learning curriculum for children with ASD. The dependent variable was the development of cognitive
skills. Social skill’s development, communication skill’s development, muscular skill’s development
and life skill’s development. The duration of the research has studied for three years, to begin with the
approval of the research project, in the first year was spent studying pre-primary school and early higher
education.

4. Research tools

It consists of the following tools; research on Cognitive Development Curriculum for Kindergarten
Children with ASD in Integrated Schools. There were tools for conducting research as follows;

4.1) Autism Spectrum Behavioral Observation Form
4.2) Executive Functions Assessment Form
4.3) A learning management plan to develop cognitive skills, a total of five sets

Figure1 Five basic managerial thinking skills

5. Research method

The research carried out by self-collection as follows:
5.1) Observed and recorded cognitive behavioral abilities in EF kindergarten children

with ASD.
5.2) Evaluation of kindergarten children with ASD's EF cognitive skills abilities were

five sets of cognitive skills which need be developed before applying the learning management plan.
5.3) To improve cognitive skills, taught five sets of learning management strategies. The

study was conducted on a specific day of the week. The study lasted 6 weeks, 3 days a week, for 1 hour
and 30 minutes each day. The trial lasted 17 days and the results were documented.

5.4) Evaluation of kindergarten children with ASD's EF cognitive skill's abilities five
sets after used the learning management plan to improve cognitive skills.

6. Research tools

6.1) Structured observation, which includes a 5-point scale rating and an open-ended behavior record
form.
6.2) Form for Assessing Cognitive Skills Abilities, it's a five-point rating scales.
6.3) Ability evaluation form (pre- and post-study), it's a five-point rating scale.

7. Experimental schemes and conduct experiment

Single sample experimental research, Single Subject Design, Multiple baseline design across
individuals, A - B format (Phadung Arayawinyu, 2003). For researchers who monitored behavior if it
influences the target's actual behavior or not which had an experimental process. Their consisted of
two phases to the experiment;

230

Phase 1 (A) The stage before the method of action (A) was referred to the data in the baseline.
During the period, the learning management plan to develop cognitive skills of five sets were not used
in kindergarten children at have ASD.

Phase 2 (B) Action phase (B) also referred to the experimental phase (Treatment) was the time
when the researcher used the learning management plan to develop cognitive skills, five sets and the
experiment last for 6 weeks. Three days were used in the experiment, with each day lasting 1 hour 30
minutes, for a total of 17 days, as shown in Figure 2.

Trial period B

A

Pre-operation During the experiment
phases

Figure 2. Shows the experimental model of a single sample, Single Subject Design, Multiple baseline
design across subjects, A-B format (Phadung Arayawinyu, 2003(

8. Statistics and Data Analysis

This research was conducted to analyze the data as follows.
8.1) Conduct a descriptive analysis on five sets of learning management plans in order to

improve cognitive skills.
8.2) A comparison of cognitive ability scores before and after five sets of learning management

plans to help kindergarten children with ASD acquire cognitive abilities.

Average Percentage = Score Achieved x 100

Full score
Presenting data in a tabular and in a bar graph

9. Summarize and discuss the research results.

This research aims to developed an integrated curriculum for kindergarten-aged children with ASDs to
enable them to improve cognitive skills. Purposive sampling was used in the research, with
kindergarten children with autism spectrum disorder as the target group. Five children aged 3-6 years
were a single sample experimental type of research, Single Subject Design (Multiple baseline design
across subjects), A - B format (Padung Arayawinyu), 2003) in the Special Education Center, District 9,
Khon Kaen Province.

231

Information of children with ASD

Table 1

Shows the baseline Information of five children with ASD.

Baseline information of 5 children with ASD

Information No. 1 No. 2 No. 3 No. 4 No. 5
1. gender male
2. age (year) male male male male
5 5 5 5 4
3. studying in 2
kindergarten 2 2 22 Out of work

4. Occupation of Out of work Self-employed Self-employe service 1
father-mother d
5. Length of time yes
(years) from being 1 2 11 No
diagnosed with
ASD until yes yes yes yes 1
participating in a No No No No
research project. low
6. Currently being 1 1 11
treated for ASD. low low low low
7. Currently taking
medications or
injections that
affect muscle
strength
8. Criteria-based
ASD Severity
DSM-5
9. The degree of
impairment in
gross motor skills
was assessed by a
physical therapist
at the Autism
Research Center,
Khon Kaen
University.

Figure3. The average of the five students before and after the innovation.

232

The results of the assessment of the five cognitive skills (EF) were students' working memory,
managerial thinking, inhibitory control, managerial thinking, change/flexibility in thinking
(shift/cognitive flexibility), executive thinking, emotional control (emotional control) and
management thinking (plan organizes) by analyzing the scores of the five students before and after
used the course, they were discovered that the scores were consistently higher all aspects.

10. Feedback

Instruction for Kindergarten Children with Autism Spectrum Disorder Should begin with youngsters
who are ready, with educational personnel, such as teachers, preparing the child by having
conversations or completing activities that help create relationships first in every learning experience.
At all times, there should be a clear timetable of activities or classes. Then choose a location that is
private, safe, and not too crowded, such as next to a window and so on.

10.1) To coordinate education for full-time students with ASDs. Educators should also teach
social skills useful for co-living for ASDs. and the youngsters who without ASD. This is because it
encourages children with ASD to imitate strong social behavior r in society.

10.2) A diversity of learning management techniques should be used, such as the use of
multimedia media, excursions outside of the classroom, as well as the selection of a learning style that
is appropriate for students with ASDs. and even students who haven't had ASD.

11. Limitation of this research

The Cognitive Skills Assessment Form that has been utilized in this research was developed by the res
earch team. Despite, the high IOC values in each dimension, further research is needed to determine
the validity and reliability values. A single subject design study has the effect of providing the
researcher and reader to examine the results of the intervention immediately, and also the changes that
occur in each sample. The results were not found in group research, which had been based on a single
subject design with such a mean. The sample was limited to only five participants owing to
constraints. The research's tools and assessments were not yet available. It covers all cognitive
abilities. In this study, nevertheless, each patient would be their own control. The intervention could
only begin when the skill assessment scores were constant, so the results could reveal trends in the
tools used in this study therapy. The finding might lead to larger control groups and sample sizes for
future research. Innovation, on the other hand, increases cognitive skills. Since the Autism Spectrum
Autism Spectrum Skills Scale was not utilized initially. As a result, it's unknown how the five
innovations would impact the EF skills for kindergarten students participating in the research in any
way. Therefore, it offers as a recommendation for future research.

Acknowledgements

We would like to express our appreciation to everybody who participated to the preparation and
editing of previous versions of this document, and also the Research and Service Institute for Autism
of Khon Kaen University for supporting fund.

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Thaweesak Siriratrekha. (2015). Handbook of mental health care for children in learning problems group.
Bangkok: Beyond Publishing.

Thirakorn Maneerat et al. (2020). Promoting quality of life for families with autistic people. in Khon Kaen
Province with a social skills training program. Journal of the Khon Kaen Provincial Public Health Office,
2(1), 107-124.

234

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

Social Skills Curriculum Development for
Kindergarten Children with Autism Spectrum

Disorder in the Inclusive Schools

Pronmanee HANHAK a*, Rapeephan KHAMNGAM a,
Piyamas SILAYAENG a , Mayuree CHUAPRAKAb,

& Wannapa RUENGJANc

aFaculty of Education, Khon Khen University, Thailand
bSpecial Education Center Region 9 Khon Khen Province, Thailand
cResearch and Service Institute for Autism, Khon Khen University, Thailand

*[email protected]

Abstract: This research aims to Develop an integrated curriculum to develop social skills for
kindergarten students with autism spectrum disorders in inclusive school. It is an experimental
research. The target groups used in the research were obtained by purposive sampling. The
qualifications were: students with autism spectrum at kindergarten level, age between 5- 6
years; three students were from Special Education Center Region 9 Khon Khen Province, and
two were from the Demonstration School of Khon Kaen University Special Education
Department. Research tools were:1 ) Social Skills Curriculum which consists of ten lesson
plans and learning management materials. The lesson- plans content covered three areas and
seven sub-skills developments. They were: Waiting, following the rules, making eye contact,
imitating, showing interest in others, sharing and following instructions which were assessed
for content validity by five experts, and 2) Social Skills Assessment Form, conducted before
and after receiving the skills development. The data were analyzed by both quantitative and
qualitative analysis. Quantitative were used for the analyzing of average scores, standard
deviation, and percentage.

The results showed that the social skills of each kindergarten student with autism
spectrum disorder were assessed. The pre-skills development assessment scores were between
13 - 43 points, accounted for 16.25% – 53.75 percent. The post-skills development assessment
scores were between 29 - 47 points, accounted for 36.25% – 58.75 percent. It showed that
students had higher scores on social skills in all aspects which indicate the effective ness of
the developed curriculum.

Keywords: Social Skills Development Curriculum, Kindergarten with Autism Spectrum,
Inclusive school

1. Introduction

The provision of education in Thailand shall ensure that all persons have equal rights and
opportunities to receive basic education for not less than twelve years which shall be provided by the
State thoroughly and of high quality free of charge, by providing education for persons with physical,
mental, intellectual, emotional, social, communication and learning disabilities; or have a physical
disability or a disabled person or a person who is unable to be self-reliant or has no caregiver or
underprivileged must provide such persons with special rights and opportunities to receive basic
education. (National Education Act, 2002). Persons with disabilities have the right to choose
educational services. Educational institutions and educational styles taking into account the
individual's abilities, interests, aptitudes and special needs, as well as receiving education with
standards and ensuring the quality of education including organizing courses learning process
appropriate educational testing in accordance with the special needs of each type of handicapped
person and individual (The Education for Persons with Disabilities Act Revised Edition, 2008). In
addition, educational institutions in every affiliation must prepare individual educational management

235

plans. in accordance with the needs of people with disabilities and the individual education
management plan must be revised at least once a year. The Education for Persons with Disabilities
Act provides more opportunities for students with autism spectrum to participate in formal education
by providing integrated special education; This means providing people with disabilities access to
education in the general education system at all levels and in a variety of formats. including providing
education to support teaching and learning for all groups of people, including people with disabilities.
For that reason, special education is organized in a collective school. Therefore, it is a form of
education that provides opportunities for children with special needs to have the opportunity to attend
classes with normal students. To prevent children from feeling excluded from society and feeling
lonely. Helping children with special needs from becoming inferior (sucha Chan-em, 2002). which
increased the number of special needs children entering these systems; It was found that more autistic
children were sent to school as well, with an increase of about 3% of children with special needs
(Patcharee Jiewpattanakul, 2006). The researchers also predicted from the emerging signs that the
incidence of autistic children could be as high as 23 per 10,000, with more boys than girls
(Department of Academic Affairs, Ministry of Education, 2001).

Early childhood education for children aged 3-6 years is an education in the form of
upbringing and education. Children will be developed physically, emotionally, mentally, socially and
intellectually according to their age and ability. Live happily with others and behave as a good
member of society (Ministry of Education, 2017). But with the diagnosis of Autism spectrum disorder
of the American Psychiatric Association. 5 th Edition (Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition : DSM-5(.The prevalence of autism spectrum disorder was 1:68 of live births.
or autistic spectrum, a child psychiatric disorder related to development, whether the development of
language society and behavior As a result, these children have developmental disabilities. unable to
live happily including getting along with friends playing and building relationships with others as a
result of developmental disabilities in language communication and behavioral. It can be seen that
social problems are the foundation of autistic children. because autistic children lack understanding of
social rules The interaction is unilateral and unnatural. Social behavior and feelings of underage Most
of them are lower than their age. Not caring about what is happening around you or people around
you or with family members (Penkhae Limsila, 2002); which social skills are very necessary Because
human beings are part of society, there is a need to help. and related to each other In childhood, he
will need friends to play, study friends, and friends in activities. As adults, they will need companions
and colleagues. Children with autism are encouraged to develop social skills. to lead to the reduction
of inappropriate behavior As a result, children with autism can live happily with others in society.
Therefore, the researcher is interested in conducting a study on the promotion and development of
social skills among students with autism spectrum disorders in schools with inclusive education. To
help students live happily to their potential.

2. Research objectives

To develop an inclusive curriculum for the development of social skills for children with autism
spectrum disorders in kindergarten.

3. Research scope

3.1 Population This research project is a pilot study. The inclusion and exclusion criteria are
as follows:

3.1.1 Criteria for selecting students to participate in research projects

The selection of audiences is based on a specific selection with the following criteria:
3.1.1.1 A student with autism spectrum disorder at the kindergarten level, aged 4-6 years.
3.1.1.2 An autism spectrum individual has been diagnosed by a child and adolescent

psychiatrist or pediatrician. any one development branch

236

3.1.1.3 Able to speak, communicate, listen and or follow instructions in at least one step.
Children can understand the steps and follow them.

3.1.1.4 Parent or guardian of a student with autism spectrum disorder in kindergarten Signed
consent to participate in the research project This is a signing after hearing a detailed explanation of
the research, the benefits and the disadvantages that may arise from participating in the research
project.

3.1.2 Criteria for exclusion from the research project

Students with Autism Spectrum Disorder or Parents or parents Not allowing or cooperating to
participate in research projects. and/or participants were less than halfway through the research for
any reason such as transferring schools, resigning, failing to participate in up to 1 0 data collection
plans, etc.

3.2 Samples.

Samples are students with an autism spectrum aged between 4-6 years who study at the kindergarten
level of a inclusive school.

3.3 Independent variables

Independent variables were social skills development activities of students with autism spectrum
disorders in inclusive schools.

3.4 The dependent variables

The dependent variables were social skills of students with kindergarten autism.

3.5 Content-oriented

Content-oriented scope consists of social skills at kindergarten level, all 3 areas, 7 sub-skills, namely,
the first aspect is self-control. The sub-skills consist of waiting, observing the set rules, and the second
aspect is communicating with other people. The sub-skills include eye contact, imitation, showing
interest in others, the third aspect of working with others, sub-skills, sharing, following instructions.

4. Research tools

1. Social Skills Course which consists of a plan and learning management materials of 10 sets
2. Social Skills Assessment Form (before-after)

Figure 1. Research tools

237

5. Research method

1. Study the Early Childhood Education Curriculum 2017 and Characteristics of Individuals with
Autism Spectrum Disorder. according to the American Psychiatric Association's diagnostic criteria 5th
Edition to plan and design the development of an integrated learning curriculum for the development
of social skills for students with autism spectrum in kindergarten.
2. Make a social skills course. It consists of a plan and learning management materials of 10 sets and
a social skills assessment form (before and after) and sent to 5 experts to assess the correctness of the
curriculum and the assessment form.
3. Assess social skills of students with autism spectrum at kindergarten level before implementing the
curriculum-based lesson plan.
4. Develop social skills of students with autism spectrum disorders in kindergarten. by teaching
students By using the plans and teaching materials specified in the curriculum, totaling 10 plans, 1 hour
per day for 10 consecutive days and recording the teaching results of individual students.
5. Assessing the social skills of students with autism spectrum in kindergarten after implementing the
curriculum-based lesson plan.

6. Statistics and Data Analysis

Quantitative and qualitative data analysis by averaging standard deviation, percentage and descriptive
summary report using 2 parts of statistics as follows:

1. The statistics used to check the quality of the tools include checking the validity (Validity) of the
course and the assessment form (Bergman, 1995). It can be calculated from the following formula:

IOC =

outcomes IOC mean The consistency index between the test and the expected learning

mean The sum of all expert opinion scores.
mean Number of experts

2. Statistics used in data analysis for research. Information obtained by the assessment tool. Analyze
as follows

2.1 Average( Arithmetic Mean) ( ) (Ferguson ,1981 )

=

mean social skills average score
means the sum of all scores
means the number of students in the sample group

2.2 Standard deviation (Standard Deviation) (Ferguson, 1981)

S.D. = mean standard deviation
S.D. means the sum of all scores
means the sum of each score squared.
means the number of students in the sample group

2.3 T-test to compare the differences in students' social skills scores before and after using the

social skills curriculum. It was calculated using the t-test Dependent sample type by specifying the

following criteria.
0 means the level of development is below the threshold, the score ranges from 0 - 15 points.

238

1 means a moderate level of development, scores from 16 - 31 points
2 means moderate development level, scores from 32 - 47 points
3 means the developmental level according to age, the score ranges from 48 - 63 points.
4 means the developmental level is higher than the age, the score ranges from 64 - 80 points.

2.4 Descriptive analysis from the data recorded after teaching

7. Conclusion and discussion of the research results

Results of a study on the development of an integrated learning curriculum for the development of
social skills for students with autism spectrum disorders in kindergarten Summarize and discuss the
results of the research as follows.

7.1 General information

Table 1

Number and Percentage General information for students with autism (n = 5)

General information Number percentag
(person) e

1. Sex 4 80.00
male 1 20.00
female
2 40.00
2. Age 3 60.00
3–6 years old
Age 6 years 1 day or more 1 20.00
Max = 7.0, Min =5.0 , X = 5.8, SD = 0.55 3 60.00
1 20.00
3. Level of assistance
Level 1 needs help 2 40.00
Level 2 needs a lot of help. 3 60.00
Level 3 needs a lot of help.

4. School type
Khon Kaen University Demonstration School
Special Education Center Region 9

From Table 1, general data of 5 students with autism can be classified as follows:
General information of students with autism found that 80.00% were male and 20.00% female,
aged 6 years 1 day or more 60.00% and age 3 years 1 day - 6 years 40.00% level of need Help There
are 60.00% of Level 2 children in need, 20.00% of Level 1 in need, and Level 3 in great need of
20.00%. Most types of schools are special education centers (60.00%) and demonstration schools.
only 20.00 percent

7.2 Social Skills of Students with Autism Spectrum in Kindergarten Schools

239

Table 2

Score Percentage of social skills development of each student with autism (n = 5)

Kindergarten Social skills development, a full score of 80.
students
Score Score before Level Score Score after Level
with autism 28 Percentage 2 44 Percentage 3
spectrum 43 35.00 2 47 3
disorder 28 53.75 2 43 55.00 3
31 35.00 2 46 58.75 3
1 13 38.75 0 29 53.75 2
2 16.25 57.50
3 36.25
4
5

From Table 2, Social Skills Development of Kindergarten Students with Autism Spectrum
Assessment before implementing the curriculum plan Students with autism had a score of between 13
- 43, representing 16.25 - 53.75 percent. Students scored between 29 - 47 points, representing 36.25 -
58.75 percent. In summary, students had higher scores on social skills in all aspects.

8. Discuss the results of the research.

An integrated curriculum to develop social skills for students with autism spectrum in kindergarten;
able to develop social skills for all students in all aspects Although the research target groups have
different basic social skills. But when developed with the use of a curriculum plan all students have
better social skills in all areas. and all sub-skills In line with Patcharee Jiewsakul (2006( who said that
Children with autism are very different. Selection of media activities to enhance social skills for each
child. Researchers should study whether the activities and media in each activity plan are appropriate,
consistent with their preferences and have real reinforcement for the child.

Developing a learning management plan with clear steps. Prepared in the same system in all
plans together with interesting; learning management media age appropriate; learners can touch and
touch; reinforcement while studying. Preparation of students every hour before the start of teaching by
informing the rules of study; activities in each hour space designation Scope of participation and
playing together with friends. All of them are important components in helping students develop
better social skills. As Atchima Siriphiboonphon (2009( said, Cooperative play activities are activities
that encourage preschool children with autism to be more interested in group activities with friends;
through the playing process and teaching materials Children become enthusiastic about joining the
group with their friends; articipating in cooperative play activities encourages children to help share.
Follow the rules of the group Learned to play with others doing activities with others

9. Limitations of Research

Target groups in the same age range But there are different levels of fundamental development.
Although the course can develop social skills for all students in all areas. But assessment results prior
to implementing the curriculum plan were also important factors in helping researchers to group target
groups at similar developmental levels. It has been developed with different intensity and specificity
according to the basic needs. And should increase the target audience in the research study more for
the next research study.

240

10. Acknowledgements
The research team would like to thank all experts for their suggestions in every step of the research
process. and would like to thank all target students and families for their cooperation in this research
study.

References
Ministry of Education. (2017). Early Childhood Education Program, B.E. 2560. Bangkok : Chum

Chum Printing House Agricultural Cooperatives of Thailand Limited.
Kulaya Tantipalachiwa. (2008). Organization of learning activities for early childhood. Bangkok:

Pimluck.
Padung Arayawinyu et al. (2003). Methods of teaching children with autism spectrum disorder. Bangkok:

Thai Rum Press.
Natlada Tawankanchanachot. (2016(. Social skills of school-aged autistic children. Bangkok: Faculty

of Medicine Ramathibodi Hospital Mahidol University
Puangphet Phuwongsit. (2003( A study of the effects of social skills teaching of autistic children who

were taught by the social story method. Bangkok: Faculty of Education Srinakharinwirot
University.
Patcharee Jiewpattanakul et al. (2006(. The development of exercises for enhancing social skills for
children with autism. Bangkok: Faculty of Education Srinakharinwirot University.
Rajanukul Institute. (2 0 1 2 ( . Children with autism, a manual for teachers. Beyond Publishing
Company Limited
Atchima Siriphiboonphol. (2 0 0 9 ( . Social skills of preschool children with autism who received
cooperative play activities. Bangkok: Faculty of Education Srinakharinwirot University.

241

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

The Effect of Home-Grown Vegetable Planting
Program for People with Autism Spectrum

Somporn KHANNGERNa*, Pattaraporn KABKLANGb, Thirakorn MANEERATb,
Prisana ANJUMPAc, Pornmanee HANHAKc, Sakdadech SINGKIBUTc,
Somroeg KABKLANGd & Piyawan SRISURUK a,e,
aFaculty of Science, Khon Kaen University, Thailand
bKhon Kaen Hospital, Khon Kaen, Thailand
cDemonstration School of Khon Kaen University, Thailand
dFaculty of Nursing, Collage of Asian Scholars, Thailand

eResearch and Service Institute for Autism (RSIA), Khon Kaen University, Thailand
* [email protected]

ABSTRACT : This research aims to develop a home-grown vegetable planting program
(HGVPP) for people with autism spectrum disorder and to study the effect of HGVPP on the
development of social communication skills and social interactions of people with autism
spectrum disorder. The research methodology used an experimental research. The target group
used in this research were 10 people with autism spectrum disorder. The experimental
procedure proceeded by developing the HGVPP consisting of teaching instructional plans for 6
types of vegetable gardening activities, which are steps for growing chili and basil; steps for
planting morning glory, onion, and sunflowers. The assessment instruments included: 1)
Autism Treatment Evaluation Checklist (Thai- ATEC), 2) Social Interaction Ability
Assessment form. The data were analyzed by using One Group pre-test post-test design. The
results showed that the overall skills and behaviors of people with autism spectrum disorder
before and after using the HGVPP were statistically significantly different (Z = -3.37, P-value.
= 0.001( and when considering individual skills, it was found that Social communication skills
before and after using the vegetable gardening program were not significantly different among
individuals with autism spectrum disorder (Z = -1.78, P-value = 0.74(. The social interactions
skills before and after using the HGVPP for people with autism spectrum disorder were
statistically significant difference (Z = -2.80, P-value = 0.005(.

Results of this study showed that the HGVPP can help improve social interactions for
people with autism spectrum disorder. In addition, the HGVPP also help caregivers and
involved persons to participate in the development of family interactions, and can be used to
development skills in other areas of daily life of people with autism spectrum disorder as well.

Keywords: Home-Grown Vegetable Planting Program (HGVPP), people with autism
spectrum disorder, social communication, social interaction

1. Introduction

The prevalence of autism spectrum disorder was found in a society at the ratio of 1:68 people
(National Institutes of Mental Health, 2008). This disease manifests itself from a very young age. This
symptom will last a lifetime. Autism symptoms include having problems with social interaction skills
social communication using social communication behaviors limited and repetitive interests and
behaviors. The language of communication in some cases is not developed or very little developed.
These symptoms affect long-term lifestyle. There is no specific and curative method for this disease.
But that doesn't mean there isn't any way to help. The treatment usually has to rely on many methods,
including medical, educational, human-philosophical methods. social science and by professional
methods, etc. (The National Autistic Society, 2008)

Since there is no specific treatment method, there is a possibility that activities involving
vegetable gardening which is a career or hobby in Thai society, may be a useful method. These
activities based on skills in daily life that are quite diverse and the experiences from the gardening

242

activities give pleasant and relax feelings to people as well. Besides obtains skills from the activities,
the crops from the vegetable garden are also being used for consumption an also be linked to the
creation of a person's learning process and self- esteem for the success from their works. From the
research on vegetable gardening, it was found that allowing people to grow vegetables helping in
various steps as a result, people who do not eat vegetables turn to eat more vegetables especially the
vegetables that they grow by themselves (Autism Society of America, 2007). Many people with
autism spectrum dislike eating vegetables. In addition, working together in vegetable gardening
activities also creates good social interactions. During the growing of vegetables, people communicate
more often. The benefits of soil, leaves and natural materials were discussed. Individuals with autism
are more inclined to experience it. and help planting plants into the plot without disdain helped to
water the trees they had planted and when the vegetable garden starts to bloom fruiting, a person can
see the change of flowers and fruits. until helping to collect the produces. They learned the process of
growing vegetables in the kitchen garden from seed. until harvesting the produce, which is Direct
experience in learning and able to connect to daily life in society perfectly. (Office of the Health
Promotion Fund, 2014)

It is well known that human learning also known as Sensory Integration (SI) is the ability to
coordinate between sensory perceptions. and then the effect of such perceptions on learning and
assertiveness (Ayres, 1972). have important elements including the functioning of the brain The
process of nurturing, environment, and physical condition by the learning process starting from the
receiving unit, receiving information from stimuli or stimuli both from outside and inside the body.
Then send the information in the form of nerve impulses along the nerves to the brain, which is the
center of recording/translation and processing. This results in stimulating a nerve impulse along the
nerves to instruct an organ or body to express an action or behaviour, then the receiving unit receives
the feedback and processes it. By assessing the response from the environment or society to their
behaviors expressed. and then make adjustments and correct their own actions or behaviors in order
for society to accept or to allow these people to live in that society as they want (Chomyong Butrach,
2014). When learning which is a blend of perception (Sensory), command (Motor) thinking, knowing
(Cognition) to understand the value of one's own needs. (Intrapersonal Relationship) and
understanding the value of the needs of others (Interpersonal Relationship) is in deficiency, it will
result in incomplete activities and lifestyles of individuals with autism. This will lead to inappropriate
expressions. and unable to coexist with society as they want. However, doing some activities in daily
life such as gardening may help to make appropriate learning and lead to the improvement of autism
spectrum symptoms until becoming a person who has skills to live an appropriate life according to
their roles and duties according to their age and being accepted by society and living in harmony with
society (Chomyong Butrach, 2014; Ayres, 1972; Dawson & Watling, 2000 and Watling & Hauer,
2015)

This research project is interested in developing a vegetable gardening program to encourage
people. Youth or adults with autism spectrum disorder are trained and used in daily life. The research
project had the expectation that Vegetable gardening seems to have an effect on improving overall
autism spectrum symptoms to have social communication better social interaction and the movements
of the muscles that are better coordinated.

2. Objective

2.1 To develop a home-grown vegetable planting program for people with autism spectrum disorder.
2.2 To study the effect of using a home-grown vegetable planting program for people with autism
spectrum disorders.

243

3. Expected outcomes

3.1 Individuals with autism spectrum disorder through horticultural activities (intervention) and
overall autism symptoms improved and have better social interactions
3.2 The research model can be used as a guideline to enhance the competency development of
individuals with autism through the participation of parents or caregivers.
3.3 Can bring the research results to develop services to promote the development of individuals with
autism to be more efficient
3.4 Encourage personnel in the professional fields involved in the care treating individuals with
autism realized the importance and find ways to promote the development of individuals with autism
in various ways that's right next

4. Research variables

4.1 Independent variable : A home-grown vegetable planting program (HGVPP) for people with autism
spectrum disorder
4.2 Dependent variable: Social communication skills and social interaction skill.

5. Method

5.1 Demographic scope and target audience
1) 10 people with autism spectrum disorder, aged 15 years and over, with parent/guardian

consent to participate in the study.
2) 10 parents/guardians, total 20 target people with autism spectrum disorder and parents.

5.2 Develop a vegetable gardening program for people with autism spectrum disorder. To study the
effect of using a vegetable gardening program for individuals with autism spectrum disorder.

6. The research tools

6.1 A home-grown vegetable planting program (HGVPP) for people with Autism Spectrum Disorder
6.2 Evaluation form for the use of vegetable gardening training program for people with autism
spectrum disorder
6.3 Autism Treatment Evaluation Checklist

Figure 1. A set of material in A home-grown vegetable planting program (HGVPP)

244

7. Research procedures

Conducting an experiment based on the One Group Pretest Posttest Design is an innovative approach
to train people with autism spectrum disorders to increase their social skills and language
development in individuals with autism 10 people were selected based on purposive sampling. The
pretest was conducted using the ATEC form in order to identify the base line skills of the target group
6 sessions of vegetables gardening experiences were employed. The post test was conducted after the
activities training session was over. The observation form was also used as assessment instrument.

8. Findings

The results showed that the overall skills and behaviors of people with autism spectrum disorder
before and after using the HGVPP were statistically significantly different (Z = -3.37, P-value. =
0.001( and when considering individual skills, it was found that Social communication skills before
and after using the vegetable gardening program were not significantly different among individuals
with autism spectrum disorder (Z = -1.78, P-value = 0.74( . The social interactions skills before and
after using the HGVPP for people with autism spectrum disorder were statistically significant
difference (Z = -2.80, P-value = 0.005(.

Table 1

shows the Demographics of 10 People with autism spectrum disorder.

statistics No. 1 No. 2 No. 3 No. 4 No. 5 No. 6 No. 7 No. 8 No. 9 No.10
1 .Gender female male male male male male male male male female
2 .Age( year) 18 22 32 19 26 26 15 19
.3 Studying 22 high high high Vocatio 21
high school school - - - - school nal high
school worker Certific school
13 ate
4. Occupation service grocer worker worker worker worker worker service service
of father- 10 15 20 - 18 25 22 Yes
mother No 17 20
5. Length of Yes Yes Yes Yes Yes Yes Yes
time (years) No No No No No No No low Yes Yes
from being No No
diagnosed with medium low medium medium low low low
ASD until low low
participating in
a research
project.
6. .Currently
being treated
for ASD.
7. .Currently
taking
medications or
injections that
affect muscle
strength
8. Criteria-
based Autism
Spectrum
Disorder
Severity
DSM-5
9. The degree
of impairment

245

statistics No. 1 No. 2 No. 3 No. 4 No. 5 No. 6 No. 7 No. 8 No. 9 No.10
medium medium medium medium medium medium medium medium medium mediu
in gross motor
skills was m
assessed by a
physical
therapist at the
Autism
Research
Center, Khon
Kaen
University.
10. The level
of language
disability was
assessed by a
child and
adolescent
psychiatrist at
the Autism
Research and
Service
Institute. Khon
Kaen
University

Table 2
Result of Autism Treatment Evaluation Checklist

Pre-test Post-test

Target Communication/ Social sensory health total Communication/ Social sensory health total
group and
Language skills perception Language skills perception and
behavior
behavior

1 4 16 16 30 66 0 18 20 35 73

2 7 8 18 7 40 7 8 18 7 40

3 6 24 7 29 66 5 15 6 25 51

4 9 28 28 31 96 8 15 20 24 64

5 0 80 10 18 4 18 9 19 50

6 24 11 15 9 59 23 18 16 7 64

7 8 79 30 54 2 8 11 15 36

8 7 41 3 15 10 13 10 1 33

9 13 23 19 14 69 12 29 18 9 68

10 25 37 30 32 124 22 30 29 29 110

246

Table 3

Results of assessing the basic competence of People with autism spectrum disorder

Target Communication/ Pre-test Social Total Communication/ Post-test Social Total
group Language Daily Fine skills Language Daily Fine skills
21 Living Motor 55 21 Living Motor 55
1 Skills 6 60 Skills 6 65
2 18 16 74 18 16 72
3 20 21 12 18 63 20 21 12 18 72
4 16 19 10 14 63 21 20 11 18 72
5 16 21 12 14 69 21 21 12 18 64
6 19 21 12 17 59 19 21 12 13 53
7 18 21 12 15 63 9 21 12 18 72
8 16 21 12 14 72 21 20 12 18 72
9 21 17 9 18 55 21 20 12 18 54
10 21 21 12 10 32 14 21 12 17 65
10 21 12 8 11 21 12 10
21 12 18 12
10 9 11 7

Results of this study showed that the HGVPP can help improve social interactions for people with
autism spectrum disorder. In addition, the HGVPP also help caregivers and involved persons to
participate in the development of family interactions, and can be used to development skills in other
areas of daily life of people with autism spectrum disorder as well.

9. Summary

There is no specific treatment for people with autism spectrum disorder. Therefore, there is a possibility
that a home-grown vegetable planting program for people with autism spectrum disorder is a profession
or a hobby in Thai society with the use of skills in daily life that are quite diverse. Also have the
aesthetics of making a kitchen garden as well. Because of the cultivation of vegetable gardens besides
being used for consumption. It can also be linked to the creation of a person's learning process in
abundance. From the research on vegetable gardening, it was found that allowing people to grow
vegetables and helping in various steps. As a result, people who do not eat vegetables turn to eat more
vegetables especially the vegetables that I myself grow by myself. Many people with autism spectrum
dislike eating vegetables. In addition, working together in vegetable gardening activities also contributes
to good social interactions. During the growing of vegetables, people communicate more often. The
benefits of soil, leaves and natural materials were discussed. People with autism are more inclined to
experience it and help planting plants into the plot without disdain helped to water the trees he had
planted and when the vegetable garden starts to bloom and bear fruit, people can see the change of
flowers and fruits until helping to collect the produce learned the process of growing vegetables in the
kitchen garden from seed, until the harvest which is a direct experience in learning and can connect to
daily life in society perfectly.

Acknowledgements

We would like to thank all the people who prepared and revised previous versions of this document,
especially people with autism and their caregiver. Thank you so much for the Research and Services for
Autism Khon Kaen University for support grant.

247

References
Chomyong Butrach (2014). Disability of perception and learning. &Study problems, emotions,

behavior and society. Phrae Thai Printing Industry Limited Partnership, Phrae Province: 72 pages.
Ayres, A. J. (1972). Sensory integration and learning disorders. Los Angeles: Western Psychological

Services.
Dawson,G., & Watling, R. (200). Interventions to Facilitate Auditory, Visual, and MotorIntegration in

Autism: A Review of the Evidence. Journal of Autism and Developmental Disorders, 30(5),
415-421, doi: 10.1023/a:1005547422749.
Watling, R., &Hauer, S. (2015). Effectiveness of Ayres Sensory Integration® and sensory-based
interventions for peoplewith autism spectrum disorder: A systematic review. American Journal of
Occupational Therapy, 69(5), 1-12, 6905180030.http://dx.doi.org/10.5014/ajot.2015.018051.

248

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

School Academic Administration and
Management for Blended-learning during

COVID -19 Pandemic Situation

Skonchai CHANUNAN*, Pakorn PRACHANBAN, Areerat KAEWURAI
& Anucha KORNPUANG

Faculty of Education, Naresuan University, Thailand
*[email protected]

Abstract: The impact of COVID-19 pandemic situation on school and any kind of
educational institutions has been perceived as serious issues currently. In response to the
issues, schools are called for maintaining their quality of education services. The research
purposes were to create a model of an academic administration and management for proper
blended-learning during COVID-19 pandemic situation and to examine the implementation of
the developed model. A mixed method research design was employed. Data collection was
conducted by surveying teachers’, students’, and parents’ preparedness for blended- learning
and then incorporated the obtained data into the expert interview data to synthesize and create
a model of academic administration. After that, the developed model was evaluated by five
assigned experts and then improved, respectively. Then, the developed model was
implemented, simultaneously the data were collected, in the school during first and second
semesters of 2020 academic year and first semester of 2021 academic year. For data analysis,
content analysis technique was used for qualitative data while basic statistics of mean, S.D.
and percentage were used for quantitative ones. As a result, it was found that the developed
model of academic administration for blended-learning management consisted of its principle
and key aspects, nine academic areas and five steps of academic management process,
accordingly the developed model was considered at high level be the experts, in overall, and
in consistency with the practical data. When implementing, the developed model was
practical in school setting and has positive impacts on teachers’ learning management and
students’ learning.
Keywords:Academic Administration and Management, Blended-Learning, COVID-19

249

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

Online Learning Management during the
COVID-19 Pandemic: Students’ Perceptions in

Mathematics Class

Watcharaporn THAMKLANGa* & Chuleewan PRANEETHAMb
aKhon Kaen University Demonstration Elementary School, Faculty of Education,

Khon Kean University, Thailand
bInternational School of Tourism, Suratthani Rajabhat University, Thailand

*[email protected]

Abstract: The COVID-19 pandemic has disrupted classroom teaching and educational
activities. Therefore, online learning was proposed to ensure that students can continue their
studies and avoid the spread of the COVID-19 pandemic. A mathematical problem-solving
approach and cooperative learning are acknowledged as pedagogical strategies to improve the
mathematics learning of learners. Currently, student-centered learning activities are
emphasized to encourage students’ mathematics learning performance. Thus, this paper aims to
find out the preparedness for online learning and perceptions toward online learning in
mathematics of students during the COVID-19 pandemic. In this study, 6th-grade students
participated in mathematics lessons, games, and activities. The results of the study reported that
various platforms were used as tools in online teaching and learning, namely, 1) web-based
learning environment: Edulearn developed by the faculty of education, Khon Kaen University,
2) Google classroom, and 3) web-based learning which was developed from google site that
students were able to review and study later whenever they want to. Students were also
involved in quick math activities and games as a quick brain break before or after a lesson.
The finding indicated that students' preparedness and perceptions toward online learning were
at good levels. Many students were very competent in using platforms and the internet.
Meanwhile, more than half of students reported that they did not want to continue learning
online and preferred to study in regular classrooms.

Keywords: Online learning, COVID-19, pandemic, mathematics

1. Introduction

As the COVID-19 pandemic spreads around the world, the education system has been disrupted.
Schools, universities, and institutions have been partial or fully closed. Online learning has become the
key teaching method during the pandemic (Almahasees, et al., 2021). Online learning is a form of
learning that responds to a new normal way of life and a new trend of learning environment. Instructors
and learners need social distancing and homeschooling. Online education can ensure the continuum of
study and students can refrain from the COVID-19 outbreak. Online education also provides learners
flexible schedules and the opportunity to study at their own convenience. However, technological
constraints become concerning issues. Poor connections and unstable internet cause uncomfortable
accessing course platforms and materials (Muthuprasad, et al., 2021).

At present, the world has entered the era of globalization, the change of the world has
passed from the 20th century to the 21st century. The development of needed skills for life in the
21st century is extremely important. The development of learning and innovation skills for
education in the 21st century requires 3R4C, namely, 3R including reading, writing, and arithmetic,
while, 4C including critical thinking, communication, collaboration, and creativity (life, and care er
skills, skills in information, media, and technology). Hence, educational institutions need to adjust
their concepts and practices to new education management (Techanok, 2020). In Thailand,
student-centered learning and its activities are promoted to encourage students’ learning
performance and abilities. Students will help make decisions on how a lesson will be delivered.

250

This educational approach helps students develop skills such as decision-making and
problem-solving, teamwork, and presentation skills.

Mathematics is an important science because it helps to develop human critical thinking,
problem-solving ability, reasoning, creativity, abstract or spatial thinking, and effective
communication skills. Mathematics makes our life orderly and enhance the necessary qualities for
life. A mathematical problem-solving approach and cooperative learning are acknowledged as
pedagogical strategies to improve the mathematics learning of learners. Meanwhile, engagement of
learners in classrooms is very important because it could encourage and increase learners’
motivation and attention in practicing higher-level critical thinking skills and learning experiences.

Full school closures caused by COVID-19 have affected students in Thailand. Since June
2021, Khon Kaen University Demonstration Elementary School (Modindang) has started to
organized full online teaching and learning processes. It seems that students’ motivation and
participation in mathematics classes, especially, in online classes are lower than they were prior to the
pandemic. Many students find it hard to focus when studying online. The previous studies reported that
the most common problems that learners face during online learning were unstable working conditions
of electronic devices, internet connection, and the quality of applications (Alsoud & Harasis, 2021;
Sae-Tan et al., 2021). Moreover, students are less involved in online classroom activities (Almahasees
et al., 2021). The impact of online learning has attracted a wide range of academics. Regarding the
above statements of its challenges, advantages, and disadvantages, it is important to investigate
online platforms used in online learning and students’ preparedness and perceptions toward online
learning.

2. Objective of the Study

The objective of the study was to investigate the preparedness for online learning and perceptions
toward online learning in mathematics of the students during the COVID-19 pandemic.

3. Methodology

The research design was implemented in steps by step as follows:
3.1 This research was descriptive with a quantitative approach.
3.2 Target population was sixth-grade students of the Khon Kaen University Demonstration

Elementary School (Modindang), Thailand in the academic year of 2021. The purposive sampling
technique was used in this research.

3.3 Due to the pandemic situation, online questionnaires were used to collect primary data from
the respondents. The survey consisted of four parts, namely, sociodemographic, students’ readiness and
perceptions toward online learning. The survey was designed in a Likert Scale format for rating
statements. A Google forms questionnaire link was sent to students. Forty-one questionnaires were
returned and provided complete information for this study.

3.4 The frequency, percentage, mean, and standard deviation were used to analyze the data.

4. Results

The results of the study found that a total of forty-one respondents were sixth-grade students.
Twenty-one were females and twenty were males. According to the age of the sample group, 73.2% of
them were at the age of 11 years old and the rest of them were at age of 12. As for the major, 30 students
live in urban areas, and 11 live in rural areas. Various devices were used by the respondents for
attending online classes, 11 were using Smartphones and 11were using tablets, while 9 of the students
were using laptops, 5 were using desktop (PC), and another 5 were using at least 2 devices to access
online classes. The majority of the respondents (95.1%) said that Wi-Fi was the source of internet
connectivity and 4.9% of them used mobile data packs.

251

The study indicated that instructor mainly used Zoom in online teaching. Communication
channels to contact students and their parents were Line, Facebook, and Google classroom. Various
platforms were also used as tools in online teaching and learning, namely, 1) web-based learning
environment: Edulearn developed by Faculty of Education, Khon Kaen University, 2) Google
classroom, and 3) web-based learning which was developed from google site. Quick math activities
using Google Forms and games (greatest common divisor (GCD), least common multiple (LCM),
common multiple games, memory game, and maze game) by Wordwall.net, a platform that allows
teachers to easily create activities for the classroom, were employed during the math class. The result
revealed that all students enjoyed playing games that the instructor used as a quick brain break before
or after a lesson. The time range to play math games was from 2 minutes to 5 minutes. Moreover,
each mathematics lesson was recorded, edited, and uploaded to the Google site which students were
able to review and study anywhere and anytime they want to.

Regarding the preparedness for online learning in mathematics during the COVID-19
pandemic, the results of the study were as follows:

Table 1

Factors supporting online learning

Experience in using Zoom, learning platforms Mean S.D.
Financial support 4.44 0.67
Stable and functional internet connection 4.29 0.78
Adapting to online learning 4.24 0.77
Online learning environment: effects of noise 4.24 0.86
Online learning environment: effects of weather 2.61 1.30
Total 2.51 1.42
3.83 0.63

As exhibited in Table 1, the study found that the overall preparedness for online learning in
mathematics during the COVID-19 pandemic of the respondents was at a high level (mean =3.83, S.D.
=0.63). The three high rated factors of the preparedness were experience in using Zoom, learning
platforms. (mean =4.44, S.D. =0.67), financial support (mean =4.29, S.D. =0.78), stable and functional
internet connection (mean =4.24, S.D. =0.77) and adapting to online learning (mean =4.24, S.D. =0.86)
respectively. While, effects of noise during online learning (mean =2.61, S.D. =1.30) and effects of
weather during online learning (mean =2.51, S.D. =1.42) were at moderate levels.

Regarding the perceptions toward online learning in mathematics during the COVID-19
pandemic, the results of the study were as follows:

Table 2

Perceptions toward online learning

It is difficult to concentrate during online learning Mean S.D.
classes. 4.49 0.60

Instructor understands the online environment and 4.61 0.67
makes it easy to learn whereas continuums.
3.61 1.34
I spend more time on my homework in comparison 3.56 1.34
with regular classroom learning. 3.51 0.98
3.39 1.34
I need more self-discipline and responsibility. 3.24 1.48
My technical skills have increased. 2.29 1.42
I get less interaction in online classes.
My parents still expect my grades in online learning

that brings me a lot of pressure.
I like online courses and want to continue online

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learning. Mean S.D.
Total 3.68 0.69

Table 2 indicated that the overall perceptions toward online learning of the respondents were at a high
level (mean =3.68, S.D. =0.69). The three high rated factors of the perceptions toward online learning
were lack of concentration in online classes (mean =4.49, S.D. =0.60), instructor understands the online
environment and makes it easy to learn whereas continuums. (mean =4.61, S.D. =0.67), and spending
more time on homework in comparison with regular classroom learning (mean =3.61, S.D. =1.34)
respectively. The respondents also needed more self-discipline and responsibility (mean =3.56,
S.D. =1.34). They agreed that online leaning has improved their technical skills (mean =3.51,
S.D. =0.98). It was markable that the respondents did not like online courses and they preferred to study
in regular classrooms (mean =2.29, S.D. =1.42).

5. Discussion and Conclusions

The purpose of the study was to examine the preparedness for online learning and perceptions toward
online learning in mathematics of the students during the COVID-19 pandemic. The result of the study
indicated that students were very competent in using platforms and the internet. The finding revealed
that students' preparedness and perceptions toward online learning were at good levels. This finding is
aligning with Sae-Tan et al.’s (2021) research which reported that the students were well prepared and
were able to adapt to online learning during the COVID-19 pandemic. Bali and Liu (2018) reported that
students were very comfortable in online learning because it gave them the opportunity to be innovative
using computer technology. However, the obstacles of online learning that students encountered during
online learning were unstable working conditions of electronic devices, internet connection, and the
quality of applications (Alsoud and Harasis, 2021; Sae-Tan et al., 2021). This is also aligning with
Xhelili et al.’s (2021) research which indicated that the major challenges that students faced during
online learning were the unavailability of internet connection and the lack of technology devices.

The study revealed that various platforms were used as tools in online teaching and learning,
namely, 1) web-based learning environment: Edulearn developed by the faculty of education, Khon
Kaen University, 2) Google classroom, and 3) web-based learning which was developed from google
site. Students enjoyed the quick math activities and games used as a quick brain break before or after a
lesson. With the method of shooting video clips of instruction and upload to the system, students were
able to learn and review any place or any time they want to with the internet. This is consistent with the
research of Muthuprasad et al. (2021) that flexible schedule and convenience was a significant
advantage of the online learnings. Online education allowed students the opportunity to learn at their
convenient place and time.

The finding of this study indicated more than half of students reported that they did not want to
continue learning online and preferred to study in regular classrooms. Most of the students agreed that
they spend more time on homework in comparison with regular classroom learning. This is also
aligning with Xhelili et al.’s (2021) research which revealed that students had a more positive attitude
towards the traditional classroom learning environment. Students preferred the learning process to be
continued in the classroom was higher than those who preferred online education. Students firmly state
that online learning cannot replace the classroom. While, Bali and Liu’s (2018) research reported that
face-to-face learning perception of students was higher than online learning in terms of social presence,
social interaction, and satisfaction.

The research results also revealed that students enjoyed the quick math activities and games
used as a quick brain break before or after a lesson. Students’ participation in online learning is
necessary for their practicing critical thinking skills and learning experiences. Therefore, instructors
need to adjust their learning and teaching management methods according to the context and design the
instructions and tools to achieve maximum efficiency to be suitable for learners. Teachers have to
prepare various learning innovations to stimulate students to be motivated and to be active in online
learning by spending all day staring at a screen for long periods of time every day.

253

Further study recommendations are to conduct the development of mathematics learning
activities for problem-solving skills, creative thinking, cooperative activities, and to study students'
learning process, and the problem-solving process in mathematics.
References

Almahasees, Z., Mohsen, K., & Amin, M.O. (2021). Faculty’s and Students’ Perceptions of Online Learning
during COVID-19. Front. Educ. 638470(6),1-10, . doi: 10.3389/feduc.2021.638470

Alsoud, A.R., & Harasis, A.A. (2021). The Impact of COVID-19 Pandemic on Student’s E-Learning Experience
in Jordan. J. Theor. Appl. Electron. Commer. Res., 16, 1404-1414. from https://doi.org/10.3390/jtaer16050
079

Bali, S., & Liu, M. C. (2018). Students’ Perceptions toward Online Learning and Face-to-Face Learning
Courses. Journal of Physics: Conf. Ser, 1108(2018), 1-7. doi :10.1088/1742-6596/1108/1/012094

Muthuprasad, T., Aiswarya, S., Aditya, K.S., & Jha, K. G. (2021). Students’ Perception and Preference for
Online Education in India during COVID-19 Pandemic. Social Sciences & Humanities Open, 3(1), 1-10.

Sae-Tan, T., Haoboon, P., Junthip, S., Suteerasak, T., & Limsakul, W. (2021). Readiness for Undergraduate
Online Learning during the COVID-19 Pandemic: A Case Study of the Prince of Songkla University
Phuket Campus. Journal of Multidisciplinary Academic Research and Development, 3(2), 23-37.

Techanok, A., Jaronggsirawat, R., & Vatasatto, H. (2020). Educational Management in the 21st. Journal of
MCU Nakhondhat. 7(9), 1-15.

Xhelili, P., Ibrahimi, E., Rruci, E., & Sheme, K. (2021). Adaptation and Perception of Online Learning during
COVID-19 Pandemic by Albanian University Students. International Journal on Studies in Education
(IJonSE), 3(2), 103-111.

254

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

Conceptualisation of active teaching and
learning: A curriculum practice approach

Molaodi TSHELANE
Educational and Professional Studies, Central University of Technology, Republic of South Africa

[email protected]

Abstract: Achieving active teaching and learning in the learning environment remains a
challenge for curriculum reformists, for various reasons. Curriculum practice forms the
fundamental basis for all learning environment activities. Curriculum practice, particularly
teaching, learning and assessment activities, are focused on achieving active teaching and
learning. Thus, this article conceptualises teaching and learning by responding to the following
question: How can active teaching and learning be achieved in curriculum practice to improve
the learning environment? The article investigates the aspects that hinder active teaching and
learning and propose strategies for improving active teaching and learning in curriculum
practice, specifically in a classroom learning environment. Social transformation was the
conceptual framework of this article. Focus group interviews were conducted with 12
purposively sampled participants to generate data, which was thematically analysed. The data
revealed that teaching and learning activities are not centred on the purpose of teaching and
learning, but on monitoring teachers and preparing learners for final examinations; assessment
is not used for learning, but to monitor teachers and the quantity of written work. The paper
concludes with a set of strategies to achieve active teaching and learning in curriculum practice,
which includes the use of well-planned assessment activities and assessing learners regularly.
The strategies, furthermore, suggest providing learners with additional assessment if they did
not perform well, and that assessment results inform re-teaching. This article recommends that
effective teaching and learning, rather than compliance, is central to curriculum practice.

Keywords: assessment; formative assessment; learning; social transformation; teaching

1. Introduction

1.1 Teaching, learning and assessment

Teaching and learning are the learning route interactions that take place between the teacher and
learners in the learning environment, towards the achievement of learning outcomes; when the learning
route interactions take place, learners actively participate in their learning (Phillips, McNaught and
Kennedy 2010). According to Tazi and Zreik (2008) and Mlitwa (2011), teaching and learning are
intertwined and cannot be understood independently, thus, when teaching is defined, learning is
included. Teaching is the process whereby learners find, remember, understand, organise, apply, and
evaluate information, and do creative things with information, with the help of a knowledgeable person
(Killen, 2015). When teaching is defined, learning is included, as it explains teaching by what must be
learnt.

Learning refers to a lasting change in behaviour, which originates from practise or experience
(Ertmer & Newby, 2013); learning means that learners have knowledge after their encounters in the
learning environment (Naumes, 2013). Learning is a process that involves change in knowledge,
beliefs, behaviours or attitudes, and it is something that is done by learners (Ambrose, et al., 2010).
Therefore, learning is an interactive process that is evident from lasting change in learners’ levels of
knowledge, skills, attitudes and values, which is the result of active participation, experience and
practise.

Assessment is the process of determining learners’ progress towards achievement of expected
learning outcomes (Epstein, 2007) and the process of determining the effectiveness of teaching and
learning (Mege, 2014). Assessment provides understanding of what learners can do and not do, and it

255

guides understanding on how they learn, so that they can be supported in their learning (Reddy et al.,
2015). In view of this, assessment is used to determine what learners achieved in the learning
environment and to determine where they did not achieve the required outcomes, in order to give them
relevant support. In congruence, Flórez and Sammons (2013) postulate that assessment is concerned
with understanding the next step in learning, in order to plan how to help learners. In that case,
assessment determines whether to move to the next stage or how learners should be supported.

Wiliam (2013) regards assessment as the bridge between teaching and learning, because it is
used to determine whether the learning outcomes had been achieved. It is an essential part of teaching
and learning process and should not only take place at the end of the process, but should be integrated in
the process (Killen, 2015). It takes place throughout the teaching and learning process; therefore, to
determine whether the process was effective, teaching, learning, and assessment cannot be separated
(Killen 2015; Mege 2014; Wiliam, 2013). This means that, whenever teaching and learning take place,
assessment must also take place. Hence, in this article, the teaching and learning process is regarded as
the teaching, learning and assessment process — Msimanga (2017) concludes that teaching, learning,
and assessment activities are bound to each other. It is evident from the preceding discussions that
teaching, learning, and assessment take place at the same time, and while teaching and learning are
taking place, assessment is integrated into the process.

2. Purposes of formative assessment

Assessment is central to professional curriculum practice, particularly in learning environments
(Cordiner, 2011; Ndalichako, 2015; Reddy, et al., 2015), as it determines what learners have learnt
(Msimanga, 2017). It guides learners on their performance and gives them feedback about their
progress, which they can use to eliminate errors and overcome learning difficulties (Ndalichako, 2015).
Formative assessment can serve the purpose of formal or informal assessment and can used before
teaching and learning takes place, and throughout the process (Reddy, et al., 2015). It is used to identify
the gaps in professional curriculum practice, give learners feedback about their learning, involve them
in their learning and take decisions on learning progressions (Heritage 2007). Thus, it is used to inform
the learning process (Dunn & Mulvenon, 2009) and help learners to achieve effective learning in the
learning process (Harlen, 2014). It is used to diagnose what learners know and to help them improve
their performance by providing them with the feedback they need (Cordiner, 2011). It aims at
promoting learners’ learning (Flórez & Sammons, 2013; Harlen, 2014), providing feedback on learners’
learning, and informing instructional strategies (Dixon-Román, 2011). Additionally, it gathers evidence
about learners’ learning and monitors whether learning took place (Hofman, Goodwin & Kahl, 2015).
Based on the aforementioned discussion, the purpose of assessment is to determine whether effective
teaching and learning has taken place, to identify improvements needed by learners, and to determine
the next step in the learning process. Formative assessment provides feedback, which points to where
improvement is needed to promote effective teaching and learning.

2.1 Conceptual framework

The conceptual framework adopted in this article is social transformation. According Castles (2010),
social transformation refers to fundamentally changing the way things are done by society, and
questioning and reconfiguring existing ways of doing things in society.

Khondker and Schuerkens (2014) define social transformation as a fundamental change in
society, and gradual or incremental change that takes place over a period of time. Dominic (2011)
defines social transformation as marked change in society, and states that social transformation lies at
the end of social change conceptions. In turn, Musa, Jimba and Ogundele (2015) purport that social
transformation involves a shift in individual orientation that translates into new actions and results. The
argument of Jordan, Carlile and Stack (2008) is that, if learning took place, there must be noticeable
transformation. Thus, education is regarded as an indispensable catalyst for social transformation
(Musa Jimba and Ogundele 2015). Furthermore, Musa Jimba and Ogundele (2015) argue that teachers
are the cornerstones for facilitating social transformation, and Bourn (2015) posits that teachers are
usually regarded as vehicles for social transformation because of their engagement in the teaching and
learning process. Based on the aforementioned discussion, social transformation is evidenced through

256

changes in society. Change will be achieved when new actions and results are observable. In the case of
this article, social transformation can be achieved when teachers focus on the purpose of teaching and
formative assessment, rather than on compliance to professional curriculum practice. The participants
were expected to suggest how social transformation can be achieved in the learning environment, to
achieve active professional curriculum practice.

3. Research methodology and design

3.1 A qualitative research approach

In this study a qualitative research was used to collect data from 12 participants. Qualitative research is
used when participants are expected to present their opinions to answer the research question; their
opinions are based on their experiences and perceptions (Hammarberg, Kirkman & De Lacey, 2016).
The participants presented their views based on their past experiences of teaching, learning and
assessment. Data was generated by means of face-to-face focus group interviews. Focus groups make it
easier for researchers to gather more information from participants, while, at the same time, allowing
participants to reach consensus (McKim, 2017).

3.1.1 Purposive sampling was used to select participants; this means they were selected with a
specific purpose in mind (Simion, 2016). In this study, the participants were selected from various
stakeholder groups who had an interest in teaching, learning and assessment. They included four
learners, a university student teacher, three teachers, two school management team members, a district
official and a university lecturer. Face-to-face focus group interviews were guided by the following
research questions: What are the factors hindering effective teaching and learning in professional
curriculum practice in learning environment? How can active professional curriculum practice,
particularly regarding teaching and learning, be achieved in the learning environment?

3.1.2 According to Rahman (2017), in a qualitative research, ethical issues are of great concern,
because data collection can be generally intrusive when participants discuss personal matters. Thus,
ethical clearance was granted by the university where the study is registered prior to data generation,
with the ethical registration number HSD2016/0311. Adult participants’ informed consent to participate
in and to be audio-recorded during the focus group interviews was sought, learners’ parents and
guardians signed consent forms for their children, and learners signed assent forms prior to data
generation. The participants were assured of anonymity, privacy, and that data would be used for
research purposes only. Thematic data analysis approach was used to analyse data.

3.1.3 This data analysis approach involved identifying relevant themes that emerge from
data and which answer the research question (Roberts, Dowell & Nie, 2019). Transcribed data
was read and emerging themes were identified. The themes were interpreted and data that did
not relate to the research question was identified and excluded. Finally, the data was interpreted
to make meaning, which will be presented in the next section.Headings and Sub-Headings

4. Findings

Three themes emerged from data in response to the research questions. The themes that relate to the first
research question are i) Teaching and learning activities are not centred on the purpose of teaching and
learning; and ii) Assessment is not used in professional curriculum practice, while the theme that relates
to the second research question is iii) strategies to achieve effective teaching and learning in the learning
environment.

Teaching and learning activities are not centred on the purpose of teaching and learning The
study found that active teaching and learning are not important in the learning environment and
teaching and learning are compromised. Teachers are more concerned about completing the work, and
do not ensure that learning took place. Learning environment activities are concerned about achieving
good results, even if active teaching and learning did not take place. Participants reported that teaching,
learning and assessment activities are aimed to prepare learners for examinations, rather than lifelong
learning. The following extracts confirm this finding.

257

Teaching a lesson plan, and not human beings, because after each and every lesson one has to
assess, even without knowing whether learners have understood or not. Learners are not allowed time to
digest information and save it for a longer period. Learners’ needs are not taken into consideration.
Teaching is compromised and learning is also compromised because when we administer assessment
and achieving the best results then our schools are compared. And I think what I also want to flag in
would be that it’s not only teaching that is compromised, even learning itself because we cannot de-link
learning or teaching from learning, they are interrelated and such space for learners is needed and I think
is highly compromised.

Its more results-orientated based. We are looking at the results, we want to see results; we want
to see our learners performing in these activities that we give them and you know and the intention of
the whole process is preparing learners for the tests, preparing learners for exams, you see. Not actually
teaching them, allowing teaching and learning, you know, naturally take place, naturally happen.

The education department uses certain strategies to monitor teachers’ compliance, and
disregard effective teaching and learning. Regarding centrality of the process, compliance receives
more attention than the purpose of teaching and learning in professional curriculum practice. This focus
leads to learners underperforming, because their learning needs are not considered in the learning
environment. Teachers who aim to achieve good results are compelled to do extra work by presenting
extra classes.

The strategy is all about monitoring teachers, not the learners’ understanding, and then he does
not allow learners time to digest the information, so that that information can stick in their heads and
then so that they can remember, maybe if they are assessed formally in the long run that they still
understand. It is just like we want to check for what they understood for that short period of time and
then thereafter we say then no, we are fine, whereas we are not. And then it has no consequences for
underperforming learners.

It requires extra classes for you, at the end of the day, to achieve the good results, that is what I
think most problematic, like you have already alluded to. Say that a period for the topic that you treat,
maybe it’s supposed to be one hour, then it’s going to take two hours; like I said, teachers will have to
have extra classes.

For you get to achieve results, in other words, you will always have to go extra mile.
Teachers work under stress and are unable to apply strategies that can help them execute active
professional curriculum practice. Learners’ diversity is not considered, because teachers teach to cover
the topics they are required to cover. By doing so, they avoid being subjected to disciplinary procedures
due to underperformance, however, the purpose of teaching and learning is not achieved. Learner-paced
teaching does not exist, because covering the work is the most central goal of the teacher.
The department is really stressing teachers a lot on this issue of inclusivity, then we are working
with human resource not raw material for production, we produce human resource. So then, the IQs do
differ and, as a result, you are expected to rush the pacesetter and having not done that, you are going to
be charged on work coverage, but before having been told to work according to the pacesetter other
authorities will indicate that the education system believes that each and every learner achieve
according to his/her pace. You see, that’s a contradiction.It’s coming from the authorities, so they
change you schedule, so, in other words, the teachers have no choice, but have to adapt to this stressful
process.
The views of participants indicate that the purpose of teaching and learning is not central in the
learning environment; instead, achieving good results and compliance are central.
Assessment is not used for learning Assessment is not used to achieve active professional
curriculum practice, but is used to monitor whether teachers assessed learners, which makes teachers
unhappy and strains teachers’ relationships with district officials. Written work is accorded greater
value than any other ways of assessing learners. A number of written activities is used as a yardstick for
effective assessment, rather than learners’ learning.
Assessment is used to monitor the teachers without consideration of learners’ needs and how
learners learn. We’ll be moving away from, you know, monitoring… the issue of monitoring teachers
because now it… creates problems it even strains the relationships that we have with… with teachers.
We are seen to be policing. But I think it depends on the teacher, because what we are in agreement with
here is that the current arrangement in terms of administration of assessment is that learners are seen to
be more assessed through written work and then we are saying we need to move away from that. There
are different modes of assessment that a teacher can make use of, you understand? It doesn’t

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automatically mean that once you assess them orally you did not assess them. You teach them about a
particular concept and then you administer different modes of assessing them, and then through the
interaction while you are administering that, you are able to screen check if your learners are indeed
understanding or not. The administration report is then used to monitor teachers. You know the main
thing is to know… there must be evidence, we are looking for evidence that teaching has… not
necessarily teaching taking place, but that leaners have done something. They have been assessed, they
have done some written work, and a number of activities have been done. You see in a week, two,
maybe that’s looking for evidence, its monitoring.

Assessment is used to produce good results, and teachers (head of departments) who fail to
show whether learning took place will be held accountable. However, when learners perform well in
assessment activities, even if they merely reproduce what they were taught, it is regarded as
achievement of the learning goals. Furthermore, assessment is not learner-paced, which disadvantages
some of the learners.

I think it’s more results driven in terms of understanding the purpose, because assessment there
are… there should be a purpose of why you are assessing your learners on a particular aspect. But
I believe the manner in which it’s administered, it’s like one is only conscious of tracking down the
results and then, if there are no results, then teach and assess strategy is not regarded as being effective.
But then the reason why we are assessing our learners, I think the foresight would be that the authorities
are not [eh…] ready to accept that there is a learning that has taken place, irrespective of whether there
are no results or not. But then it’s just that learners learn differently and then they learn at their own
pace, and then the teacher needs to bear with the learner and perhaps create space for those learners that
are challenged and try to bring in place [eh…] some strategies to also improve on their performance as
well.

This finding explains how assessment that is not focused on the purpose of assessment affects
active professional curriculum practice.

5. Discussion

A learning environment that is not focused on the purpose of professional curriculum practice, learning
and assessment, hampers achievement of active professional curriculum practice. Active teaching and
learning is hampered when teachers are more interested in completing the work, and fail to consider
whether learning occurred. Tay and Saleh (2019) emphasise that active professional curriculum practice
and learning cannot be achieved by mere transference of knowledge. This process also occurs when the
learning environment activities are focused on preparing learners for end-of-year examinations, which
contradicts the argument by Ertmer and Newby (2013), that learning brings lasting change in behaviour
of learners, and that merely preparing learners for examinations will not change their behaviour. This
study found that teachers teach to comply with the requirements of the education department, and
ignore learners’ learning. The learning environment does not consider learners’ diversity, or the pace at
which different learners learn. Assessment is not used to help learners learn, but to monitor teachers.
This approach to teaching and learning is against the assertion of Killen (2015), that assessment must be
used to improve learners’ learning. Hofman, Goodwin and Kahl (2015) argue that assessment should be
used to monitor whether learning took place, which means the purpose of assessment should not be to
monitor teachers. Putting more value on written work than other methods of assessment, and focusing
more on the number of assessment activities, instead of the impact of the activities on learners’ learning
is also a factor that hinders learning. All these factors result in teachers being overworked, stressed, and
unhappy, having strained work relationships and working under threat – such teachers do not perform
well, and that affects active professional curriculum practice.

Active professional curriculum practice in the learning environment can be achieved when
teachers are more concerned with quality teaching, learning and assessment. Msimanga (2017) posits
that teaching, learning and assessment are linked, to facilitate quality teaching. Active professional
curriculum practice and learning can be achieved when teachers link the learning content to learners’
prior knowledge, and when teachers use well-planned assessment activities that are at learners’ level of
comprehension, and learners can manage. Assessment activities should be based on what learners have
been taught, except when they are used for diagnostic purposes. According to Cordiner (2011),
assessment can be used for diagnostic purposes, to help learners improve their performance.

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