Items Satisfaction level
3.1 Instructional materials used in the training are sufficient and appropriately S.D. Interpret
such as pen, and paper. ation
3.2 Videos and presentation are appropriately
3.3 Card game, worksheets, and related training documents are 4.81 0.44 Highest
appropriately
4.74 0.44 Highest
Total 4.81 0.40 Highest
4. Implementation
4.1 The training activity is useful and easy to implement in schools 4.79 0.43 Highest
4.2 The training activity meets with teacher’s need
4.81 0.44 Highest
Total 4.75 0.47 Highest
5. Lecturers 4.78 0.46 Highest
5.1 Lecturers have a manner politely
5.2 Lecturers have sufficient knowledge and run the training activity 4.79 0.41 Highest
smoothly 4.82 0.39 Highest
5.3 Lecturers gave fully opportunities to teachers to ask questions or
exchange opinions 4.81 0.48 Highest
Total 4.81 0.43 Highest
4.78 0.43 Highest
Grand Total
3.4 Opinions to the training on creative social studies instructional innovation
Majority of teachers reflected that training on creative social studies instructional innovation was a
useful activity. Activities was easy to apply in schools. Moreover, they suggested to conduct the
ongoing training as statements below.
“Thank you to all teachers and students for organizing good activities to Border Patrol Police
teachers. I believe this training is useable in our schools, thank you again”
“The training was very good, and the topics were interesting and appropriate.”
“Congratulations to the faculty and social studies students of Khon Kaen University. Your
activity was effectively. The activity made us better understanding in social studies instruction. We are
more confident to teach and create learning materials for our students. I hope the training will happen
again in the future”
“No complaints. The training is perfect! We are going to out schools with better knowledge,
skills, and good attitude of teaching. I wish to attend this training again in the future”
Lastly, the participated teachers suggested the training to add more activity duration and topic
about instructional materials such as multimedia instructional materials, CAI, etc. they suggested
duration of training which take more than 2 days because teachers need more times to learn and
understand all training topics.
Acknowledgements
We would like to thank Social Studies students, Faculty of Education, Khon Kaen University for
academically and financially support. We would like to thank Police Major General. Supat
Muangsamai, Commander of the Border Patrol Police Region 2 and Police Colonel. Sippanunt
Sornkhunkaew, Commander of the Border Patrol Police Division 23 for facilitating the training
program. Lastly, we would like to thank all Border Patrol Police teachers who participated in the
training for supports.
360
References
Department of Social Studies Faculty of Education. ( 2021) . Training on Creative Social Studies
Instructional Innovation Enhancing the 21st Century Skills of Border Patrol Police Teachers in
Sakon Nakhon Province. Khon Kaen: Faculty of Education.
Khaemanee, T. (2012) . The Art of Teaching: State of Knowledge for Effective Instruction. 16th Edition;
Bangkok: Chulalongkorn Press.
Laohajaratsaeng, T. (2013). Learning in the next era: Patterns and Theories of Future Learning. Retrieved
February 15, 2021, from http://thanompo.edu.cmu.ac.th.
Martin, J. )2010(. The Meaning of the 21st Century. Bangkok. L. T. P. The Partnership for 21st Century
Skill.
Martin, J. (2019(. Framework for the 21st Century Learning. Retrieved June 5, 2015, from http://21st
Century skill. Org/index.php.
Singhna, W. (2017). Effects of CIPPA Model Instruction Integrated with Sciences Advanced Organizer
Model on Weather among Grade 5 Primary Students. College of Asian Scholar Journal, 7(special
issue), October 2017.
361
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
Social Skill Training Program Development for
Adolescent with Autism ; A Case of
Undergraduate Student
Thirakorn MANEERATa*, Prisana ANJUMPAb Patcharaporn JENJAIWITc
Pathra RUECHUWARARAKd Wannee HAEMUTHAIe
Watchara MEUNTHAISONGe Priyakorn SABAIf Saichol SINGSUWANg
Dollueithai ITSARIYAYOTPANYAg
aCommunity Nurse Department, Khon Kaen Hospital, Thailand
bFaculty of Education, Khon Kaen University, Thailand
cFaculty of Nursing, Khon Kaen University, Thailand
dPedriatrics Department, Khon Kaen Hospital, Thailand
eCenter for Empowerment and Development of Autism, Khon Kaen, Thailand
fDisability Support Service, Khon Kaen University, Thailand
gKobfakwang Special Needs Foundation , Khon Kaen, Thailand
*[email protected]
Abstract: When Individuals with autism spectrum disorder (ASD) have grown to be adolescence,
they usually want to experience social interactions. Poor social skills may cause trouble in
their life such as learning, adaptation and mental problems. Lack of the exactly social skills
training program (SST) for adolescents with ASD. This study is a part of the project on the
effects of the SST program among adolescents with ASD aims to develop the SST program
for adolescents with ASD in the undergraduate study. Data was gathered by mixed methods
including documentary review, observation and field notes, interviews, and focus group
discussion. The process and participants of the study were 1) The program development
included interviews and focused group discussion of the 12 social skill professions for
program design development including validate content by nine experts 2) Test and evaluate
program by implementation of the program with 10 volunteers. Analyze the obtain data for
frequency, percentage, and conducting content analysis.
The findings revealed the SST program consists of fourteen 90-min sessions, delivered twice
a week over the course of 7-weeks. Core features of SST were adapted form social-emotional
learning (SEL) that focused on 5 components includes 1) Self-awareness, 2) Self-management,
3) Social awareness, 4) Relationship skill, and 5) Responsible decision making. The quality of
SST was high quality at all levels: including content, activities, and benefits for students. Ten
pilot participants demonstrated improved social skill. Results support the acceptability and
feasibility of the training program. These preliminary findings are promising and suggest the
need for replication with larger samples and further assessment of acceptability, feasibility,
and efficacy.
Keywords: Social skill, Adolescent, Autism
1. Introduction
Autism, or autism spectrum disorder (ASD), is characterized by deficits in social communication and
social interaction, impairments in social interactions, and restricted and repetitive patterns of behavior
patterns, interests, or activities. According to the American Psychiatric Association's 5th edition of the
Diagnostic Manual of Psychiatry (American Psychiatric Association, 2013)1, it is a Category 7
disability according to the Ministry of Social Development and Human Security announcement,
regarding the types and criteria for disabilities. Today, the incidence of autism spectrum is rapidly
increasing. Thailand has found an autistic disease rate of 6 people in every 1,000 people. It is estimated
362
that there are about 300,000 children with autism throughout the country, of whom still have very little
access to services, about 10 percent, or just over 30,000 people a year. Since there is no specific
treatment, current therapies are combined symptomatic treatment and to restore individual potential for
independent living by various methods in the medical, education, career promotion and employment as
well as social welfare and community life. It is therefore important to develop social skills intervention
to help individuals with autism leave their world and come in and live with others.
As individuals with autism spectrum disorders enter adolescence, their interest in social
interactions often increases. But persistent social skill deficits may impede them from forming
relationships. High-functioning autistic adolescents, in particular, become more keenly aware of the
difficulties they encounter when interacting with peers. Possibly due to a rise in complexity of social
communication and greater need for the understanding of social cues that accompany developmental
maturity, these social deficits often become even more prominent as children enter adolescence. They
can be at risk for low self-esteem, depression and anxiety disorders2,3 and may lead to significant
impairments in daily living, peer rejection, poor social support, and isolation; consequently, adolescents
with ASD generally report higher levels of loneliness and poor quality of friendships than same aged
typically developing peers4. As they approach adulthood, lack of social competence may also become a
barrier to vocational opportunities5. Thus, intervention to improve social functioning prior to adulthood
is critical.
Previous research indicates that intervention during childhood and adolescence is critical.
However, much of the literature on social skills training for adolescence with ASD has focused on
interventions with younger children6 with other subtypes of Pervasive Developmental Disorder7; thus
revealing a gap in the intervention research among teens with high-functioning autism (HFA). Among
the few social skills intervention studies conducted with adolescence with ASD8,9,10, most typically
developing adolescents often learn basic rules of social skill through observation of peers11 and/or
through instruction from parents in nonclinical settings, adolescents with ASD often require additional
support and assistance. Although research indicates that social skills training (SST)12 is one of the most
common interventions to help address social deficits in individuals with ASD including both individual
and group SST, most have not been practiced in HFA in Thailand or formally tested in terms of their
efficacy in improving social competence, nor do they examine the social emotional learning. As the
curriculum content and duration of practice are also diversified.
Thus, the development of program for practicing social skills for Thai students with autism
would be one way to enhance social skill in the sustainale manner which contribute to their maximum
potential, also the thoughtful examination of the efficacy of SST for adolescence with ASD at this
juncture. The purpose of this study is to develp the SST program for undergraduate student with ASD
used for include: behavioral modeling; coaching; and performance feedback, with an emphasis on
critically evaluating the efficacy of the program and highlighting areas in need of future research.
2. Research question
What should be the characteristic of social skills training which help to develop a social skills for
undergraduate students with autism.
3. Objective
The common objective of this study aimed to develop the social skills training program for
undergraduate students with autism.
The specific objectives include
3.1 to develop the social skills training model for undergraduate students with autism.
3.2 to test the social skills training model for undergraduate students with autism.
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4. Scope of study
This research is a part of the research project on the effects of a social skills training program in
adolescents with autism by applying the concept of social emotional learning and creating a new
behavior to build social skills in undergraduate students with autism, Khon Kaen University with the 12
weeks of study.
5. Methodology
This research has been certified for human research ethics, Khon Kaen University number HE621503
on November 3, 2020. The conduct of research is combined both quantitative and qualitative methods.
The places of study were Khon Kaen University in the Northeast Region of Thailand. It is divided into
2 steps as follows:
5.1 Phase one: The program development for design SST model
This stage concerned about with studying research paper related to guidelines on social skills training
program including;
5.1.1 Methods of conducting research
5.1.1.1 The sample consisted of 10 adolescents with autism including 12 social skills specialists
who has at least 5 years of work experience involving adolescents with autism
5.1.1.2 The research tool were.
1) The interview form consisted of 3 parts including: 1) general information 2) social
skills problem 3) guidelines or social skills that needs a development
2) Group discussion guidelines for adolescents with autism to study the need for joint
activities, aims to allow the target audience to express their opinions in many ways and independent by
creating an atmosphere of familiarity and warm.
3) Group discussion guidelines for social skills specialists to the study the solution of
social skills problem solutions and to develop the SST program for students with autism. The
researchers created the interview forms and a group discussion guideline by studying the documents
and related research, then set the framework content according to the research objectives and present it
to the 5 experts with the Index of Congruence )IOC) between 0.80 to 1.00 and improve according to
suggestion.
4) The researcher's record form by recording the observation, expression, reaction, and
reflection events.
5.1.2 Data collection
5.1.2.1 Study the documents, theories and related researchers ) documentary review) as a
framework for the development of social skills enhancement program by studying the concept of
social emotional learning, social skills, new behavior concept, and program development concept.
Analyze data from documents with content analysis and present with lecture.
5.1.2.2 Interview and group discussion to study the social skills problems faced in the present,
the informants were 10 adolescents with autism.
5.1.2.3 Interview and group discussion to study the social skills problem solutions, the
informants were 12 social skills specialists who has at least 5 years of work experience involving
adolescents with autism including; government agencies, private and community organizations.
5.1.2.4 Studying the guidelines for developing programs to enhance social skills, the
researchers applied the findings from each study steps as a guideline in determining the composition
and activity plan of the social skills program development.
5.1.2.5 Meeting research team, developing the SST program
5.1.2.6 Sent to 9 experts to validate the content.
5.1.2.7 Improve according to the instructions to the test.
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5.1.3 Data analysis
The analysis was done using content analysis.
5.2 Phase two: Test and evaluate the programs
5.2.1 Methods of conducting research
5.2.1.1 The sample consisted of 10 volunteers
5.2.1.2 The tools were divided into two types which were:
1) The SST model and
2) The Social Responsiveness Scale (SRS); a 65-item informant-based measure of person’s
social competence, where social deficits are represented as quantitative traits rated on a 4-point Likert
scale. There are five treatment subscales: ‘‘Social Awareness’’ (eight items), ‘‘Social Cognition’’ (12
items), ‘‘Social Communication’’ (22 items), ‘‘Social Motivation’’ (11 items) and ‘‘Autistic
Mannerisms’’ (12 items) that are sensitive to change in social deficits.
5.2.1 Data collection
5.2.2.1 The researcher sent a letter from the Research and Services Institute for Autism for requested
volunteers from the groups of students to join the program the data were record by observation form.
5.2.2.2 The sample in the experiment on the use of SST included 10 adolescents with autism aged
between 18 to 25 years old from purposive sampling under the conditions of selection, i.e., they did not
have multiple disabilities, their parents or caregivers gave assent for them to join the experiment and
they were able to receive continual training. It was a one group pretest-posttest design experiment.
5.2.2 Data analysis
The analysis was done using descriptive statistics; frequency, percentage, mean and standard deviation.
Social competence was measured using the SRS scale. The Statistical Package for the Social Sciences
(SPSS version 11.0.1) was used to perform Wilcoxon matched-pairs tests to examine pre- to post-group
change for total and subscale scores on these measures. Student’s t-tests for matched pairs were also
performed and generally led to similar p-values but given the small sample size and the greater
robustness of non-parametric statistics, p-values associated with Wilcoxon tests are reported.
6. Results
6.1 The result of the development of the social skills training model
The results of the development of the social skills training model for undergraduate students with
autism consists of fourteen 120-min sessions, delivered twice a week over the course of 7-weeks, 5
areas: 1( Self-awareness 2) Self-management 3( Social awareness 4( Relationship 5( Responsible
decision making as seen in Table 1
Table 1
the development of the social skills training model for undergraduate students with autism
Findings Activity plans Activity duration
Unit Contents (hour)
1.Lack of 1. Orientation “I” am special
confidence 2. Enhance Self-awareness my feelings Inside/outside mask 1
social skills True self-perception/Self esteem 2
2.Unhappy/
unable to
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Activity plans duration
Findings Unit Contents Activity (hour)
express their Self-confidence, Self-efficacy
own needs /
Self-management Don’t worry, be happy 2
no attention
volcano in me/ Impulse control
to
Self-discipline Self-motivation
assignments
Goal-setting Organizational skills
, online line
message Social awareness How do they feel? wearing their shoes 2
3.Unable to Are you teasing?
deal with Perspective taking/ Empathy
bullying Value diversity Respect for others
/abuse/ good
Relationship skill Best friends/ smile 2
response My responsibilities light up the night
when others Social engagement
use bad Building Teamwork
words Responsible Analyze situations 2
4.No close decision making Identifying, Solving problems
friends/ Evaluating Reflecting
work alone Ethical responsibility
Artwork /screen/drawing/ jigsaw/
5.Lack of 3. Exhibit 2
teamwork talent
performance
6.Lack of 4. Evaluation
opportunity Reflections Futuristic plan 1
to show total 14
talent and
recognition
6.2 The test the social skills training model for undergraduate students with autism.
6.2.1 The results of the quality evaluation of social skills training model
The results of the quality evaluation of social skills training model in three dimensions: content,
activity as well as benefit for students were evaluated by the experts. The results were as follows:
Table 2
Mean and standard deviation of social skills training model quality 4.43 SD Quality Level
4.29
Items for Evaluation 4.29 0.49 Good
1. Content 3.43 0.45 Good
3.29 0.45 Good
Suitability of content 3.86 0.71 Moderate
Understanding of the topic “Self-awareness” 3.93 0.70 Moderate
Understanding of the topic “Self-management” 0.70 Good
Understanding of the topic “Social awareness” 3.71 0.61 Good
Understanding of the topic “Relationship skill” 3.57
Understanding of the topic “Responsible decision making” 4.14 Good
3.43 0.70 Good
Average 3.71 0.83 Good
2. Activities 0.64 Good
0.90 Moderate
Suitability of activity 0.74 Good
Activity can easily convey meanings
Suitability of time Good
Activities are fun
Average
3. Benefit for students
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Items for Evaluation 4.43 SD Quality Level
Suitability of life situation 3.86 0.64 Good
Easily to applied 4.14 0.64 Good
Can bring into real-world applications 4.14 0.64 Good
0.59 Good
Average
According to Table 2, the experts considered that the quality of social skills training model for
undergraduate students with autism was good in every aspect ( between 4.14 and 3.71). According
to the evaluation's results, the Benefit for students was the best aspect, followed by the content and the
activity respectively.
6.2.2 The results of the social skills of undergraduate students with autism
The study was conducted using the one group pre-posttest design with 10 autistic children aged
between 18 to 25 years old without multiple disabilities. The results of the social competence of
undergraduate students with autism of the trial of social skills training model were as follows:
Table 3
Pre- and post-treatment scores on measures of social competence
Measure Pre-treatment Post-treatment p-valuea
SD SD
Social awareness .323
Social cognition 12.0 4.1 11.0 4.0 .009*
Social communication 16.0 5.8 14.9 5.4 .002*
Social motivation 32.1 9.9 28.1 10.1 .014*
Autistic mannerisms 15.8 5.5 13.8 5.8 .059
18.8 7.3 16.8 6.8 .003*
a Wilcoxon matched-pairs tests total 95.9 25.0 85.9 28.0
* Statistically significant
7. Discussions of results
the quality evaluation of social skills training model for whom the experts considered showed that the
quality of social skills training model for undergraduate students with autism was good in every
aspect (Table 1). According to the evaluation's results, the Benefit for students was the best aspect,
followed by the content and the activity respectively.
Supporting the hypothesis that the SST would have positive effects on social competence,
significant improvement was found on the total scores for the SRS (Table 3). The direction of change
for all subscale scores suggested a robust trend towards social competence gains. Of the six pre- to
post-treatment differences, four were statistically significant, two were not significant. The mean total
scores before treatment on the SRS was similar to scores found in previous samples (Tables 3)
The results for all of the social subscales of the SRS were of similar magnitude, with the
exception of the ‘‘Social Awareness’’ and “Autistic mannerisms” subscale. The lack of effect on this
subscale could be due to the relative difficulty in determining change in adolescents’ awareness of
social cues. Alternatively, this subscale had a small number of items, and therefore may not have
reliably detected a change in a small sample.
The results of this preliminary study indicate that SST can be an effective way of helping
verbal adolescents with autism spectrum disorders to develop comfort and confidence in social
interactions.
This is, to our knowledge, the first study of SST that uses a validated, normed measure of
social functioning in autism. Self-reported improvement suggests that social skills that are learned
generalized to settings outside the treatment sessions.
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This study was limited by several factors, including a small sample size. Formal recruitment
efforts would likely be necessary to perform a larger study, particularly if randomization to treatment
and control groups is desired. Another limitation of this study is more accurate description of the sample
such as IQ is desirable but unavailable and the absence of a control group. So, it is not possible to know
whether treatment gains were maintained, as follow-up data is not available as medication use was not
monitored over the course of the group. This finding may be somewhat discordant with previous studies
of SST, where poor generalization of treatment effects suggested that more intensive treatment (>30 h)
might be necessary.13 Therefore, more research into psychosocial interventions for these adolescents is
clearly needed.
8. Conclusion
his study is valuable in its examination of a ‘‘real world’’ service-oriented program, initially developed
in response to problem based rather than as a research initiative. The results of this preliminary study
indicate that larger, controlled studies of SST for adolescents with ASD would be important.
9. Illustrations
10. 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.
368
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aggression as predictors of stable patterns of adolescent disorder. Development and Psychopathology,
7(4), 697–713.
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Asperger’s syndrome: A link to depressive symptomatolgy and suicidal ideation. Issues in
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Howlin, P. (2000). Outcome in adult life for more able individuals with autism or Asperger syndrome.
Autism, 4, 63–83.
6 Williams-White, S., Koenig, K., & Scahill, L. (2007). Social skills development in children with
autism spectrum disorders: A review of the intervention research. Journal of Autism &
Developmental Disabilities, 37, 1858–1868.
Barnhill, G. P. (2002). The effectiveness of social skills intervention targeting nonverbal
communication for adolescents with Asperger syndrome and related pervasive developmental
delays. Focus on Autism and Other Developmental Disabilities, 17(2), 112.
Reichow B., Steiner, A.M., & Volkmar, F. (2013). Cochrane review: social skills groups for people
aged 6 to 21 with autism spectrum disorders (ASD). Evid Based Child Health, 8(2), 266-315.
Jeanie, T., Jack, S., Vicki, T., Linyan, M., &, Eric, F. (2007). Social Skills Training for Adolescents
with Asperger Syndrome and High-Functioning Autism. Journal of Autism and Developmental
Disorders, 37(10), 1960–1968.
Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S., & Jones, P. (2004). Effects of social skill
instruction for high-functioning adolescents with Autism Spectrum Disorders. Focus on Autism and
Other Developmental Disabilities, 19(1), 53–62.
Laugeson, EA. Frankel, F. Gantman, A. Dillon, AR., & Mogil, C. (2012). Evidence-Based Social Skills
Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program. J Autism
Dev Disord 42:1025–1036 DOI 10.1007/s10803-011-1339-1 (Volkmar et al. 2004; Reichow and
Volkmar 2010; Reichow et al. 2012; Kasari et al. 2012; Matson et al. 2007).
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community.org/cs/ian_treatment_reports/overview.
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students with highincidence disabilities. Exceptional Children, 67, 331–344.
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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
A Case Study on Student Engagement in
Grade 9 Modular Science Instruction
Jergen ROMULOa*& Amelia BUANb
aCanitoan National High School, Cagayan de Oro, Philippines
bMindanao State University-Iligan Institute of Technology, Iligan, Philippines
*[email protected]
Abstract: The educational system has been affected by the COVID-19 pandemic, particularly
in the Philippines. Most public schools in the basic education sector have implemented Modular
Distance Learning. In this mode of instruction, the students are given self-learning modules as
the main instructional material which contain a series of activities and assessments. A case
study was conducted on 46 Grade 9 students in modular science classes to determine the level
of student engagement in three dimensions: cognitive, behavioral, and emotional. A 15-item
four-point Likert-type questionnaire was developed based on the qualitative findings in the
interview and had acceptable reliability (alpha=.71). Data were collected and descriptive
analysis was conducted. Quantitative findings were supported with the qualitative data gathered
from the interview in the initial phase. The results revealed that students were highly engaged in
modular science class instruction, particularly in the cognitive and behavioral dimensions.
However, a low level of emotional engagement was found out. Students had experienced
various negative emotions while learning in this mode of instruction. Thus, several implications
were formulated to address the challenges and improve engagement in modular science
instruction.
Keywords: behavioral engagement, cognitive engagement, emotional engagement, modular
science instruction
1. Introduction
The global education system has been affected by the presence of COVID-19. Distance learning is
being considered by institutions to continue education. In the Philippine setting, the traditional
face-to-face in basic education has shifted to alternative delivery modes. Alternative Delivery Modes
(ADMs) are instructional modalities that follow the K to 12 curriculum contents in remote instruction
(DepEd, 2020). Most of the public schools implemented Modular Distance Learning (MDL). In a
survey, parents preferred MDL for remote instruction (Dangle & Sumaoang, 2021). In this type of
modality, the learners are using the Self-Learning Modules as the main material for instruction. These
self-learning modules serve as a learning bundle that contains a pre-test, a discourse, and a series of
evaluations/assessments (Castroverde &Acala, 2021).
In addition, the self-learning modules were made based on the distinguished most essential
learner competencies. These competencies were considered as the most basic and irreplaceable that
learners must secure indeed within the challenges of the learning delivery. The MELCs were utilized
beneath certain circumstances as a component to guarantee instruction coherence through the education
modules measurement (DepED, 2020). In Grade 9 Science, the numbers of learning competencies were
lowered from 37 to 26 focusing on the same content from the prior K to 12 Science curriculum.
In Canitoan National High School, the teachers distribute the learning materials through the
parents. Then, the learners will work on the science modules for a week covering the topics of the whole
quarter. It was observed during the first quarter that learners could not finish the activities on time and
have low performance in their output. With that, teachers made initiatives and interventions for
learners. Students were monitored by their class advisers through SMS and Facebook Messenger.
Enrichment activities and structured answer sheets were provided.
370
The student experience has changed as face-to-face classes shifted to modular instruction.
Thus, students are engaged in a different way during the new normal. Student engagement is important
to increase learner’s satisfaction and motivation to learn. It reduces the sense of isolation and can
improve learner’s performance (Martin & Bolliger, 2018). For this reason, a case study was conducted
to determine how students engage in this type of distance learning instruction based on the three (3)
identified dimensions: cognitive, emotional, and behavioral
Martin and Torres (2016) described student engagement as the meaningful participation of
students in their learning environment. Bomia et al. (1997; Miller et al., 2011) defined it as the need,
commitment, and desire of the student to participate and be productive in learning of fostering thinking
skills. The issue of student engagement has become the focus of much educational research to address
declining student achievement and motivation (Miller et al., 2011; Sun and Rueda, 2012; Dassanayake
and Senevirathne, 2018). Various interventions and plans have been adopted to increase the student
engagement of the respondents. Therefore, academic courses and activities will affect student
participation and motivation.
The engagement of students is related to several factors. Fredericks et al. (2004) recognized
three dimensions of student engagement: cognitive, emotional, and behavioral. Behavioral engagement
refers to the consistency of students' efforts and participation in achieving their academic aspirations
(Shernoff, et.al. (2016)). It includes the rules and behaviors demonstrated by a student in his
participation in school activities. Emotional engagement describes how students feel throughout the
learning environment. Emotionally engaged students show interest, enthusiasm, and curiosity to learn
(Wara et al., 2018). It also includes negative emotions such as boredom, sadness, and anxiety (Shernoff
et al. (2016). Cognitive engagement exposes students' motivation and investment to learn an excellent
self-directed learning method (Fredricks et al., 2004; Abla and Fraumeni, 2019). In addition to these
dimensions, Viega (2016) revealed that personal agency has links to student engagement. Personal
agency refers to students' implementation of meaningful activities based on their choice and own
interest in learning (Starke, 2021)
There are various dimensions identified that affect student engagement. However, no research
has been conducted on student engagement in modular learning delivery. Recent studies dealt with the
challenges and problems encountered in this mode of instruction focusing on some related factors. In
the paper of Dangle and Sumaoang (2020), they identified the problems that emerged in modular
distance learning which include (1) insufficient funds for module production and delivery; (2) struggle
of the students with self-learning; (3) parents’ lack of knowledge; and (4) great number of activities in
each module. They recommended lessening the activities and materials should be re-evaluated. In
addition, Castoverde and Acala (2021) identified challenges faced by the teachers in the modular
instruction which include (1) unfinished module, (2) unidentified answer sheets, (3) insufficient time
for checking due to other responsibilities, (4) poor quality outputs, and (5) illegible handwriting.
However, teachers were able to cope using varied ways. Another study was conducted by Agaton and
Cueto (2020) that focused on the life experiences of the parents in distance learning.
It was found out that parents faced various challenges in supporting their children to the new
mode of instruction. The problems they encountered were due to (1) virtual mode of learning; (2)
delivery of instruction; (3) unsatisfactory academic performance; (4) financial issues; (5) distressed by
the use and availability of learning devices; (5) and issues related to personal health, stress, and learning
styles. The results of these studies (Dangle and Sumaoang, 2020; Castroverde & Acala, (2021).; Agaton
and Cueto, 2020) call for a comprehensive review of education policies during the pandemic,
considering the views of learners, teachers, and parents during the pandemic.
Considering the challenges and problems of distance education, the researcher was undertaking
this case study to thoroughly investigate how students engage in modular science classes. This study
provides information on the level of student engagement in modular instruction. Lastly, the result could
awaken teachers and curriculum developers, and stakeholders in making necessary action in addressing
the challenges encountered by the learners.
Considering the challenges and problems posed by distance learning, the researcher was
prompted to carry out this case study to investigate in depth how students participate in modular science
classes. This research provides information about the level of student participation in modular teaching.
Ultimately, the results may awaken teachers, curriculum developers, and stakeholders to take the
necessary measures to address the challenges faced by students.
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2. Methodology
2.1 Research Design
The researcher made use of a case study to determine the level of student engagement in modular
science instruction. The case study is a detailed analysis of a person or a group of people (Fraenkel et
al., 2012). This method is valuable for exploring the "how" and "why" questions of interesting
phenomena (Yin, 2014; Khang & Zhang, 2019). Also, it enables comprehensive problem exploration in
real-life settings (Crowe, 2011). In this study, the researcher aimed to measure student engagement in
Grade 9 modular science instruction implemented in Canitoan National High School.
2.2 Participants
This study was conducted among 46 (16 males, 30 females) 9th-grade learners of Canitoan National
High School to which the researcher is affiliated. The school fully adapted the Modular Learning
Delivery across the grade levels. In the context of research ethics, after approval from the school
administration, a consent form was sent to these students via Facebook Messenger. The signed consent
forms were sent back to the researcher. Participation in this study was completely voluntary. Coding
was used to assure confidentiality of their identity.
2.3 Data Collection
During the development of the instrument, the researcher conducted an individual interview with ten
(10) participants to identify and explore the variables related to student engagement in modular science
instruction. Interviewing is an important method in qualitative research that verifies or refutes the
impressions that have been gained through observation (Fraenkel, et.al, 2012). The interview was
conducted directly by the researcher as the interviewer. Open-ended questions were given to explore
students’ perceptions during their modular science class. Open-ended questions in the interview
focused on:1) what made a student engaged in modular science class; (2) the activity(ies) in the modular
science class that made them engaged and their reasons; (3) what kind of learners they were in a
modular science class; (4) challenges they faced during this new learning delivery. The interview was
conducted on July 26 which is within the summer break for the public schools. Each interview lasted
12- 15 minutes via Google Meet and Zoom. Participants were asked for consent to record the
conversation and codes were provided such as ST01 to ST10 to ensure confidentiality. Data obtained
were transcribed and statements were grouped based on dimensions identified in the literature. The
identified 22 statements were validated using a four-point Likert type response to 41 Grade 9 learners of
East Gusa National High School via Google Form. Using PSPP, a reliability coefficient was obtained as
well as the inter-item correlation was performed. Correlations between categories were taken into
account, resulting in the reduction of the variable to 15, which was used for the final tool. The
developed 15- item instrument is fairly reliable, at α= .71 (Shemwell, Chase, & Schwartz, 2015; Taber,
2017). The statements (variables) were categorized based on the dimensions of student engagement
including cognitive, emotional, and behavioral engagement.
With the results obtained in the initial phase, the researcher came up with 15 items of 4-point
Likert-type response instrument and distributed to the participants via Google Form. There were only
46 participants who answered the online questionnaire due to the problem of internet access during the
data collection. The data were used to confirm or extend the qualitative results (Fraenkel, et.al, 2012)
based on the interview conducted at the start.
2.4 Data Analysis
In this study, the researcher focused on the level of student engagement based on the developed
instrument. The data obtained from the 15-item questionnaire were analyzed using descriptive statistics.
The findings will be interpreted as to the level of engagement. Table 1 illustrates the interpretation of
student engagement in modular science classes adapted from the study of Delfino (2019). Moreover,
quantitative findings were supported with the qualitative data gathered from the interview in the initial
phase.
372
Table 1
Level of Student Engagement in Modular Science Instruction
Scale Qualitative Interpretation
3.4- 4.00 Very High
2.6-3.3 High
1.8- 2.5 Low
1.0-1.7 Very Low
3. Results and Discussion
The researcher assessed the student engagement in Grade 9 modular science instruction based on the
three dimensions. The results on the online assessment were sought.
3.1. Students’ Cognitive Engagement in Modular Science Instruction
Cognitive engagement refers to the effort exerted by a learner in acquiring knowledge, depth of
processing, and the use of metacognitive strategies (Shernoff, et.al, 2016). In this study, the items were
constructed from the statements collected during the interview. Table 2 shows the degree of student
engagement in the five (5) items under the cognitive dimension.
Table 2
Level of Cognitive Engagement of Grade 9 Students in Modular Science Instruction (N=46)
Item M SD Interpretation
1. I relate Science lessons to real life. 3.13 .50 High
2. I do research activities/ projects in modular science 3.20 .58 High
instruction.
3. I communicate with my teacher for clarification on 3.00 .76 High
instructions and activities.
4. I communicate with my classmates to understand 2.76 .74 High
the topic.
5. I watched YouTube tutorials to understand my 2.98 .75 High
science lesson. 1.80-2.50 – Low 2.60-3.30- High 3.40-4.00 Very High
Legend: 1.00-1.70 - Very
Low
Based on Table 2, students were highly engaged in activities pertaining to cognitive
dimensions. On 5 indicators, item 2 has the highest mean of 3.20 (SD=.58). Students had a high level of
engagement in doing research activities or projects in modular science instruction. In the interview
students had more fun doing projects as mentioned by the students (ST01 and ST02), “… some
crossword puzzles that help me to think more" and “making interesting projects like drawing the figure
of a heart.” This supports the result of Miller, et.al (2011; Cavanaugh, et.al, 2016) that students are
intrinsically motivated in doing research. Item 1 (M=3.13; SD=.50) shows that learners can relate
science concepts to real-life situations. Students relate science activities on protecting the environment
as mentioned by ST01 “..some posters that help to protect our environment.” Also, they relate the topic
of volcanoes to the occurrence of earthquakes as stated by ST03 “I like to learn more about volcanoes
because of the frequent occurrence of earthquakes” and ST09 “… every second, minute or hour an
earthquake may occur. We should always be ready.” ST04 relates what she learned from the module on
taking care of the body. In the interview, she said, “just like the respiratory system I learned its uses and
what makes good and bad to our body.”
Moreover, to understand the topics and activities in the modules, students performed initiatives
like communicating with their teachers (Item 3, M=3.00; SD=.76) and classmates (Item 4, M=2.76;
373
SD=.74) and watching online tutorials (Item 5, M=2.98; SD=.75). ST02 stated that “if they have a
question on things they did not understand and I already got it, I share it with them… I chatted with my
teacher one time, then she replied.” This implies that during modular science instruction, students are
trying to learn on their own and find ways to understand the lesson and activities. As mentioned by
Padsing (2021), learners have control over their learning and have a greater responsibility in the
modular approach.
3.2 Students’ Emotional Engagement in Modular Science Instruction
Another dimension was identified relating to the emotional engagement of the learners in modular
science class. Emotional engagement involves students’ interest, anxiety, or other affective states which
affect the learning. Table 3 presents the level of engagement for this dimension.
Table 3
Level of Emotional engagement of Grade 9 Students in Modular Science Instruction (N=46)
Item M SD Interpretation
6. I feel it's hard learning on my own.
2.00 .67 Low
7. I feel irritated doing my task when my internet 2.24 1.04 Low
connection is poor. 1.96 .56 Low
8. I have difficulty understanding science lessons in the
modular class.
9. I hardly understand the topics because of the limited 2.09 .63 Low
information in the modules.
10. I struggled on science topics in which Mathematics/ 2.28 .75 Low
solving is involved
11. I am disturbed in my studies due to financial 2.57 .75 Low
problems
Legend: 1.00-1.70 - Very Low 1.80-2.50 – Low 2.60-3.30- High 3.40-4.00 Very High
As shown in the table, all items have a low level of engagement. Students have anxiety and
struggle in modular science classes which affects their learning. In item 6 (M=2.00; SD=.67) students
perceived that they feel hard learning on their own. This problem was identified in the study of Dangle
& Sumaoang (2020). Although most of the students said they could learn independently, there were
times when they had difficulty understanding the material. (Item 8, M=1.96; SD=.56), as stated by
ST06 “I learned a lot in science but there were topics that I cannot solve. It is difficult to answer if no
one is willing to teach.” ST01 also claimed that he can learn on his own provided with examples: “I can
easily learn if I can see examples or information. Modules in science do not have enough examples and
explanations. I asked for help from my family.”
Although students have chosen modular instruction, they rely on information from the internet
to understand the topics. However, poor internet connection interrupted learners in performing their
tasks (Item 7, M=2.24; SD=1.04). This problem was discovered in a study by Agaton & Cueto (2020),
where parents struggled with the use and usability of technology. ST02 mentioned in the interview that
she gets irritated while doing the tasks in the module when the connection is poor: “Sometimes I had a
hard time understanding some topics during modular science class. We have poor internet signal and I
got irritated when it lost because I was going to search for the task.”
Moreover, students have struggled with the limited information from the modular instruction
(Item 9, M= 2.09; SD= .63) especially for those who cannot access the internet. Quoted from the
interview of ST01: “The challenge that I faced during the module science classes was the limited
examples and explanations on the lessons.”
Item 10 (M=2.29; SD=.75) was one of the issues repeatedly mentioned in the interview.
Students struggle to understand science concepts with problem-solving as quoted from ST06: “There
are topics that I cannot solve, especially Physics that has Math.” To deal with it, students seek help from
their teachers, friends, and family and watch online tutorials.
374
In the study of Agaton & Cueto (2020), parents considered financial difficulties as a problem
they experienced in modular instruction. This issue has been shown to affect student engagement. As
shown in Table 3, student engagement is low due to the financial problem that disrupted students’
learning (Item 11, M= 2.57; SD=.75). Financial constraints limit the students to purchase usable
devices as stated by ST008 “I had difficulty especially because we do not have a printer and laptop to be
used for research and printing of flyers.”
3.3 Students’ Behavioral Engagement in Modular Science Instruction
The observable act of students being involved in learning is known as behavioral engagement. It is
related to how students participate in academic activities and the efforts they exert to perform academic
tasks (Fredricks et al., 2004; Suarez-Orozco et al. 2009; Cappella, et.al, 2013). In this study, there were
four (4) variables identified and classified under this dimension. Students’ ratings are shown in Table 4.
Table 4
Level of Behavioral Engagement of Grade 9 Students in Modular Science Instruction (N=46)
Item M SD Interpretation
.68 High
12. I am an active student when doing the activities in 2.83
science modules. .59 High
.72 Low
13. I am a determined student in my modular science class 3.04 .62 Low
3.40-4.00 Very High
14. I can learn on my own. 2.52
15. I can’t manage my time in modular science class. 2.20
Legend: 1.00-1.70 - Very 1.80-2.50 – Low 2.60-3.30- High
Low
As presented in the table, most of the students engaged in modular science instruction as active
(Item 12, M= 2.83; SD=.68) and determined learners (Item 13; M=3.04; SD=.59). Students show
determination as influenced by other factors as stated by ST07: “I need to do my best so that I can show
to them (parents) good grades, making them happy.” Students also demonstrate determination, having
the goal to finish the grade level, as ST04 points out: “I engage myself to answer and perform the tasks
given to us because I have a goal to finish… Suffer now, enjoy later. This suggests that students show
determination due to external aspects such as encouragement from family and teachers.
Item 14 (M= 2.52; SD=.72) shows that there is a low level of engagement in learning
independently. It was mentioned that limited information, anxiety to difficult topics, access to
technology (Agaton & Cueto, 2020) are few factors that interrupted the learning process though
students claimed that they can learn on their own. The low engagement was also because of time
management. Based on the results, student participation in modular science classes is influenced by
how students manage their time to complete tasks. Some students have their tasks distributed, starting
with ST01 “I made a schedule on what subject I am going to do that day, then on the other days” and
ST06 “..I am not a good student but I was able to submit my answers on-time.” In addition, the problem
of student time management (Item 15, M=2.20; SD=.62) can be related to the numerous activities in
each module (Dangle & Sumaoang, 2020) with the statement cited by ST03: “It was difficult because of
lots of projects to be done in one week only,” and ST10: “There were many tasks. I have struggled with
the deadline.”
3.4 Summary on Level of Engagement in Modular Science Instruction
The level of engagement per dimension was obtained and analyzed. Table 5 presents the
summary of the level of engagement in each dimension.
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Table 5
Summary of Level of Engagement in the Three Dimensions
Dimension Weighted Mean Interpretation
Cognitive Engagement 3.014 High
Emotional Engagement 2.190 Low
Behavioral Engagement 2.647 High
Average 2.617 High
2.60-3.30- High 3.40-4.00 Very High
Legend: 1.00-1.70 - Very Low 1.80-2.50 – Low
As shown in Table 5, the level of student engagement is high on cognitive and behavioral
dimensions. Students invested in learning and performing metacognitive strategies (Shernoff, et.al,
2016). Also, students participated in the modular science class with positive behavior (e.i determined
and active). However, there was a low level of engagement pertaining to the emotional dimension. Most
of the students experienced negative emotions during the modular instruction which was evident in the
studies conducted by Dangle and Sumaoang (2020) and Agaton and Cueto (2020). Overall, the level of
student engagement in modular science instruction is high. Although students are taught in a remote
setting, data shows that they are highly engaged in a variety of learning activities.
4. Limitations
The study was conducted on a small group (N=46). It is mainly focused on the experiences of the Grade
9 learners of Canitoan National High School during the first year of the implementation of the modular
instruction. There are indicators (statements) that focus on science and may not be applicable to other
fields of discipline. Moreover, all data was collected online through Google Form and video
conferencing. The reliability of the instrument was also measured on a limited sample (N=41) that may
have validity issues when used in other fields. Furthermore, the results were not correlated with
students’ performance and satisfaction in modular science. Hence, the results will not reflect the overall
impact of modular instruction.
5. Implication for Teaching
From the data obtained in the study, some enlightenments and suggestions for teaching are as follows:
● Learners have a high degree of cognitive engagement in modular science classes. This implies that
modular instruction can be more effective if the activities are related to real-life and more on making
projects and research output. Moreover, modular instruction must promote communication among
learners and between the learner and the teacher.
● Students communicate with their teachers only when they do not understand the instruction and
activities. This indicates that there are tasks that are difficult to do, or instructions might be
confusing. Thus, teachers must review the tasks including the instruction before giving it to the
students. They need to consider that there are students who are hesitant to talk/ ask directly, and
others have no gadgets to be used.
● Students have encountered various challenges that affect their learning and performance. This calls
attention to teachers and DepEd leaders on providing support to the learners in coping with anxiety
and stress. Teachers may do schedule monitoring to motivate students in their studies.
● There are science concepts that are difficult to learn in a remote setting. Students became less
motivated, anxious, and frustrated. Curriculum developers may consider topics that are more
applicable and relevant to students. Module writers must provide real-life examples to boost
students’ interest and curiosity in the subject matter. Teachers may consider research and hands-on
activities as it interests the students based on the results.
● Students are determined to learn in modular instruction. However, most of them have difficulty with
self-paced learning. Teachers could provide a good learning schedule and limit unnecessary tasks.
Also, education researchers must consider the theme of developing independent learning skills as
well as teaching the students effective time management.
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6. Conclusion
This study focused on the level of student engagement on three (3) dimensions: cognitive, behavioral,
and emotional. The data shows that students are highly involved in modular science teaching. The items
in the cognitive and behavioral dimensions received high-level student participation, while low-level
emotional participation was observed. Although students were learning remotely at their own pace, they
worked hard and actively completed the module tasks. It also revealed that students encountered
difficulties in subject and self-study, as well as negative emotions in the process of modular teaching.
The students showed determination to learn and actively participated in this type of delivery.
Furthermore, it was revealed that agentic engagement in modular teaching is not obvious, which means
that students do not have constructive participation in the teaching process that they accept (Reeve &
Tseng, 2011). They learn what they intend to learn and complete tasks and activities according to the
modules.
The results obtained could add to the body of knowledge in the educational set up during the
COVID-19 pandemic. The level of student engagement in the modular instruction tells us the extent of
student involvement in the learning process. Lastly, the result could awaken teachers, curriculum
developers, and stakeholders in making necessary action to address the challenges encountered by the
learners in self-paced remote instruction.
Acknowledgment
The authors acknowledge the support of DOST through the CBPSME program. The participation of
Canitoan National High School and East Gusa National High School is highly appreciated.
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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
The Effect of Flipped Classroom Technique
through Google Classroom for Online
Learning in the Thai Language for
communications Course of 9th
Grade Students
Chayanit LAHNWONG*, Thidarat THANAKULKIT
& Suphanat SETTHAPHONGSAKORN
Demonstration School, Khon Kaen University, Thailand
*[email protected]
Abstract: The research on "The Effect of Flipped Classroom technique through Google for
online learning in the Thai language for communications course of 9th-grade students" has
aimed to (1) compare the participant's achievement in the Thai language for communications
course before and after learning online with flipped classroom technique through Google
classroom (2) check the retention of the student's achievement after two weeks (3) study the
satisfaction The participant's towards in the Thai language for communications course after
learning online with flipped classroom technique through Google classroom. This study is
Quasi-experimental design research, using a – Group Pretest – Posttest. The research
participants are 214 9th-grade students in the first semester of the year 2021. The tools
employed in this research are the achievement test for the Thai language for a communications
course. The measurement of the outcome was executed before and after the experiment. Mainly
being measured the retention, after the posttest two weeks. The result of the study can be
concluded as follows; (1) The participants had a higher mean value of the posttest on the Thai
language for communications course than the mean value of the pretest. (2) There was no
statistically significant difference in the mean values of the test score among the repeated
measurement of students after two weeks. (3) The participant's satisfaction towards the Thai
language for communications course after online learning with flipped classroom technique
through Google classroom as a whole was at the much level.
Keywords: flipped classroom, google classroom, online learning, Thai language for
communications
379
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
A pedagogy of mindfulness: Contemplating
Physical movements in the development
of Thai musical skills
Jarun KANCHANAPRADITa *, Tharanat HIN-ONa, Jatuporn SEEMUANGa,
Vassakarok KAEWLOYa, Chayuti TASSANAWONGWARAa,
Wanida BHRAMMAPUTRAb, Piangdow CHAIYASARNb
aFaculty of Fine and Applied Arts, Khon Kaen University, Thailand
bDemonstration School of Khon Kaen University, Elementary Division, Thailand
* [email protected]
Abstract: This article presents an approach to Thai musical instruction that aims to develop
mindfulness in instrumental students through the Buddhist Vipassana technique of,
Kayanupassana Satipatthana. The pedagogy helps performers cultivate the musical virtues of
contemplation, recognition, and control of muscle movements. These are integrated while
playing a musical instrument to achieve the ideal quality of sound. The core aim is to assist the
student in the principle of meditative listening by which they learn to set aside extraneous
thought so they may be fully aware of their mental state and physical sensations of playing
music. Through the practice, the performer is able to reach a state of awareness of the
relationship between body control and the quality of sound they produce. This method has four
components: the performer, the instrument, the sound, and the sound the performer interprets.
These are involved in a continuous, iterative process in which the operations of all four
components occur both sequentially and simultaneously in the flow of time. To train the mind
and body in this method, students focus on creating a single note, sub-skill, or short melody.
This is repeated until a state of mental and physical immersion is reached and an attenuated
feeling of sound production is realized. In the beginning, the teacher assesses the sound quality
produced by the students and advises of the optimal sound and how to achieve it. After gaining
experience through practice, the student develops the skill to assess the quality of the sound
without assistance.
Keywords: Meditation, Mindfulness of the Body, Musical Skills Development, Traditional
Thai Music
1. Introduction
Samādhi (concentration) and Sati (mindfulness), is generally known that help a person to complete
tasks and achieve in teaching and learning musical instruments practices effectively. They are essential
principals which teachers must train students in order them to cultivate Samādhi and Sati themselves.
They are benefits of using to develop musical instrument practicing skills. In another word, for
practicing Thai musical instruments and singing, lacking these two qualities, students would be in
obstruction of developing instrumental skills to a skillful level and will be incapable of playing music
successfully. As the reason above, concentration and mindfulness are essences to develop personal
learning ability. Meditation helps the performers memorize and focus on is playing music with
continual action. As for mindfulness, is something that helps performers to be consciously aware while
performing music and helps performers realize the realities in music that are going on with each part of
their bodies during performing. For example, the performers must have; the perception of body
movements while performing specific playing techniques, the perception of the sound making, the
perception of the sound of the other instruments, and the recognition of the quality of the performer’s
sound making. In addition, its importance on a deeper level, mindfulness can also assist musicians to
reach a state of self-consciousness while performing ongoing music which is the state of accessing this
380
feeling. It is a connection period to intersect among the performers, instruments, and songs. The
combination is a factor of becoming the potential performers and bringing about the perfection of music
pieces.
According to the authors’ teaching experience on Thai music, there are frequent questions
from the students asking about practicing and rehearsing music. The questions regularly include how to
memorize long melodies, how to remember all details of the songs, how to naturally play by
memorizing songs without reading scores, how to elaborate the advanced techniques, and how to
achieve a point of musical aesthetics. The students may be different given specific answers those
depend on the backgrounds of each student's conditions. However, the crucial answer is the students
should know and be conscious of "practicing and always having concentration and mindfulness through
observing the physical feelings while playing music." This statement has been raised as a proposal to be
the main idea of this article. The aims of the paper are to amplify and clarify teaching methods of
learning Thai musical instruments. This detailed explanation refers to the development of musical
instrument skills by adopting the method of practicing meditation and mindfulness
so-called Kayanupassana-Satipatthana (mindfulness contemplating on a body) of the applied
Theravada Buddhist approach.
Entirely, the Thai music in writing works has been talked about whether meditation or
mindfulness pairing with music seems like a contradiction. Because of the Buddhis Vinaya- monastic
disciplines mentioned to the prohibition of listening to music. The action that one behaves whether on
listening to, watching, or even playing music as well as performances is an obstacle to reaching the pure
mind. Finally, the impure mind becomes the cause of defiled desire, affect the practitioners from
reaching the state of enlightenment in accomplish Nirvana, the supreme goal of Buddhism. Therefore,
referring to the prohibition of the precepts in the seventh order of the Ten Precepts
of Theravada Buddhism 1 is often acknowledge as of this following statement:
“Nacca-Gita-Vadita-Visuka-Dassana Veramani Sikkhapadam Samadiyami, means “I undertake the
precept to refrain from dancing, singing, music, going to see entertainments.”
(www.accesstoinsight.org/ptf/ Dharma / Sila /dasasila.html). Thus it tends to conceptualize a
confliction of being opposition between music and mindfulness is deeply rooted in the pessimistic
attitude of the practitioners.
Conversely, in this current paper, the author set sight on a new paradigm of assisting practicing
musical skill development. That is permission shows the music practice, meditation, and mindfulness
can together be on the same path. Standing on they are working and helping each other to develop the
musical ability as the daily routine of musicians. On the other hand, the process of the music practice,
meditation, and mindfulness coordination does not seem to be religious practicing action to
attain Dharma -which is the ultimate goal of mindfulness practice according to Buddhist principles.
The study of previous Thai researches regarding a study on the topic of applying
Buddhist Dharma principles such as meditation/mindfulness to the Thai musical instrument skills
development received a limited amount of attention. According to, Kanchanapradit (2013:93-94)
applied the virtue of perseverance, considered one of the meditative approaches to practicing music
skills, and adapted it to the Dacies' Instruction Model for Psychomotor Domain) for Khlui Phiang
O pedagogy, Thai Flute. The study focused on students of a Thai music major in higher education. The
results showed that encouragement of learners’ perseverance to be more diligent in practicing music.
That is factors to boost up students’ skills in the development of five Thai flute skills, i.e., Rabai Lom,
Ti Nio, Phrom Nio, Khran Lom, and Hoi-Huan. Additionally, Hin-On (2013) researched the use
of Ariyasacca 4-The Four Noble Truths, in the development of Thai fiddle skills, So-Duang and So-U.
The Ariyasacca 4 consists of the Four Noble Truths (Dukkha: the truth of suffering; Samudaya: the
truth of the origin of suffering; Nirodha: the truth of the cessation of suffering; Magga: the truth of the
path to the cessation of suffering) is a Dharma principle. The principle usefully serves students to
correct deficiencies in instrument practice skills. The approach of applied Ariyasacca 4 is a core
1 In Buddhist Dictionary: Manual of Buddhist Terms and Doctrines by Nyanatiloka Thera (2004: 185-186), Sikkka-pada,
mentioned that “sikkha-pada:…the ten rules (dasa-sila) are binding on all novices and monks, namely: (1) abstaining from
killing, (2) from stealing, (3) from unchastity, (4) from lying, (5) from the use of intoxicants, (6) from eating after midday, (7)
from dancing, singing music and shows, (8) from garlands, scents, cosmetics, and adornments, etc., (9) from luxurious beds,
(10) from accepting gold and silver
381
guideline assistances which students paid more attention to rethink about themselves on their music
skills consciously through reconsidering their shortcomings.
Nevertheless, Western scholars' interesting studies regarding the study of the music
instrumental skills development and the improvement of the musician's the
concentration/consciousness have been widely studied and researched continually. For instance;
Anne-Marie Louise Czajkowski (2018) “Mindfulness for musicians: The effects of teaching 8-week
mindfulness courses to student musicians in higher education; Dubetz Stephen (2018) "Mindfulness
and Musicians: An Overview"; Oyan Sheri (2006) "Mindfulness meditation: Creative musical
performance through awareness". To sum up, the past studies revealed more attempts to learn,
understand, and explain the phenomenon of the state of mindfulness and consciousness that occurs with
musicians. Furthermore, there is an applied use of meditation and mindfulness to develop personal
musical ability. It also suggests that concentration and mindfulness are improvable skills as well as
musical skills. They are different only the concentration and mindfulness are inner improvement and
music is physical improvement those must be the qualification of the potential musicians and can
manipulate developing music performance.
This article aims to present the practicing Thai musical instruments pedagogy by introducing
the applied principles of mindfulness practice, Kayanupassana Satipatthana (mindfulness
contemplating on a body) in order to develop instrumental skills. The content of this paper is arranged
into 3 topics: 1) Definition and Meaning of Kayanupassana Satipatthana, 2) Concentration and
Mindfulness in Thai music learning practice, and 3) Application of Kayanupassana Satipatthana,
Mindfulness to practicing Thai music.
2. Difinition of Kayanupassana Satipatthana
The word Kayanupassana Satipatthana is a compound word, first word is ‘Kayanupassana’ means the
contemplation of the body; mindfulness as regards the body (Phra Brahmagunabhorn, 2559:18). The
second word is ‘Satipatthana’ means “(the four) Foundations of Mindfulness; setting up of
mindfulness” (Phra Brahmagunabhorn, 2559: 349). This is a well-known word among Dharma
practitioners who practice meditation physically pursue the Vipassana method. The method is
structuralized to develop a trained intellectual mind to thoroughly reckon with the actuality of being
true and achieve a condition of truth appearance.
Nevertheless, the compound word is verbally uttered as short as “Kan Fuek Samati”
(Meditation Practice). It is commonly easy to communicate among the practitioners in modified Thai
language. This short word may include “Vipassana practice” which is the way to develop mindfulness.
On the other hand, in terms of meaning, both words Samati and Sati should be distinguished in depth.
Namely, the word Samati refers to concentration or mindful attention, it also practically means
meditation with reaching calmness of the mind, and controlling the state of mental concentration on one
feeling (Phra Brahmagunabhorn, 2016: 405). While, Sati is pointed out as a sense of knowing,
recognizing, being careful, and feeling awaken. In action, the Sati is to use the consciousness following
every movement of both actions and feelings, for instance, to know what one’s while being thinking and
being doing, and the ability to remember and memorizing (Phra Brahmagunabhorn, 2016: 399).
Therefore, the word Satipatthana involves a practical way of totally enlightening having Sati as
continuous as keeping “mindfulness” with the person. The Satipatthana is functional to be applied in
everyday life such as working as normal life, also provoking the mind in various ways, such a
decreasing desires or erasing greedy in selfness, as peaceful of life settlement for those who seek
happiness in the Dharma.
Besides the mentioned words, there are also several keywords related to meditation and
mindfulness practice methods. The terms are required the true and definition which have been
interpreted from the Buddhist dictionary Phra Brahmagunabhorn's (2016).
● Bhavana: development; mental culture; meditation (p.342)
● Kammatthana: subjects of meditation; meditation exercises; the act of meditation or
contemplation; ground for metal culture. (p.317)
● Samadhi: concentration; one-pointedness of mind; mental discipline. (p.350)
● Sati: mindfulness; attentiveness; detached watching; awareness (p.349)
382
● Satipatthana: (the four) Foundations of Mindfulness; setting up of mindfulness. (p.349)
● Vipassana: insight; intuitive vision; introspection; contemplation; intuition; insight development
(p.347)
2.1 Kayanupassana Satipathana
Kayanupassana Satipatthana means one of the bases and mental sanctuaries of the conscious mind
among the four bases of mindfulness. The main factors of the four bases which are the establishment of
awareness and development of mindfulness consist of 1) Kaynupassana-Satipatthana: mindfulness
contemplating on a body, 2) Vedanaupassana-Satipatthana: mindfulness contemplating on feelings,
3) Cittanupassana-Satipatthana: mindfulness contemplating on mind, and
4) Dharmanupassana-Satipatthana: mindfulness contemplating on mental objects. In addition, as
appears in the Tipitaka (Thai version) volume 10, the Suttanta Pitaka, volume
2, Dighanikaya Mahavakaya (The Great Frames of Reference), on the topic of the Mahasatipatthan
Sutta (Maha-Satipatthana Sutta) described the Satipatthana 4 are as follows:
“Kindly be informed! The Bhikkhus, this is the only way in order to purify the lives of all
creatures and human beings. That is to overcome sorrow and lamentation and to end all suffering and
pain. This is the way to attain the rightful Dharma. And also the way to enlighten Nirvana, exactly that
is so-called Satipatthana 4, the four orders are, Kindly be informed! Bhikkhus. All of the Monks who
are lived with acceptance of Vinnaya - Monkhood disciplines should elaborately expect the body is
existent in the body. The body contains enthusiasm, a comprehension of awareness, mindfulness. When
one already understood the entire body, one would be having reduced covetousness and displeasure.
Hence one realizes the contemplating feelings dwells in feelings. The feelings contain enthusiasm, a
comprehension of awareness, mindfulness. When one already understood entire feelings, one would be
having removed covetousness and displeasure. Thus one perceives the mind in mind, there is an
enthusiasm, a comprehension of awareness, mindfulness. Therefore one would get rid of covetousness
and displeasure. Finally, one considers that has seen the Dharma in the Dharma, one conceives of in the
Dharma projects an enthusiasm, a comprehension of awareness, mindfulness. In such a way, one would
eliminate covetousness and displeasure”.
As mentioned by Vinaya, it is so obvious that the Satipatthana 4, guidelines for cultivating
mindfulness is a core duty for being a monkhood in Buddhist practice. There are the sufferings
(defilements) classified into 2 layers, i.e., the surface suffering and deep suffering. The ones who
seriously concern about the reality of suffering and who need a way of elimination, so need to follow
the Satipatthana 4 practices. This way is also the entrance of a state of enlightenment in Nirvana.
Currently, the Satipatthana 4 practices have not been only diffused among the monk's practice, but also
extended in public.
The meaning of the word “Satipatthana” in Buddhist Dictionary Glossary by Phra
Brahmagunabhorn (2016: 399) stated that:
“Satipatthana is Dharma in practice, the mental location of the Sati mindfulness, the practice is
to set the mind for one to deal with the reality happening. A sitting mind straightly to consider any
circumstances and their changes are called being mindful. Mindfulness determines things as they are,
mindfulness oversees things and possibilities by being aware of their condition. The aspects of glee
maintain 4 things of Satipatthana: 1. Kayanupassan Satipatthana; is the mindfulness contemplating the
touchable body, the knowing all entire one’s body, and understanding the change of body in every
movement. 2. Vedananupasssana Satipatthana; is the setting up mindfulness contemplating feelings,
having mindfulness directing and cognizant of feelings of everyone changes time. 3. Cittanupassana
Satipatthana; is the controlling of mindfulness locating in the mind, being consciously directing the
mind or the state and existence of the mind. 4. Dharmanupassana Satipatthana; is the complete setting
up mindfulness to attain the Dharma. They are called in short as body, feeling, mind, and
Dharma” (p.339).
3. Meditation and Mindfulness in Traditional Thai Music Learning Culture
383
The teaching of traditional Thai music, by the nature of the disciplines, the way of practice in teaching
and learning bases usually include practicing a concentration and mindfulness. For instance, the
tradition of sitting down (flat squat) is the traditional style, using this setting on the floors during
teaching and learning processes. The squat style implicitly represents the students are getting ready to
take the knowledge with respect. That customarily happens for stringed instruments and vocal students.
Likewise, the students would also properly posture in this position to control their body of being posh
while performing. Additionally, It is to enhance students' endure having seated down with instruments.
Controlling is being patient, it is not only the sitting down style, but also talked about on instrumental
playing. Students as musicians must observe what they do namely, the Ranat Ek players adjust holding
the mullets comfortably, and adjusting body movement (particularly hands and arms) while holding the
fiddle bows in the right position directly cause a sound-producing, holding instruments are up to each
musical instrument shapes as well. This process is an elementary step for practitioners to be familiar
with the instrument in good holding positions. After that, the good position becomes suitably
controllable making the sound. This step needs taking a period, for instance, for fiddle, the making
quality of each sound must take Lak Kan Chak (ลากคนั ชกั ) lesson- the step concentrates only on making
sound perfectly not music, the practitioners hold the bow and move the bow in and out smoothly. The
Ranat Ek practitioners take Ti Chak (ตีฉาก) lessons to comfortably hold the mullets by two hands and
play by using the whole arms power. The step only plays one sound production in the octave. The
students and teachers control the sound products until reaching a producing pleasant quality.
Teachers are the imitated models. Even while classroom teaching, the posture form is observed
and imitated by students of movement feature. Then the characteristics and musical styles such as sound
qualities are also transmitted to students. So that the students must examine in detail and observe or
review what they have obtained from teachers. The student can reach the step by concerning what they
are doing (to know), and provide the concentration with the activity. After the time has passed, the
forced body with controlling of sitting posture shall pain the body. The concentration will be limited
and becomes out of concentration, and the mind may automatically switch to the uncomfortable pain
regardless of the concentration of sound making. According to Kayanupassan Satipatthana meditation,
this is similar to music practice in that practitioners could know the present conditions that happen to
their body forces in every single breath in and out. The concentration is seriously fit to one’s mind to
know what they are doing and moving, particularly applied to the traditional music practice as usual. In
the same situation, the practitioner experiences physical body pain whether meditation or music
practice throughout the practice time. Theoretically, even though the step of patience is the same level
of meditation and musical practice, while these music activities do not resemble meditation. But the use
of concentration is the goal to reach mindfulness for the same reason.
This paper tends to recall ancient teaching systems in the tradition of Thai music which is
relevant to especial Thai music pedagogy. The purpose of teaching in this way is to initiate
meditation and concentration for students. The phenomenon of playing music is concluded into
3 phrases as 1) capability of playing without understanding, 2) Finding the appropriate
instruments, and 3) Imitation of sound making.
3.1 Capability of playing without understanding
In this step is the students can play music but they are not hearing the sound-making. The concentration
of sound is missed. The hearing in this meaning is to hear a quality of sound/voice and concentrate only
on making the good ones. Mindfulness is raised on this step. As the hearing sound can be the criteria of
improvement of playing and can be the critic which evaluates the student playing music. Of cause, the
expectation of teachers must come with the production of student’s music-making. The warning of the
idiom to ‘hear your sound’ is considered that the students are not qualified of making the sound. The
way of awaking concentration is the oral tradition of measuring the quality of sound from generation to
generation.
In addition, the warning message implies many things. The whole implication can reveal that
“hearing the sound but never listen to the sound, hearing the sound but never understand the sound
quality”. The whole sentence is derived from 3 keywords; 1. Hearing, 2. Listening, and 3.
Understanding of the sound making. The 3 words reach us to 3 steps namely, to hear is the ability of
sound touching, to listen to is the ability to consider sound into classifications, and to understand is
384
evaluation of quality. The third step, understanding in the perception of musicians consists of
concentration and mindfulness. The potential musicians must attain the understanding as basic.
3.2 Finding the appropriate instruments
The part of the body is the important thing to match with the instruments. The size of hands, fingers, and
so on are factors of skill development. A proper instrument designed for fitting musicians can help the
advancement progression in musical skills and conveniently engage with the concentration and
mindfulness progresses. The form and size of musical instruments in suitable proportion and
high-quality materials as a tool of practice directly skill up the practitioners. The appropriated
instruments facilitate holding instrument postures and seated playing shape naturally. So that comfort
and satisfaction on playing a musical instrument incorrect position lead the students to improve
technical skills and closely set up concentration and mindfulness. In the case of tiny shape-playing Saw
Duang student, he/she can select the Saw Duang in little size for fitting to musician’s shape, hands, and
body. To concern much about hands holding size and musical instrument size, it will be useful
appropriation. For the kids, they need to hold the light and not too long mullets for Ranat Ek. Unless do
so will destroy the improvement because that effect to kid’s hand muscles. The current issue talked
about instrument size has to be varied with age and body size of students. The instruments should be
differentiated according to personal conditions.
3.3 Imitation of sound-making
Thai music learning’s goal is imitation ability. The students in process of learning imitate the teacher’s
sound making. The step of the learning system is direct teaching that teachers introduce the melodic
patterns to students as the mold. The mold of melody can be called “the ideal quality of sound” (Siang
Nai U-Domkati in Thai). It means the perfect pitch and rhythm, sound quality, aesthetics. That sound
must be produced by correct creation and refers to the sound characteristics. The transmission of the
creation of the ideal sound is traditionally passed by the direct teaching method. The method is the
student is advised how to make the sound, then the teacher examines the sound which the students
produced. Without profound inspecting of the teacher, the student could not differentiate between
actual-ideal sound and normal sound - called evaluation. In Thai music custom, the notation is only a
tool of songwriting which does not indicate the quality of each sound making. When the students read
notation, they merely know notes' positions. The techniques and feelings in the songs are transmitted
through direct teaching. The method has been the tradition of Thai music as called “Kan Tor Phleng”
(การต่อเพลง) (tor means learning; phleng means song or piece), which requires face-to-face learning.
Observation and memorization are necessary. The process of learning tor pulling method requires
concentration and mindfulness to extract elaborated details.
Someones naturally perceive ideal sound in a short period while some people may take longer
to do and understand. When one understands the installed perception of making ideal sound, they
perhaps have had the skill as inner qualification evermore. However, understanding and playing are
separated, namely to understand is come with the ability to evaluate. The lacking practice would affect
to skill ability to produce the actual sound of ideal making. It takes constant practice to get the muscles
and body used to that movement. To reach the ideal sound-making, one must first understand the true
nature of one's body movements and becomes a delighted musician.
4. The application of Kayanupassana Satipatthana in practicing Thai music
385
The main principle of applied Kayanupassana Satipatthana to Thai music teaching approach in this
paper is mind-opening of inner happening (mentally prepared), the determination of knowing and
observing the body while playing music (a practice of mindfulness), the concentration with musical
sound in present music-making (a meditation practice). They are causes of “intellectual development,
adjustment, and solving problem and the skillful sound-making controlling ability”. For the overall
view, the separating steps are as follow;
4.1 The components of learning management
The learning management of this teaching style consists of four key components; performers,
instruments, sound, and self-assessment. The four components are the objectives of musical skill
improvement and personal musical potential. And they assist the student to gain on the prime point of
“the ideal quality of sound” within Thai music tradition.
4.1.1 The performer
This word can appoint to learners, practitioners who are elementary to advance skill of music playing.
The performers include people of diverse levels. They may have encountered different problems.
4.1.2 The instruments
The instrument means Thai musical instruments as the tools which are medium that performer making
the sound. The performer could observe the sound quality through the instruments in terms of behavior
using a musical instrument such as fingers, hands, arms, shoulders, and torso. The physical movement
while playing music must be observed through instrument use for adjusting the appropriation.
4.1.3 Sound
This word means producing sound or voice by Thai musical instrument and vocalization. The
performers make a sound during practice times. The sound in this meaning emphasizes making one
sound (a note) or the complementary short phases of melodies. The sounds are in repeated forms
continuously.
4.1.4 Self-Assessment
This evaluation step means the performer is measured their skill and sound-producing. This is a reverse
step that the quality of sound-making is checked. The reaction when the sound is being produced and
repeated again and again occurs all the time. The stability of quality can be perfect or changeable in
different degrees of quality criteria. It is depended on the capacity of sound controlling and perception
of evaluation of performers. The deep observation of body movement is bringing about the sound mold.
386
Figure1. The Process of Thai Music Skills Development
4.2 Principles and guidelines for learning management
Principles and guidelines for learning management are generally understood as a concept that is an
enormous burden on the teacher. Those are preparation and practice steps. Nevertheless, this paper
focuses on the understanding of student's conditions. The teachers possibly comprehend the student’s
condition through recalling the previous condition experiences of music training by teachers
experienced before. The recalled experiences are both physical and mental occurrences. In terms of
mentally experienced are concentration and mindfulness through practicing and performing music.
Consequently, experienced teachers can design the proper teaching plans for students and have the
insight ability to determine the student’s condition. The assessment is religiously compared to the
psychological exam in Dharma practice. The materials are examined are behavior while rehearsals. The
step is classified in order of time change into 3 phases namely; 1) mind-opening of inner conditions
occurring in the present moment 2) determining the movement of the body while playing music 3)
concentrating on music playing occurring in the present moment.
4.2.1 Mind opening of the internal conditions while playing music
There are orders of steps of rehearsal time arrangement. In this step, the teachers introduce through
communication, uttering, discussion, persuasion, and understanding to manage the pleasant
environments for teaching. That is to enhance the students of getting ready and receiving knowledge.
And the teachers make the students familiar with facing forthcoming situations. Anyway, the teachers
in this step can realize the mind-opening as accessible as being present in the inner feelings of students.
This assessment is beheld by teachers’ notices. Afterward, the teachers fulfill the students by offering
the key concepts of information such as ‘Attention please’, ‘self-observing please’, ‘please consider the
sound making’, ‘taking time’, ‘be patient, ‘try harder, ‘stay calm’, and ‘well done.’
4.2.2 Awareness of the body movement while playing music
This step covered the whole session of body movement, while rehearsal, playing music. Meanwhile
playing music times, the students gradually enter the state of knowing the whole figure of the body.
Then the student would be aware of each part of the body and body’s movement carefully with the
musical instruments performed through observation. The accession while observing the body proceeds
in both the internal and external body. Internal observation is the emerging of different feelings which
effected the body in making the musical sound. And the external observation is the sounds that have
been produced which are linked to the body movements and how they happen. The initiation of this step
concentrates only a sound-making or a single note with a technique used. Perhaps it can be a
repeated-short musical phrase. Repetition is required for this step, that the students can observes and
concentrate on only one thing and easily consider one material use. It would take at least 30
minute-practice. In the first 10 minutes, the students may not concentrate on observing any things. The
continuousness probably helps to get ready for body and mind. The students can access deep
concentration bit by bit. When the students have reached the state of the full course of concentration,
they might have the ability to distinguish different feelings in various layers of the mind. The good
practice of awareness leads students to immediately recognizing every change, e.g., hands movement
knowing, noticing the vibration of making sound on the hands, and the perception pursues a feeling
signal oncoming sounds beforehand. Additionally, the teachers fulfill the students by offering the key
concepts of information such as ‘what’s happening while playing?’, or ‘what does the student think
while playing?’. The purpose of the aim in this step is body and feelings awareness.
4.2.3 The being happening of musical sound and Concentration
The step informs that it occurs after the student's defined body awareness. The familiarity of getting
used to the settled body movement with sound-making is taking time (different lengths of time upon
individual personality). After that “the being happening of musical sound” is explored by mindfulness,
effectively expressed by sound quality, self-esteem, and the action of characteristics. The students’
387
attempts to correct the qualitative sound-making in progress and increase the stability of sound-making,
those are the progressive sign. The sign is indicated by the continuous-time of confirming sound
appropriation. The physical stability and quality of sound are concentration. Thus, the teachers might be
examining the students by questioning communications regarding the sound quality and critical
thinking, giving a chance for students to reveal the mistaking of producing sounds, or even explanation
of comparison between students’ sound and teacher’s. To boost up the practice, the students address
the being happening state and keep regularly concentrating on the sound-making, which means they are
adjusting to qualitatively manage the sound expression naturally. The repetition vice versa in incorrect
sound-making indicates lacking concentration. Thereby, the students must pay more attention to sound
imitation thoroughly or need practice repeatedly.
4.3 Problems and solutions
The concept applying the principles of Kayanupassana Satipatthana there probably are problems
interrupted during teaching steps and learning management which are stood on either teachers or
students. And also the imperfect musical instruments on tuning or size are problems. The learning
environments and circumstances are internal causes of obstacles. The problems can be solved by
requiring cooperation from both sides between the teachers and the students. From teachers' viewpoints,
the teachers need to gain the data including students’ behaviors and mental health. Moreover, the
teacher ought to insightfully understand the personal abilities in differences. The learning management
is adaptively designed in diverse practices. The learning practicum is variable depending on the
initiation of the changes. The results of insightful management cultivate students to be firm in placing
music quality. From the students’ viewpoints, they are required enthusiastic skills and patience on
overcoming physical and mental problems such as having to endure fatigue muscle aches during
training. The students are trained as much as they have achieved their entire body and mind in depth.
Whether the personal movements and characteristics or sound-making movements or any
circumstances around practitioners are importantly understood and clearly observed.
5. Conclusion
The practice and instrumental experiences are all about the feelings into sound making. As duties of
performers, and attending rehearsal practices, training necessarily take endless times and appropriation
methods. Without concentration and mindfulness, the practice is concerned as an ineffective method of
accurate musicality. As in traditional Thai music, concentration and mindfulness are employed as the
main factor of enriching the playing musical instrument accomplishment. Owing to playing traditional
music is based on memorization, repetition, assimilation, and imitation from sounding molds. The
perfection of Thai music-making depends on the proficient skill reveals the imitation approach to show
a complete melodic piece. The skills accomplishment is conformed to both audiences and performers. A
questioning to students regarding “what is movement feeling during hand moving or about arm muscles
or even the whole body following single-note repeating?”. This question is to insist that to convince the
student to observe every movement while playing. The question also stimulates the student’s awareness
of what they presently doing are. The teacher can be the first person to assist students in learning from
inner behaviors to outer ones. The process helps students getting ready for practice in terms of body and
feeling. Thus the ready movement of practice goes to having concentration and mindfulness.
Musicians, instruments, sounds, and self-assessment are elements of practice that lead learners
to develop their playing quality in terms of making ideal sounds. That is the beautiful sound according
to the concept of Thai music culture. This approach will be useful for music teachers, artists, and anyone
teaching music for the best learning method. An application of this method has been designed especially
in Thai traditional music pedagogy. By the process of self-observation, observing the sound, observing
body movements and movement feeling. The sound quality is also an important point of concentration
and mindfulness applied in musical teaching. Thus the result of following the process will turn students
to best practice musicians and being charged by splendid happiness of play Thai music.
388
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An Online Learning Management System to
Emerge Between Theoretical and Practical
Tasks for Technical Education
Apichaya KHWANKAEW*, Chaiya THANAPATSIRI,
Piya PRASONGCHAN & Wasana BOONSONG
Faculty of Industrial Education and Technology,
Rajamangala University of Technology Srivijaya, Thailand
*[email protected]
Abstract: Technological innovations have a vital role in the educational area. Most developed
in an online system platform based on the Educational Software Development Life Cycle
(ESDLC). ESDLC consists of analysis, design, implementation, and maintenance. All of them
concern with the perspectives of educational processes. Moreover, one of the technological
innovations is widely used, for instance, Learning Management System (LMS), to support the
online learning process. It is significant to achieve teaching and learning with technology. The
essential purpose of this study is to identify the requirement for the development of an online
learning management system, which has considered developing educational software. Then,
proposing to adopt the educational software development life cycle to design an online learning
management system for emerging between theoretical and practical tasks in particular industrial
education. The system will be able to meet the requirements of both instructors and learners.
Moreover, the developed system model focuses on learners to increase self-direction skills
along with self-regulation. These show the effectiveness of the system that encourages the
learners to learn.
Keywords: Online learning management system, technical education, theoretical and practical
learning
1. Introduction
In the 21st century, technological innovations have a vital role, in particular in higher education. That
encourages the learner's interest and perceptions of the course. The popularly utilized innovation is the
online learning management system. Generally, the online learning management system processes
consist of pre-assessment, learning/content, quiz/practice, and post-assessment. The instructors have to
understand the whole system to foster learners on how to achieve their learnings. Regularly, software
development is developed according to the Software Development Life Cycle (SDLC). In the research
(Alkhafaji & Sriram, 2011), they proposed and focused software development on an educational
domain. It was developed in Educational Software Development Life Cycle (ESDLC) concerning
educational processes perspectives. It consists of planning, analysis, design, implementation, and
maintenance phases, see Figure 1. These processes are simplified and developed to meet the system
requirements.
Figure 1. Educational software development life cycle.
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The current situation of the learning management system for industrial education may not meet
the requirements in the process between theoretical and practical tasks. Moreover, the difficulties
encountered in the systems may not cover all aspects of learning namely academic and technical aspects
for industrial education. Due to the learners need to pass the theoretical learning process in each unit,
then used it in the relevant part of the practical task. However, that point is still a weakness for industrial
education learners that have to access in anytime and anywhere to follow both theoretical and practical
tasks. Finally, that is the reason for the instructor can substantiate that learner has accessed and received
the entire content. Therefore, when it reaches practice, the instructor can evaluate according to the
learner's works.
In addition, not only self-directed learning should be encouraged but also self-regulated
learning, the active control learners take over their learning to ensure their achievement. If the learners
failing to control themselves during the course, it may imply that the system does not support (Garcia et
al., 2018). That is the reason for this study. It is how to identify the requirement to develop an online
learning management system, which emerging user-friendly system and fostering learning. Also, to use
this study as a guideline for designing a system for industrial education. Moreover, the instructors also
have face-to-face sessions, alternative teaching and learning methods, and tools, besides the proper
LMS (Learning Management System) or MOOCs (Massive Open Online Courses). Including another
part, they still anticipate the face-to-face class with learners because, in the workshop, they need to use
substantive tools to follow and apply in various technician tasks. All of the above compiled into a
requirement to leading as the solution. Does the currently available online learning management system
support teaching and learning processes in both theoretical and practical tasks?
2. Research Background
2.1 Technical Education Learning Design
In personalized learning design, especially in Technical Education, instructors need to analyze the
characteristics and needs of learners. Take it to design the diversity of learning activities to meet learner
requirements. Based on academic knowledge as well as commitment, effort, and creativity in designing
learning activities. Due to increased capability of digital technology opens up new opportunities for
curriculum creation and delivery. Digital technology substantially increases the multimodality of
curriculum as a new medium for delivery (Zhao et al., 2010).
2.1.1 Analyze the Characteristics and Needs of the Learners
Analyze the characteristics and needs of the learners. To assume that “What is the appropriate way for
each learner to understand?”, “What approach do learners utilize to learn?”, and “What are the learners'
aptitudes or preferences?”. Instructors will be able to determine what kind of learning activities are
appropriate for their learners based on the results of this analysis. That is the most crucial stage in
creating a personalized learning plan. To establish learning channels that respond to characteristics and
learner needs. The learning channels are diverse such as online learning, co-learning, and learning with
teachers, etc.
2.1.2 Design and Conduct Learning Activities
Design learning activities for learners based on their preferred learning channels. Learning activities
should be appropriate for the learners' skill level. Learners will have become discouraged if it is too
difficult. As a result, learning activities should be engaging. Combines excitement and challenge
thereby, meeting the needed learning objectives.
Conduct learning activities based on designing with Active Learning. The learning method is
used by learners in accordance with their abilities. Then, select an application to conduct activities for
peer-to-peer learning. The instructor acts as a learning coach to stimulate thinking and attributes that
encourage continuous learning for learners.
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2.1.3 Assess Learning Outcomes
Assess learning outcomes on how learners achieve learning outcomes. To use an assessment approach
that is empowered based on conditions and using multiple assessment methods from various assessors
especially, self-assessment. The instructors should provide feedback and reflection for creative
improvement to learners.
2.2 Education Software Development Life Cycle (ESDLC)
A Software Development Life Cycle model (SDLC) is a series of phases with an ordering relationship
between phases to conduct to achieve the intended outcome product. SDLC consists of five phases
Requirements, Design, Development, Testing, and Maintenance.
The first phase is gathering requirements to gain a better understanding of the problem. The
second is determining a project plan for a system solution and specifications designs documentation
provided. The next phase is the development phase, carried out by the development team. It includes the
entry of structure documents as well as the updating of technical reviews. Before execution, each code
has to scan, which covers an inspection of the system. Another is the testing step, one of the most
significant validation stages in the SDLC. The emphasis is on comprehensive testing of applications
designed using the matrix of requirements. The last one is deployment and maintenance of the system to
organize the outcomes and problems that are being considered.
In particular, (Alkhafaji & Sriram, 2011), they proposed and focused software development on
an educational domain, Educational Software Development Life Cycle (ESDLC) concerning
educational processes perspectives. It consists of planning, analysis, design, implementation, and
maintenance phases.
3. Research Method
To accumulate and review the literature of an existing learning management system used in the
Thailand’s educational institutions. Most of them are using open-source tools to develop their systems.
The popular open-source software programs used by the educational institutions are Moodle, A Tutor,
Claroline (Classroom Online), and Google Classroom (Grier et al., 2013).
Figure 2. Educational software development life cycle requirements.
More than that, to design the system should concern based on the System Usability Scale, with
simple questions used to measure the usability of a particular system as follow: 1) Users would like to
use this system frequently. 2) Users found the system unnecessarily complex. 3) Users thought the
system was easy to use. 4) Users need the support of a technical person to be able to use this system. 5)
Users found the various functions in this system were well integrated. 6) Users thought there was too
much inconsistency in this system.
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7) Users would imagine that most people would learn to use this system very quickly. 8) Users
found the system very cumbersome to use. 9) Users felt very confident using the system., and 10) Users
needed to learn a lot of things before they could get going with this system (Rueangprathum et al.,
2009).
Therefore, we proposed to study Learning Management System, System Usability Scale,
Educational Software Development Life Cycle to create an efficient system and meet user requirements
like online learning management system support teaching and learning processes in both theoretical and
practical tasks. Therefore, the researcher takes additional interviews to determine and inquire about the
appropriate requirements for the system development. However, it is not in the sense of being MOOCs
development in this research because course enrollment is determined under the rules of the educational
institution or requirements for applying in various courses. Figure 2 has shown the details of interviews
divided based on ESDLC as follow:
3.1 Analysis Phase
Initially, this phase is to analyze the overall system requirements. This phase consists of two sections,
user requirements and system requirements analysis. User requirements are typically written when
considering the use cases for a project. The requirements definition is done with the user to require to
project manager who knows how the system will be used by the user. Many user requirements concern
how the users will interact with a system and what they expected. In particular, the user requirement in
this research is from the instructor and the learner to support effective teaching and learning. Therefore,
in this phase, we divide according to both perspectives.
Instructor requirements offer the system could be designed to cover the management of the
entire course. Each course of and learning management must consist of pre-assessment, learning,
practice, and post-assessment. The case of Pre-assessment is to measure how much knowledge that the
learner has before they take this course. Next is learning is a process that takes place after a completed
pre-assessment. Learners have to gain knowledge according to the content of the whole course. Practice
is one of the vital processes, which is the reflection from the learner on their understanding and do the
tasks by themselves. The last one is post-assessment, the final process after the learners have learned the
entire content. The instructor has to make sure that the learners understand the lesson or not including
their learning achievement meets the expected learning outcomes of the course or not?
Learner requirements focus on interaction, participation, self-directed learning including,
self-regulated learning. Access to learning management systems by learners is the part that needs to pay
attention regarding how to get in easily, conveniently, and quickly to facilitate the learners as much as
possible. As above, one important thing is to develop in the online form. In particular, learners sincerely
suppose that access to this system will facilitate their learning. System operation was designed to cover
theory and practical tasks in the system and focus on learners acquiring. We proposed to the learners to
study a theory as content via an online learning management system. After they complete all tasks of the
courses, they can download the worksheet to enter the practical process.
Another section of analysis is system requirements. It provides the tools to set up an efficient
analysis of the resources to be developed a successful project. Besides, to focus on Completion,
Reliability, Time, Simple, Clear, Effectiveness, Comprehension, and Perception. All of them perform
the system function as appropriately as possible and ready to support the use of both instructors and
learners. The system requirement models such as Context Diagrams, Data Flow Diagrams (DFD),
Entity Relationship Diagram (ERD), Use Case Diagram, etc. shall be structured as required so that
developers and project managers can understand and able to meet system requirements.
3.2 Design Phase
The system design is planned to develop in the web-based application form, a program that is accessed
over the Internet and runs inside a web browser. We divided two main sections, the Instructor and the
Learner. Based on studying the existing system with the system design process for teaching and
learning. To be considered in many parts to facilitate both instructors and learners in learning
management. By designing and planning following the System Usability Scale as mentioned above.
Therefore, apply to the proposed context of the system to support both the theoretical and
practical learnings. To encourage the instructor to manage the course according to the planned teaching
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and learning management. Each subject consists of different learning chapters according to learning
objectives. The instructors have to ensure that learners can understand and receive the content.
In particular, each chapter will consist of a test to assess learners before they apply their
knowledge to practical work. Moreover, the instructor can assign the number of the chapter, content,
and assessment. It is according to the plan to achieve their objectives. Consistent with the learner side,
they can learn after the instructor assigned all of the materials. They have to start from the
pre-assessment, the content, and post-assessment then, apply the knowledge of learning in theory to
practice. See Figure 3 and Figure 4.
Figure 3. Instructor user interface design.
Figure 4. Learner user interface design.
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3.3 Implementation Phase
The design phase mentioned above discusses the overall system design in order to meet the
requirements of users. The main users of the system are learners and learners. Both parts of users focus
on accessing the functions and operating steps of the learning management process. These should be
consisting pre-assessment, learning content, quiz/practice, and post-assessment. Enter the process of
implementing is to develop the system. Apply the design to programming, coding, and testing for
verification, validity, reliability, accuracy. After development, uploading to the webserver for both
instructors and learners to access conveniently and instantly (Shetu et al., 2021). The researcher divided
the system development into three segments as Administrator, Instructor, and Learner, See Table 1.
Table 1
User Role and Activity
Role Activity
1. Online course management
Administrator 2. Online content management
3. Online assignment management
Instructor 4. Online assessment management
5. User permission management
Learner 1. Registration as the instructor
2. Online course management
3. Online content management
4. Online assignment management
5. Online assessment management
1. Registration as the learner
2. Enroll an online course
3. Take an online content
4. Take an online assignment
5. Take an online assessment
The first segment is Administrator, which consists of classroom, course, content, assignment,
and assessment management including user permission. The administrator can access and manage all
user data level, such as creating the courses and managing learners in each subject, etc. The second
segment is Instructor, who can access data and manage data from the following functions: classroom,
course, content, assignment, and assessment management, which receive permissions in only manage
within their own. The last segment is Learner, consists of funtion to allows learners to join classroom
and course. Including they can take the content, assignments, and assessment.
3.4 Maintenance Phase
The process implementation completed, if any part of the system still has an error or some mistakes,
rush to fix and upload the complete version again. Leading to a process for experts to evaluate the
system's performance and validate the completeness of all functions before heading to further
experimentation and practical application. Definitely, during the experiment, if some parts of the
system are incomplete, the developer has to improvements immediately. To perform and facilitate both
Instructors and learners to achieve their teaching and learning.
4. Research Result
The process of developing a learning management system starting from the analysis of the requirements
of the learners, design, implementation, and maintenance. Then, take the system to an expert evaluation
to ensure that the established system can successfully support teaching and learning. See Figure 5 and
Figure 6 for examples of system interfaces such as Course detail and Lesson detail. Typically, the
system consists of Home, All Course, Instructor Registration, and Student Registration menus.
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Figure 5. Course detail.
Figure 6. Lesson detail.
5. Conclusion and Future Work
Based on research aim is to is to identify the requirement for the development of an online learning
management system used in Thailand. To propose a new one for an online learning management system
to emerge between theoretical and practical tasks for technical education. Therefore, the design of the
learning management system was obtained and focus on expected outcomes and impact in the prospect.
1) Tool for supporting self-regulated and self-directed learning strategies to encourage the online
learning management system to emerge between theoretical and practical tasks, and 2) make a case
study analyzing the impact of the tool designed in an actual case.
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Acknowledgements
The researchers would like to express their gratitude to the technical education instructors and learners
who provided requirements and suggestions for this study.
References
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11(1), 128-137.
Garcia, R., Falkner, K., & Vivian, R. (2018). Systematic literature review: Self-Regulated Learning strategies
using e-learning tools for Computer Science. Computers & Education, 123, 150-163.
Grier, R. A., Bangor, A., Kortum, P., & Peres, S. C. (2013) The system usability scale: Beyond standard
usability testing. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 57.
(pp. 187-191).Sage CA: Los Angeles, CA: SAGE Publications.
Rueangprathum, A. Philuek, W., & Fung, C. C. (2009). E-learning in Thailand–A survey of current situation
and trend. International Conference on Teacher Professional Development: Searching for New Paradigms,
Agendas and Networks (ICONTPD 2009).
Shetu, S. F., Rahman, M. M., Ahmed, A., Mahin, M. F., Akib, M. A. U., & Saifuzzaman, M. (2021). Impactful
e-learning framework: A new hybrid form of education. Current Research in Behavioral Sciences, 2.
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Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
Student Engagement in Modular Learning:
The Experience of Senior High Students
Norhayna Eryll M. UNTE
Mindanao State University-Iligan Institute of Technology, Iligan City
[email protected]
Abstract: The formulation of distance learning delivery modalities gave pressure to higher
education sector and school authorities to implement different distance learning approaches due
to COVID-19 pandemic that upended campus classes all over the archipelago. Modular learning
instructions is one of the best option programs to comply at the end of the academic year by the
enrolled students while face-to-face classes are in hiatus and indefinite to return to normal.
Student engagement in science modular learning is quite challenging to comply with; that more
or less has limited information about the subject matter; more of exploring and discovery; self
and independent learning and self-motivation. The study is descriptive and exploratory in nature.
With a total respondent of thirty-two (32) Senior High Students, it comprised fourteen (14)
males and sixteen (16) females. Using the statistical method of measuring central tendency by
mean, visual and descriptive remark is used for Likert scaling illustrating very often (4); often
(3); sometimes (2); never (1). On the course of module completions, students’ engagement
largely “often '' is influenced by different variations of tests being encountered from time to time.
Key contributing factors of this study were the student daily challenges, organization of topic
information in modules, instructions, active participation, self-determination, independent
action, time management, and student-teacher communication.
Keywords: distance learning modalities, modular learning, student engagement
1. Introduction
Education is a transformative driver of success and social equalizer for opportunity to improve our
quality of life. To a greater extent, education on science is considered as the catalyst for economic
development and advance modernization in building society. But the corona virus has upended the
world of higher education. The impact of the Covid 19 pandemic seriously disrupted the education
system, upsetting 1.6 billion learners in more than 190 countries in all continents that forced the
learning spaces to be put into closure (United Nation Policy Brief, 2020), and brought students abruptly
home. While affecting 94% of the world’s student population, up to 99 percent in low and lower-middle
income countries (United Nation Policy Brief, 2020), the systemic learning and teaching methods that
has been a cultured school learning habits and practices being cultivated for decades in every academic
institution drastically and considerably altered as classes move online while the campuses sit empty.
In response to the global health crisis to save learning continuity, the Department of Education
administrators were pressured to design a creative and innovative approach to the system of education
as an alternative yet practical solution to lessen the physical contact or face-to-face learning
engagement. Thus, enforced a new paradigm shift of schooling arrangement programs through distance
modular learning as one of the delivery modalities presumably adequate for students to learn and
complete the modular programs while ensuring academic excellence. However, this unforeseen
adjustment is a totally new test method and unfamiliar process which neither encourages nor forces
students to engage in self-studying and self-learning. It is by answering all the theoretically planned and
technically designed module materials, both printed and or electronic/digital format, intended only to
answer at home. With this, the learning environment engagement of students drastically changed too
and their ability and readiness to handle self-learning process is unguaranteed.
While distance learning adheres to safety and health well-being, the teacher-student
engagement experiences and or face-to-face interaction likely challenges the principle of sharing and
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exchanging of knowledge and wisdom. Previous studies found that students’ involvement at school is a
key to engagement of students (Shaari, et. al, 2013). However, modular learning experience tends to
lessen students’ active participation in school activities hindering their interests to engage their learning
concerns toward the teachers. Most specially in Science class that tend to require students to do tasks
involving hands-on activities and building conceptual knowledge perquisites to higher level of learning.
In a span of more or less a year of physical school hiatus due to pandemic, all learning essentials were
moved from classroom to home-based or virtual class capitalizing the internet availability which,
somehow, accelerated the trend towards online education and other forms of delivery of learning
modalities. However, this raises more fundamental questions about the value of effective learning
toward academic excellence as these students alone are in full gauge and in full control of the time for
module completions. Unbeknownst to the teacher, hence, this modular home schooling experience
transformed students on how to learn it in their own ways yet compromising their personal learning
interests on how to acquire quality knowledge and skills for a higher competitive degree of education
onward. Thus, it likely arises more fundamental issues and behavioral concerns of academic
performance on the effectiveness of modular learning educational activities among the students.
With this context, student engagement is crucial in learning because learners seem to have less
opportunities to be engaged with the school. As such, creating multiple opportunities for student
engagement will provide a positive experience that includes self-learning, participating in discussions,
sharing of resources and reflection. As Bolliger and Martin (2018) confer the importance of student
engagement as an evidence of student effort required for the development of their cognitive facets and
creating skills leading to a high level of success. Hence, giving attention to their experiences and
perceptions towards engaging in any learning activities is essential. This being said, the question that
this study aims to provide is an answer to what are students’ experiences in engaging modular learning
class in Science and what are the activities do students engage in.
2. Methodology
This study adopts a quantitative approach in collecting data from the respondents aiming to predict and
visually interpret the students’ modular learning experience. Base on their ability and aptitude to
comprehend and follow instructions, the use of a self-made checklist/questionnaire survey type is
preferable and, hence, employed because it ensures thorough description of the condition of the study
making sure that there is a minimum bias in the collection of the data and finding out the phenomenon
(Kothari, 2008) of student engagement on modular learning as experience among Marawi City Senior
High.
2.1 Participants
The accessible participants of this study included 32 senior high students of Marawi City with 14 males
and 18 females. The inclusion criteria in selecting the participants were based on the maximum number
of students in one classroom, thus physically present during the subject period and who are enrolled in a
modular learning class. The researcher asked permission to their subject teacher and students were
asked for their consent in participating willingly. They are also informed that they can withdraw their
participation anytime.
2.2 Data Collection
Data were collected via structured online survey type questionnaire distributed among the respondents.
The researcher asked their teacher to forward the link to students enrolled in a modular class through
their social media account. The instruments used in the study included Likert-type items and a
follow-up three open-ended questions.
The survey questionnaire concerning the student engagement on modular learning to entail and
validate their experiences. Each indicator is interrelated to the science subject to determine their interest
and motivation on the subject matter. It was developed with a group of researchers who conducted a
pilot Likert-type questionnaire based on the responses from the four open-ended questions about
students’ experiences and challenges in modular learning. It has 37 items with a 4-point scaling,
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strongly agree, agree, strongly disagree and disagree. It was reviewed and Cronbach’s alpha was
calculated to insure internal consistency. The results provided 4 dimensions of closely related sets of
items were grouped. But the final version of the instrument used in the study consists of only 13
indicators emphasizing their perceived experiences on modular learning. Likert-type items ranging
from 1(Never) to 4 (Very often).
2.3 Data Analysis
The Likert scale was utilized in getting the experiences of the student on modular learning education
and the scores and categories of responses including the interpretations as to the statement indicators
were answered on a 4-point scale ranging from 1= never, 2= sometimes, 3=often, and 4= very often. In
determining, identifying and validating the respondents’ experiences on the modular learning education,
through a simple reliability analysis was done. Hence, visual interpretation is considered through the
measure of central tendency by mean to measure the average answers of the respondents particularly
to student engagement’s on modular learning with scaling as follows: 4 – 3.25 (Very Often); 3.24 – 2.50
(Often); 2.49 – 1.75 (Sometimes); 1.74 – 0.99 (Never).
3. Results and Discussion
In general, the participants perceived that often they are experiencing what is listed in the instrument.
Statements Weighted Descriptive
Mean Interpretation
1. Modular science instruction is challenging. 3.1875 Often
2. There is limited information in the modular instruction. 3.1562 Often
Very Often
3. The topics are well organized in a modular science 3.25
instruction. Very Often
4. Science module focuses on the discovery. 3.5
5. I am an active student when doing a modular science 2.9686 Often
activity..
2.875 Often
6. I am determined to learn in a modular science class. 2.5625 Often
2.4686 Sometimes
7. I observe new things in my science modular class.
8. I worked as a scientist when I engaged in a modular science
activity.
9. I can review my lessons in a modular instruction. 3.125 Often
10. The activities are more interesting when using modular 3.1875 Often
science instruction.
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Statements Weighted Descriptive
11. I am an independent learner. Mean Interpretation
2.8125 Often
12. I can manage to finish my task in our module on time. 2.6875 Often
13. I communicate with my teacher for clarification on 3.0937 Often
instructions and activities.
Over-all Mean 2.990 OFTEN
Scaling:
4.00-3.35 – Very Often
3.24-2.50 – Often
2.49-1.75 – Sometimes
1.74-0.99 – Never
A closer examination on the table distribution reveals that students are “often” challenged about
the modular science instructions given to them. However, the respondents “often” thought that the said
instruction is limited in spite of its “very often” well-organized topics. Thus, these engagement
experiences of the students is consistent to the prevailing studies about the kind of quality learning
environment in terms of complexity or the simultaneous presence of environmental challenge and
environmental support referring to challenges, activities, goals, structures, and expectations intended
to guide student action or thinking (Csikszentminhalyi, et. al. 1993; Hekner & Asakawa, 2001;
Newman, 1992).
Given the priority of the science module that focuses more on discovery, “very often” students
found that the instruction is on point for that emphasis. Yet, “often” respondents are active when doing
the modular activities. When it comes to learning it with determination, “often” students were doing it
so. Observing new things in science module class is another modification given importance,
nonetheless, learners “often” experienced it. These findings correspond to “flow theory” that student
engagement is conceptualized in this study as the heightened, simultaneous experience of concentration,
interest, and enjoyment (Shernoff, 2013).
Although there are few students that “sometimes” feel like being a scientist while personally
engaging on the science module, few were “often” inclined to review their science lessons. It also shows
that student ‘often” find science activity more interesting while independently learning it regularly.
These outcomes correspond to the meaningful forms of learning from flow experiences. Its interest
directs attention, reflects intrinsic motivation, stimulates the desire to continue engagement in an
activity, and is related to school achievement (Csikszentminhalyi, et. al. 1993).
Most students frequently (often) managed to finish their task on time while “often”
communicate their teacher for instruction clarification pertaining to the activities. According to Marcsh
(1992), students who are active in school activities will have a positive impact thereby improving the
students’ engagement in school which indirectly affects student’s academic achievement having a
nature of commitment and discipline.
3.1 Engaging Activities
As mentioned earlier, one of the critical elements of modular learning is the student engagement in the
educational process. The need to ensure that learners are effectively and adequately engaged depends
on the learning activities they are into. From the response to the question “Which activity(ies) that made
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you engage in science modular instruction?” The participants commonly mentioned an activity that is
challenging. Challenging as described by the participants as..
“ Everytime there is a need to be observed, that I will discover something.” S6
“When we are doing experiment, because it help me to enhance my knowledge”.S13
“Activities that of importance in real situations” S7
Consequently, teachers have an important role in constructing and facilitating activities that
entails a positive outcome to student learning. Aside from that monitoring the progress of students is
also needed since teaching is no longer held within the school. Accordingly, the primary role of a
teacher in modular learning is to establish a connection and guide the child as stressed in FlipScience
cited by Dangle and Sumaoang (2020).
3.2 Independent Learner
So as to the question “How will you describe yourself as a learner who is engaged in a modular science
activity? The participants somehow agreed that they considered themselves as independent learners.
Since there is a minimal interaction between the teacher in a modular instruction. Students tend to do
their activities by themselves. Accordingly, they are like scientist who
“ … manage time and thinks about important things first..”S8
“I’m a kind of learner who is imagining everything…” S7
“I am curious, interested, and optimistic and eager to learn more..”S5
“…I describe myself as someone who is able to cope up with instruction”S2
Indeed, the use of modular instruction benefits students in terms of developing independent
study. It could be utilized within any setting helpful to the learner and may be finished at the learner's
own particular pace (Sadiq and Zamir, 2014). The use of modules encourages independent study.
Students engage themselves in learning the concepts presented in the module. They develop a sense of
responsibility in accomplishing the tasks provided in the module (Dangle and Sumaoang 2020). With
little or no assistance from others, the learners progress on their own. They are learning how to learn;
they are empowered (Nardo, 2017).
4. Conclusions
In the light of results drawn from descriptive statistical measure of central tendency by mean analysis
and findings of the research following conclusions can be drawn.
1. Generally, the challenges of science modular learning is impartially effective for students’
engagement because in this modular approach, the students independently learn at their own pace.
2. It is a free self-learning style in which immediate reinforcement, feedback is provided to
practice exercise because it is very organized, and this motivates students and creates interest in them.
3. Students feel the freedom to learn in their own style because it also focuses on self-discovery
in science including observing new things that makes them active while doing the instructional
activities.
4. Students’ engagement teach them greater self-discipline and self-motivation while they
largely manage fulfilling their task on time
5. Despite of communication gap due to distance learning requisite, students still fairly and
regularly managed to communicate their teacher for instructional module activity clarification
5. Implication
The experiences of student engagement in module learning indeed hurdled a unique challenge not only
because of the Covid-19 pandemic crisis but also its distinctive approach on how the students alone will
cope-up with the difficulty of completing the tasks and activities. Even though giving the students the
freedom of time as to when to accomplish the instructional modules, the student-teacher involvement is
restricted. In the light of above conclusions, it may have implications to students' learning process,
teacher’s guidance, and parent’s system support and school administrators. So the following are
formulated:
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1. From the conducted survey, the methods and strategies designed by school administrators
are to further improve the Distance Modular learning by making it more practical and
flexible instructions especially in Science by giving more further examples and visual
illustrations to make it more understandable, absorbable and learnable.
2. For students, the engagement to Science modular learning at home requires greater
self-discipline and self-motivation and makes use of the quality time and freedom at home to
comply with the modules in order to improve the learning process to attain higher academic
achievements.
3. For teachers, there is a need to increase allocated time in tracking and monitoring the students
doing their modular activities, increase a little time of home-visitations while, at the same,
administrative concern, officials must use more of their resources by rewarding these
educators for their extremely competitive, very demanding and highly challenging
workloads.
Acknowledgement
I would like to thank our mentor, Dr. Amy Buan for the opportunities and learnings, to my classmates
for the encouragement and my family for the support and love.
References
Csikszentminhalyi, M., Rathunde, K., & Wallen, S. (1993). Talented teenagers: The roots of success
and failure. New Yor, NY: Cambridge University Press.
Dangle, R. P & Sumaoang, J. (2020). The Implementation of Modular Distance Learning in the
Philippine Secondary Public Schools(3rd ed). International Conference on Advance Research in
Teaching and Education.
Hekner, J.M., & Asakawa, K. (2001). Learning to like challenges. In M. Csikszentminhalyi, & B
Schneider (Eds.), Becoming adult (pp.95-112). New York, NY: Basic Books
Jamwal, Goldee, Effective use of Interactive Learning Modules in Classroom Study for Computer
Science Education (2012). All Graduate Plan B and other Reports. 225. from
https://digitalcommons.usu.edu/gradreports/225
Marcsh, H.W. (1992). Content specificity of relations between academic achievement and academic
self-concept. Journal of Educational Psychology, 84(1), 35-42.
Martin, F. & Bolliger, C.D (2018) Engagement Matters: Student Perceptions on the Importance of
Engagement Strategies in the Online Learning Environment. Online Learning Journal, 22(1),
205-222.
Newman, F.M. (1992). Student engagement and achievement in American secondary school. New
York, NY: Teachers College Press.
Rajabalee, Y. B.& Santall, M. I (2021). Learner satisfaction, engagement and performances in an
online module: Implications for institutional e-learning policy. Education and Information
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Shaari, A. S., et. al, (2013). The relationship between lecturers’ teaching style and students’ academic
engagement. Procedia Social and Behavioral Sciences. University Utara Malaysia, Malaysia.
Sadiq, S. & Zamir, S. (2014). Effectiveness of Modular Approach in Teaching at University Level.
Journal of Education and Practice , 5(17), www.iiste.org .
Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. New York:
Springer.
United Nation Policy Brief (2020). Education during COVID-19 and beyond.
403
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
A Study of Factors Affecting Social Innovation
in Small Secondary Schools
Matchuree TOONCHAIYAPHUM*, Saowanee SIRISOOKSILP, Prakittiya TUKSINO
Faculty of Education, KhonKaen University, Thailand
*[email protected]
Abstract: This study was a descriptive research which aimed to study the levels of factors
affecting social innovation in small secondary schools. The sample group used in the research
consisted of 620 schools. Determine the sample under the ratio between the sample unit and the
number of parameters 20:1. There were two respondents at each school: an administrator and a
teacher, totaling 1,240 respondents. The tool for collecting data was a research questionnaire: a
5-scale rating with confidence was determined by Cronbach's Alpha Coefficient of 0.95. Mean
and standard deviation were used to analyze the data, on the title: Studying Factors Affecting
Social Innovation in Small Secondary Schools. The results showed that factors affecting social
innovation in small secondary schools were organizational culture factor having the highest
mean: ( = 4.49); followed by learning organization factor: ( = 4.34); followed by
network cooperation factor: ( = 4.32); and external environment factor Least mean: ( =
4.31).
Keywords: social innovation, factors affecting social innovation, small secondary schools
1. Introduction
The National Education Plan B.E. 2560-2579 has set a vision that all Thai people received quality
education and lifelong learning, lived happily, and focused on innovation. The word ‘innovation’ had
different meanings according to individual’s perspective. Meanwhile, it usually referred to new things
which were created from the existing knowledge or creativity while benefiting the economy and
society. Innovation itself would act as a cog which drove existing industries to develop further and
supported the creation of new businesses to create value in the country's value chain (Ministry of Social
Development and Human Security, 2020). In addition to the economic perspective, in order to develop
a country to be sustainable, it was necessary to develop a strong social foundation because these two
factors had to be developed in tandem to achieve a balance. Social development also required new
processes and methods to better address social problems. It could be said that such mechanisms in
creating the process of solving issues were inevitable to include the innovation creation in order to meet
social needs. Additionally, when the word “innovation” was combined with the word “society”, it
created “social innovation”, which had a different meaning and context from general innovations.
Social innovation was something new created by creativity, whether it be a process, product, or an
accepted development model to solve and respond to social problems. Moreover, it had to be able to
spread to other societies. The social innovation needed to consist of 3 key elements which were 1) being
new and meeting the social demands, 2) being realistic and able to spread to society, and 3) leading to
better changes in society (National Innovation Agency, 2019).
It could be seen that the development of strong social foundations as well as the development of
youth through the educational system were therefore important in driving the country towards the goal
of improving the quality of life, while in fact the educational system in Thailand today still reflected a
huge disparity in education. However, despite the constraints of small schools with so many shortages
and problems, there were some small schools which met the criteria of implementation in social
innovation. These schools attempted to innovate and develop innovative forms of educational
administration and management that were different and suitable for the needs and contexts of the local
community; built cooperation from all sectors of society to achieve quality standards; made a
404
remarkable difference until being successful in managing the education of small schools to be more
effective; including yielding acceptable results and being a good role model for communal schools and
other societies (Thanakorn Sriwipat, 2018). According to the synthesis of the research papers conducted
by European Commission (2013), TEPSIE (2014), and Frank Moulaert (2017) as well as the analysis,
and synthesis of the related papers and research, it was found that the social innovations consisted of 4
components: 1) novelty of concrete products, 2) meeting the needs of society, 3) spreading innovations
to society, and 4) good changes in society. Furthermore, the factors affecting social innovation which
were considered as the most comprehensive ideas were from the European Commission (2013), Lasma
Dobele (2015), and Orly Carvache-Franco (2018). They included external environment with 4
observable variables: 1) social condition, 2) political condition, 3) economic condition, and 4)
technological condition; learning organization with 5 observable variables: 1) systematic thinking, 2)
self-knowledge, 3) conceptual pattern, 4) shared vision, and 5) teamwork; corporate culture with 4
observable variables: 1) adaptation, 2) learning, 3) risk-taking, and 4) creative thinking; and lastly
cooperative network with 4 observable variables: 1) exchanged interaction, 2) mutual reinforcement, 3)
coordination, and 4) participation.
The study of social innovation was an emerging field which was becoming increasingly
important along with the policy makers and academics’ interest. Social innovation was defined as a
new, sustainable, and effective way to encourage people in society to participate in solving social
problems in order to create social value for a higher quality society. Therefore, the topic of the factors
affecting social innovation in small secondary schools was chosen according to the researcher’s
interest. The results of this research have provided information on factors affecting social innovation,
leading to the promotion of the most urgent factors for the benefit of small schools as a guideline for
quality school management.
2. Research Objectives
To study the levels of factors affecting social innovation in small secondary schools.
3. Methodology
3.1 Research Population
The descriptive research was used in this study. The population included administrators and
teachers in 1,175 small secondary schools under the Office of the Basic Education Commission,
academic year B.E. 2564. Determine the sample under the ratio between the sample unit and the number
of parameters 20:1. The schools were provided as units of analysis using a multistage randomization
method. The sample group used in the research consisted of 620 schools. There were two respondents at
each school: an administrator and a teacher, totaling 1,240 respondents.
3.2 Research Instrument
The research instrument used on data collection was a research questionnaire entitled: The
Study of Factors Affecting Social Innovation in Small Secondary Schools. It was the 5-level rating scale
of 37 items, with an index of conformity (IOC) of 0.78 - 0.89 assessed by 9 experts; and the confidence
was determined by Cronbach's Alpha Coefficient of 0.95.
3.3 Data Collection
In this study, the data were collected solely by the researcher by using an online questionnaire
in the form of Google Form. The letter was then sent to the Secondary Education Service Area Offices,
which were the research samples, in order to send the research-conducting letters to each school under
the affiliation as a request to complete the online questionnaire within 2 weeks receiving the notice.
3.4 Data Analysis
405
Data analysis was implemented by using the value of mean ( ), and standard deviation (S.D.).
4. Research Conclusion and Discussion
4.1 Research Conclusion
A study of factors affecting social innovation in small secondary schools found that factors affecting
social innovation in small secondary schools were external environment, learning organization,
cooperative network and organizational culture: The mean and standard deviation are shown in the
following table.
Table 1
The mean and standard deviation of factors affecting social innovation in small secondary schools
Factors Components Mean Standard Rank of
Deviation Factors
External Social condition ()
Environment Political condition (S.D.) 4
Economic condition 4.30 0.66
Learning Technological condition 4.24 0.66 2
Organization Total 4.32 0.60
Systematic thinking 4.38 0.64 3
Cooperative Self-knowledge 4.31 0.64
Network Conceptual pattern 4.23 0.69 1
Shared vision 4.34 0.71
Organizational Teamwork 4.28 0.73
Culture Total 4.41 0.66
Exchanged interaction 4.46 0.68
Mutual reinforcement 4.34 0.69
Coordination 4.22 0.73
Participation 4.20 0.73
Total 4.40 0.67
Adaptation 4.44 0.64
Learning 4.32 0.69
Risk-taking 4.50 0.59
Creative thinking 4.53 0.64
Total 4.29 0.76
4.58 0.55
4.49 0.64
From Table 1, the level of factors affecting social innovation in small secondary schools which
was found to have the highest mean was the corporate culture factor with ( = 4.49); followed by the
factor of learning organization; cooperative network; and external environment with ( = 4.34); (
= 4.32); and ( = 4.31) respectively. The means for each component are as follows. Firstly, the
corporate culture factor which had the highest mean was in terms of creativity: ( = 4.58); followed
by learning: ( = 4.53); adaptation: ( = 4.50); and risk taking: ( = 4.29). Secondly, the
learning organization factor which had the highest mean was in the aspect of teamwork: ( = 4.46);
406
followed by shared vision: ( = 4.41); self-knowledge: ( = 4.34); conceptual pattern: ( =
4.28); and systematic thinking: ( = 4.23). Thirdly, the cooperative network factor which had the
highest mean was participation: ( = 4.44); followed by coordination: ( = 4.40); exchanged
interaction: ( = 4.22); and mutual reinforcement: ( = 4.20). Lastly, the external environment
factor with the highest mean was from technological condition: ( = 4.38); followed by economical
condition: ( = 4.32); social condition: ( = 4.30); and political condition: ( = 4.24).
4.2 Research Discussion
The results of the study found that the factors which most affected social innovation in small
secondary schools were corporate culture: ( = 4.49), followed by learning organization, cooperative
network, and external environment with ( = 4.34); ( = 4.32); and ( = 4.31) consecutively.
This was in line with what the European Commission (2013) had stated in the Guide to Social
Innovation pertinent to factors influencing social innovation. According to the book, it has stated that
the way to make social innovation acceptable and widespread depended on the following factors: 1) the
enabling environment for social innovation which played an important role was the government's
political policies in the development of social innovation; 2) building a cooperative network which
allowed all sectors to participate in creating social innovations to meet the needs of the society; 3)
corporate culture which encouraged members of the organization to create innovative ideas that were
beneficial to society; 4) the members of the organization had opportunities to exchange knowledge to
one another; 5) the integration of knowledge in a variety of subjects for solving problems; and finally
6) personal potential in the organization. Furthermore, the results of the study were also in line with the
study of Factors Which Influence the Development of Social Innovation in Latvia which was conducted
by Lasma Dobele (2015). His research objective was to study the factors influencing social innovation
in Latvia. He explained that social innovation was influenced by the following factors: 1) external
environment namely society, politics, economy, and technology; 2) corporate culture such as setting the
vision of the organization, and having clear guidelines on social innovation collaboration; 3) collective
learning of members of the organization; 4) individual competence in the organization such as having
creativity, problem solving skills, and good working attitude; and 5) learning organization. In addition
to the research results, it was also consistent with what Orly Carvache-Franco (2018) described about
the factors influencing social innovation in The Key Factors in Social Innovation Projects, which
presented the key factors in the planning and management of social innovation projects, including the
barriers to social innovation. He concluded that the main factors which influenced social innovation
included: 1) external environment which covered political condition regarding the leader’s policy
making, economy, access to financial resources, technology, and social learning; 2) corporate culture
which was consisted of leadership in organization, competence, as well as good skills of members in
organization; 3) cooperative network; 4) sustainability; 5) social impacts; and lastly 6) creative
knowledge transfer within organization.
5. Suggestions
5.1 Research Suggestions
The results of the study of these factors affecting social innovation in small secondary schools
could benefit other small secondary schools in terms of the factor development as a management
guideline through the policy formulation and framework operation in accordance with the contexts of
being more proficient and effective in social innovation development in small secondary schools.
407
5.2 Further Research Suggestions
The study yielded essential information pertinent to the factors which affected social
innovation leading to the promotion of the most urgent factors that could be further conducted and
applied in terms of the qualitative research. The research implementation was suggested to act as the
guidelines for school management in order to create the social innovation to further enhance the quality
of small secondary schools.
References
Ministry of Social Development and Human Security. (2020). The National Education Plan
B.E. 2560-2579. Searched 20 April 2021, form http://www.bic.moe.go.th/images/stories/4EDU_
2560-2579full.pdf
Thanakorn Sriwipat. (2018). Social Innovation for Small Schools: Education to BuildFoundation Th
eory. Doctoral Thesis Philosophy Department of Educational Administration. Khon Kaen
University
National Innovation Agency. (2019). Social Innovation. 22 2021, form https://social.nia.or.th/inde
x.php/2019/03/19/event066/
European Commission. (2013). Guide to social. Regional and Urban Policy. Paris: European
Commission.
Lasma Dobele. (2015). Factors which influence the development of social innovation in Latvia.
Economic science for rural development. No.40 Jelgava, LLU ESAF, 23-24 April 2015, pp.
226-238.
Moulaert F., et al (ed). (2017). The International Handbook on Social Innovation. Cheltenham, UK:
Edward Elgar Publishing Limited.
Orly Carvache-Franco. (2018). The Key Factors in Social Innovation Projects. Mediterranean Journal
of Social Sciences September, 9(5).
TEPSIE. (2014). Social innovation theory and research A Guide for researchers. Europe: Soap.
408
Srisawasdi, N. et al. (2021). Proceedings of the 14th International Conference on
Educational Research. Thailand: Faculty of Education, Khon Kaen University
The develop the activities of flipped classroom
learning in the Thai Language subject for
7th Grade Students subject through
Google Classroom
Kantida BUNSOEM*, Thidarat THANAKULKIT
& Suphanat SETTHAPHONGSAKORN
Demonstration School, Khon Kaen University, Thailand
*[email protected]
Abstract: The purpose of this study was to 1) develop the activities of flipped classroom
learning in the Thai Language subject for 7th Grade Students subject through Google
Classroom, 2) assess the learner’s satisfaction toward classroom activities. The sampling group
of 7th grade students in the first semester of the year 2021 Demonstration School, Khon Kaen
University. This study used the lottery method to select the sampling group from 74 students.
Data collection were from 1) the flipped-classroom lesson plans through Google Classroom for
7th Grade Students about grammar and parts of speech in the Thai language, four plans 2) the
student’s satisfaction assessment for Flipped classroom learning in the Thai Language subject
through Google Classroom. This study found that flipped-classroom plan activities in Thai
Language subject Enabling students had self-learning summarized the knowledge. Students'
delegated responsibility and support moderated the relation between adaptability and
Adaptability and flexibility. The students had the highest level of satisfaction. with a mean was
4.10 and with a standard deviation (SD) was 0.69
Keywords: flipped classroom, google classroom, online learning, Thai language,
communications
409
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