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

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

A study of Disruptive Leadership for School

Administrators

Sumrej nangsekun *, Saowanee Sirisooksilp & Kanokorn Somprach
Faculty of Education, Khon Kaen University, Thailand
*[email protected]

Abstract :This Descriptive Research aimed. This research Is a descriptive research. The
objective of this research is to study The Performance to the Ethics towards One’s Self
Principles of School Administrators under The Secondary Education Service Area Office 26.
The samples in a single research revealed administrators and teachers. The Secondary
Education Service Area Office 26. 323 directors. Tools for collecting data for education Is a
general information questionnaire of respondents Looks like a check list. (10 items). The study
indicated that The Performance to the Ethics towards One’s Self Principles of School
Administrators under The Secondary Education Service Area Office 26. Including all the
overall average was high. The highest average was Persistent =4.7, S.D. = 0.46 The lowest
average was Creativity ( = 4.55 , S.D. = 0.51).

Key words: Development Indicators of Disruptive Leadership, Lifelong Learning, ourageous
risk, Digital Leader, Creativity, Persistent, Empowerment, Networking And Integration.

1. Introduction

At present, Technology is constantly evolving , never ending. There have been many changes. Including
medical, financial, legal, customer service, industrial and education. likely to be modified with Digital
Technology. Digital Technology organization. will lead to better educational administration
opportunities and successful. Today's educational administration leaders need to be connected to
Lifelong Learning. gain new knowledge To find best practices in organization management. meet the
efficiency of educational administration. Educational administration leaders are challenged by creating
experiences. Attracting Talented Personnel. Listening and acting on the opinions of personnel To
encourage personnel to unleash creativity and innovation resulting in disruptive.

From a literature review on Disruptive Leadership. It found that there are four key reasons
supporting the importance of disruptive leadership to leadership. Including 1) Disruptive Leadership is
important for leaders to change the traditional organization. Elliot , C. (2019). 2) Disruptive Leadership
is an opportunity for leaders to accept the changes that will occur. (Nadkarni, 2019). 3) Disruptive
Leadership will provide opportunities for personnel to engage with leaders in solving problems. and a
better way to create new processes that always has an impact on the organization. (Albornoz, 2019) 4)
Disruptive Leadership Leaders have their own style, self-acceptance, and use their inner potential to
make a real impact on the organization. (Themegolden, 2021). Educational administration success
depends on Recognition of Disruptive Leadership because it is indispensable nowadays Educational
leaders should have disruptive leadership. is a behavior that is not satisfied with the current state of the
organization Seek opportunities by applying digital innovations for future corporate growth. (Wheatley
et al., 2011)

Disruptive Leadership concept from the concept of Kao (2018), Khan (2018) Mark Carney
(2018) , Hogan, R. et al (2007) This makes it possible to summarize the components of Disruptive
Leadership with 7 components: 1) Lifelong Learning 2) Courageous risk 3) Digital Leader 4)
Creativity 5) Persistent 6) Empowerment) 7) Networking and Integration and There is no clear and
complete information about Disruptive Leadership indicators in educational administration that can be
used as a framework for development for school administrators. Therefore, the researcher is interested
in developing a Disruptive Leadership indicator for school administrators. by studying and researching

410

from theory and research to Developing Disruptive Leadership Indicators. that can test the consistency
of the measurement model with empirical data There is a development process through quality
inspection of indicators from experts. those involved And the research results can be used to create an
assessment and use of Disruptive Leadership indicators. It aims to allow agencies involved in the
development of educational institution administrators to use it for their benefit in planning for the
development of educational institution administrators. or tracking missions for decision-making or
evaluate the performance of the agency effectively.

2. Objectives

1. To study the elements of Disruptive Leadership of school administrators.
2. To study the Disruptive Leadership level of school administrators.

3. Research methods

This research is descriptive research. The methods for conducting research are as follows:

1) Population and Sample

1.1 Population in this research including school administrators and teachers Under the Office of the
Basic Education Commission, 2,358 people
1.2 The sample groups in this research were School administrators and teachers under the Office of the
Basic Education Commission totaling 660 people. The sample size was used by Krejcie and Morgan
tables.

2) Research tools for the tool and semi-structured interview data collection.

This research uses data collection tools which are divided into 2 parts:
Part 1 The general information questionnaire of the respondents It looks like a checklist.

(Check list) consisting of work place, gender, age, educational level current position position
experience and the size of the school

Part 2 is a questionnaire. Disruptive Leadership Behavior Level for School Administrators of
the respondents It is an estimation scale. (Rating Scale) 5 levels of Likert Number of 100 items, which
have the exact value. (IOC) Assessed by 9 experts with IOC 0.93 and got a confidence value according
to Cronbach's method of 0.89.

3) Data Collection

In this research, the research team conducted the data collection by themselves. by using a questionnaire
The research team provides an online questionnaire in the form of a Google Form created with the
following data collection procedures.

3.1 Make a letter requesting permission to collect data and contact coordination To request
permission to collect data by questionnaire from the sample group, administrators and teachers under
the The Secondary Education Service Area Office Mahasarakham.

3.2 Conduct online hemp data collection in the form of a Google Form research questionnaire
About Disruptive Leadership Level Education for School Administrators

4) Data Analysis

Data analysis in this research The researcher conducted an analysis of the data to answer research
questions. by using a ready-made computer program to analyze.

1. The data were analyzed as a Semi-structured interview by Content Analysis method
Summarized as the variables studied.

411

2. Mean analysis ( ), and standard deviation (S.D.)
4. Research results

A study ,the composition Disruptive Leadership for School Administrators together with
1.Lifelong Learning 2.Courageous risk 3.Digital Leader 4. Creativity 5. Persistent 6. Empowerment
7.Networking and Integration

Disruptive Leadership Disruptive Leadership Level of school
administrators.
1. Lifelong Learning)
2. Courageous risk S.D. Interpretation
3. Digital Leader
4. Creativity 4.66 0.44 Very
5. Persistent 4.58 0.49 Very
6. Empowerment 4.62 0.50 Very
7. Networking And Integration 4.55 0.51 Very
4.7 0.46 Very
4.67 0.50 Very
4.65 0.52 Very

From the table A study of Disruptive Leadership for School Administrators. Found Disruptive
Leadership Behavior of school administrators under the The Office of the Basic Education

Commission It was found that the overall level was at a high level. ( =4.63, S.D. = 0.49) When

considering each aspect, it was found that The side with the highest mean was Persistent ( =4.7, S.D.

= 0.46) Empowerment ( =4.67 , S.D. = 0.50) and the side with the lowest mean was Creativity ( =
4.55 , S.D. = 0.51)

Discuss the results of the Research

A study , the composition Disruptive Leadership for School Administrators together with 1. Lifelong
Learning 2. Courageous risk 3. Digital Leader 4. Creativity 5. Persistent 6. Empowerment 7.
Networking and Integration

A study Disruptive Leadership Behavior of school administrators under the The Office of the

Basic Education Commission It was found that the overall level was at a high level. ( =4.63, S.D. =
0.49). When considering each aspect, it was found that The side with the highest mean was Persistent

( =4.7, S.D. = 0.46) Empowerment ( =4.67 , S.D. = 0.50) and the side with the lowest mean was

Creativity ( =4.55 , S.D. = 0.51). Disruptive Leadership Behavior of school administrators under the
The Office of the Basic Education Commission It was found that the overall level was at a high level.
it was found that The side with the highest mean was Persistent consistent with the results of the study
Billington, M. (2017). Studied Disruptive Leadership Release. have a purpose To study leadership in
managing change in the present and the unpredictable future. The results showed that Elements of
Disruptive Leadership That there are 4 components: (1) Integrating skills and knowledge. Bringing
skills and knowledge Organization expertise personnel in the organization to be the main in the
administration

(2) Empowerment. Executive action is the driving force for the progress of the organization.
Good executives will increase the potential of the organization. and personnel to be better (3) Strategic
Thinking. Strategic thinking and full communication of executives and personnel in the organization
Organizational success is often the result of people who have self-awareness. and develop abilities (4)
commitment to work as a team. Motivated management performance is committed to building
interactions or relationships with personnel. Zvavahera (2021) Studied Strengthening institutions of
higher education through disruptive leadership. this study sought to evaluate how positive disruptive
leadership can have an important role in strengthening the higher education system in the face of
COVID-19. The study used a case study approach applying a qualitative research design. The study
noted that the key stakeholders exhibited positive disruptive leadership roles in their unique ways. The
key challenges cited include limited accessibility to internet and lack of affordability in terms of data

412

bundles and other ICT affordances to allow effective learning to take place. The study adds to
knowledge different leadership roles played by the University Board, University Executive, academic
staff and students to build a resilient and innovative institution in the face of COVID-19.

Recommendation

1. Basic educational institutions be able to apply the research results, which is the level of
disruptive leadership behavior of school administrators to policy making and an operational framework
to develop Disruptive Leadership of the school administrators to be able to manage the school in
accordance with the current situation.

2. Educational Service Area Office or educational agencies involved in the study of Disruptive
Leadership behavior of educational institution administrators to further develop in the determination
and direction of the disruptive leadership behavior of the school administrators who are involved.

Research recommendations

Should bring educational results at the Disruptive Leadership level to do research and
development or policy research to be used to apply the results of studies to further develop the
efficiency and effectiveness of educational administration

References

Somprach, K. (2013). Indicators of Ethical Leadership for School Principals in Thailand. Procedia -
Social and Behavioral Sciences 93 ( 2013 ) 2085 – 2089.

Sirisooksilp, S. (2017). The effect of administrators’ servant leadership on the excellence of Catholic
school. Contemporary Educational Researches Journal, 7(1), 11-19.

Hogan, R., & Hogan, J. (2007). Hogan Personality Inventory manual. Tulsa, OK: Hogan Press. Pant,
S. (2012). Disruptive Leadership: Looking Beyond The Horizon. Retrieved January, 31, 2020.
from https://www.grin.com/document/231881.

Santora, T. (2013). Profiles in leadership. Retrieved January, 31, 2020 from https://quarterly.insignia
m.com/leadership/profiles-in-disruptive-leadership/.

Garvin, D. (2013). How Google Sold Its Engineers on Management. Harvard Business Retrieved
January, 31, 2020 From https://hbr.org/2013/12/how-google-sold-its-engineers-on-management.

Warren. (2013). Insigniam Quarterly Winter 2013 - Disruptive Leadership. Leadership Isn't a Solitary
Journey. 1(4). Jul 31, 2013.

Kaplan, Soren. (2012). Leading Disruptive Innovation. Ivey Business Journal, July August. Available
online at: wwsg.com/wp-content/uploads/Leading-disruptiveinnovation-Ivey-Business-Journal.pd
f.

Melwin. (2015). Why Disruptive Leadership Works. Cochin University of Science and Technology.
June 2017.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in
motivation, development, and wellness. Guilford Press.

Khan, R. (2018). Disruptive Leaders. The definitive traits of leaders who are changing The world
around us. http://www.risingkashmir.com/news/disruptive-leaders- 326625.html.

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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 develop the activities of flipped classroom
learning in the Thai Language subject for 9th

Grade Students subject through Google
Classroom

Thidarat THANAKULKIT*, Chayanit LAHNWONG & 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 9th Grade Students subject through Google
Classroom, 2) assess the learner’s satisfaction toward classroom activities. The sampling group
of 9th-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 64 students.
Data collection were from 1) the flipped-classroom plan activities in Thai Language subject for
9th Grade Students subject through Google Classroom about The Literature of advertising four
plans 2) the student’s satisfaction assessment for Flipped classroom learning in the Thai
Language subject through Google Classroom. The results of this study found that
flipped-classroom plan activities in Thai Language subject Enabling students had self-learning
and summarized the knowledge and created a piece of work and consulted the problem with
teachers. The students had the highest level of satisfaction. with a mean of 4.34 and with a
standard deviation of 0.78
Keywords: flipped classroom, google classroom, online learning

414

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

Designing of Trigonometry Flipped Classroom
for Grade 11 Students

Suphanat SETTHAPHONGSAKORNa*, Aukkarawut KANHAPONGa & Nittaya CHOTIKARNa
aDemonstration School, Khon Kaen University, Thailand
*[email protected]

Abstract: The objectives of this study were 1) to design trigonometry flipped classroom for
grade 11 students 2) to study students’ satisfaction in a flipped classroom. A total of 27
eleventh-grade students, Demonstration School of Khon Kaen University, Thailand in first
semester of academic year 2021 chosen with purposive sampling technique. This research used
mixed method. Research instruments are lesson plan of online learning unit on google
classroom with flipped classroom model, the suitability assessment of the model, 5-scale and
open-ended questionnaire and student satisfaction assessment form. The statistics used for data
analysis were percentage mean standard deviation and the qualitative data were analyzed by
means of content analysis. From the study reveal that 1) there were three compositions of
flipped classroom design. Part 1 was learning content as a pdf file and teaching video clip via
instructor’s YouTube channel. Part 2 was problem solving and discussion in class. Part 3 was
asking and answering questions between a teacher and students. 2) Student satisfaction on

average was at a high level ( = 4.13), (s.d.=0.68)

Keywords: Flipped Classroom, Trigonometry, Google Classroom

415

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

Executive Function Skill of Students with
Attention-Deficit/Hyperactivity Disorder

(ADHD) in Inclusive Classroom

Thapanee SAENGSAWANGa*, Pakamas NANTAJEEWARAWATb,
Sirisuda LADAWAN NA AYUDHAYAb, Weeramol LOCHAROENRAT b,

Thitipong SUPAWATPINYOa, & Anchan TONDEAWa
aFaculty of Education, Kasetsart University, Thailand

bKasetsart University Laboratory School Center for Educational Research and Development,
Kasetsart University, Thailand
*[email protected]

Abstract: This research aimed to study the Executive Function (EF) Skills of students with
Attention-Deficit/Hyperactivity Disorder (ADHD) in the inclusive classroom. The participants
were 25 students with ADHD from grades 3 to 6 at Kasetsart University laboratory school:
center for educational research and development, in the second semester of the 2017 academic
year. The students were diagnosed with ADHD by a child and adolescent psychiatrist. The
teachers completed executive function scales for the elementary school students – teacher form
(X-FunS) to identify EF scores of their students. The data were analyzed using descriptive
statistics. The results indicated; 1) Mean T-scores of EF skills of students with ADHD in the
inclusive classroom had an average level in initiate, working memory, plan/organize, shifting,
emotional control, self-monitoring, and inhibition but organize materials skill, and
task-monitoring skill was below-average. 2) T-scores of EF profiles of students with ADHD in
the inclusive classroom found that 48% showed an emotional regulation higher than the
metacognition and behavioral regulation. However, the house environment and school
environment were an environment that promoted EF. Schools should create environments and
activities that children must work together to reduce self-centeredness to increase opportunities
for these children to help each other and work together. According to these results, described as
EF skill of students with ADHD can be developed.

Keywords: executive function skills, Attention-Deficit/Hyperactivity Disorder, profile,
inclusive education

1. Introduction

Attention-deficit/hyperactivity disorder (ADHD) was characterized by developmentally inappropriate
levels of impulsivity and hyperactivity, and attention deficits and affects 5.1 – 8.1% of Thai school-age
children (Pornnoppadol, 2015). Executive functions have been studied extensively in children. In
general, studies found that children with ADHD tended to perform poorly on EF tasks relative to
nondisabled peers. These deficits could begin early in life (Barkley, Murphy, & Bush, 2001). For
example, preliminary studies found that preschoolers with ADHD demonstrated EF impairments
relative to their peers (Mahone, Pillion, & Heimenz, 2001), and inhibition problems in preschool could
be used to predict EF deficits and ADHD in later childhood (Friedman et al., 2007). Also, another study
indicated that these deficits were common for children with ADHD, but they did not deficit in all
measures (Weyandt, 2004). Although response inhibition had been studied in the multiple studies, the
specific EF components that could be compromised in ADHD were equivocal (Denckla, 1996). As
noted by Weyandt (2009), the inconsistencies across studies could be affected by methodological
factors, including sample size, statistical power, inclusion and diagnostic criteria used for ADHD,
subtypes of ADHD, EF tasks employed, psychometric properties of the EF tasks, age, sex, ethnicity,
comorbidity, intelligence, and statistical methods used to analyze data.

416

Executive function (EF) became an umbrella term used for a diversity of hypothesized cognitive
processes, including planning, working memory, attention, inhibition, self-monitoring, self-regulation,
and initiation carried out by prefrontal areas of the frontal lobes. (Goldstein, Naglieri , Dana Princiotta ,
and Tulio M. Otero, 2004). Barkley’s EF model linked EF to the interactive social behavior of
individuals as well as their social self-defense, reciprocity, cooperation, mutualism, and communalism.
Doing so showed how EF was essential for functioning in most major life activities (occupational,
educational, financial–economic, cohabiting/marital, parental, etc.). These domains of human activity
were predicated by a capacity to sense the future – to contemplate the likely consequences for the
various actions one may choose to do to attain a goal (Antshel, Hier, & Barkley, 2004).

Presently, Kasetsart University Laboratory School: Center for Educational Research and
Development (KUS), Bangkok, Thailand, under the Ministry of Higher Education, Science, Research,
and Innovation. The school provides inclusive education classroom for students from grade 1 to grade
12. The students with ADHD receive special educational services from a Psychology and Guidance
Service. The Psychology and Guidance Service is responsible for studying and assisting the students
individually. The supporting team consists of a psychology teacher, class teachers, and a child and
adolescent psychiatrist. Therefore, the researchers and the psychology teacher in this research are the
team that works directly with these students. Together, they assessed the EF skills of students with
ADHD in the inclusive classroom. To obtain empirical data that could promote EF skill plans for
students with ADHD appropriate educational assistance.

This research aimed to study the Executive Function Skill of students with
Attention-Deficit/Hyperactivity Disorder in the inclusive classroom at Kasetsart University Laboratory
School: Center for Educational Research and Development.

2. Methodology

2.1 Target Group/Informants

The target audience was 25 male students with ADHD diagnosed by a child and adolescent
psychiatrist. These students were studying in grades 3 to 6 at the KUS in the second semester of the
2017 academic year. The informants were 12 inclusive classroom teachers. Those teachers taught
students with ADHD in grades 3 to 6, acting as an informant and assessor of the individual EF skills.

2.2 Research Instrument

The research instrument was Executive Function Scales for the elementary school
students-Teacher form (X-FunS). The X-FunS had EF indicators were classified into nine major
indicators (or skill) and 57 sub-indicators (or Items). The EF indicators were divided into three parts (or
components); 1) metacognition, including the five major indicators - initiate, working memory,
plan/organize, organize materials and task-monitoring; 2) emotional regulation, which included two
major indicators - shifting and emotional control; and 3) behavioral regulation, which included two
major indicators - self-monitoring and inhibition.

The characteristics of X-FunS were indicated, as follows: The quality of the X-FunS in terms of
construct validity was examined by Confirmatory Factor Analysis. The EF measurement model for
elementary school students fitted with the empirical data (chi-square = 23.84; df = 17; p = 0.12;
RMSEA = 0.03). The internal consistency reliability was high (r = 0.96); the Rater Agreement Index
were good (RAI = 0.82), and the item discrimination was also good (t = 2.44 – 17.49).

The X-FunS norms were the local norm in Bangkok, Thailand was presented as standard scores
for each skill and component. Furthermore, the X-FunS showed an overall Normalized T-score and
Percentile Rank for analyzing levels of EF in elementary school students, divided by gender. The levels
of X-FunS norms were divided into three levels: 1) below-average level had a T-score of less than or
equal to T40, 2) average level had a T-score between T41 to T60, and 3) above-average level had a
T-score of greater than or equal to 61 (Saengsawang, 2016).

417

2.3 Data Collection and Analysis

This research was descriptive research with a cross-sectional study. It was a cross-sectional descriptive
study that aimed to study the EF skill of students with ADHD occurring at a particular time. Data were
collected using the Indirect Formal Method (McCloskey, Perkin, & Dinver, 2009). There were steps as
follows;

1. Prepare a letter to the Director of KUS for permission to collecting data.
2. The researcher liaises with the psychology teacher for appointment date and time for data
collection

3. On the date and time of the appointment, The researcher had describes the data
collection of individual students with ADHD. The inclusive classroom teachers observe student
behavior during the past four months and then consider each item's behavior. How do students show
behavior based on the actual frequency of behavior? And checked in X-FunS are three scales of
behavioral frequency: never, sometimes, and often.

4. The Research checked the completeness of X-FunS for analysis using descriptive
statistics.

3. Results and Discussion

3.1 Results

The result of this study EF skill of students with ADHD in the inclusive classrooms as
presented in Table 1, and Figure 1.

Table 1

Mean T-score of EF skill of students with ADHD

Executive function T-score
(skill, components, overall)
Mean Standard Deviation Level
Skill
Initiate 43 9.26 Average
Working Memory 44 9.29 Average
Plan/Organize 44 8.57 Average
Organize Materials 38 6.08 Below Average
Task-Monitoring 40 6.52 Below Average
Shifting 47 10.14 Average
Emotional Control 48 9.80 Average
Self-Monitoring 41 9.47 Average
Inhibition 44 9.54 Average
Components
Metacognition 43 7.53 Average
Emotional Regulation 48 9.95 Average
Behavioral Regulation 44 9.54 Average
Overall
43 7.49 Average
Executive Function

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Table 1 presented the Mean and Standard Deviation T-score of EF skill of 25 students with
ADHD in the inclusive classroom, each skill, component, and overall. Considering each EF skill, it was
found that the students with ADHD had an average level in initiate skill, working memory skill,
plan/organize skill, shifting skill, emotional control skill, self-monitoring skill, and inhibition skill but
organize materials skill, and task-monitoring skill was below-average.

Considering each EF component, the students with ADHD had EF skills at the average level
in all components; metacognition, emotional regulation, and behavioral regulation. Overall, the EF
skills of these students with ADHD were at the average levels.

Figure 1 presented the results of individual EF profiles of 25 students with ADHD in the
inclusive classroom. Considering each EF skill, the data indicated that most of the 13 – 19 students with
ADHD were at the average level in initiate skill (n=13), working memory skill (n=13), plan/organize
skill (n=16), task-monitoring skill (n=15), shifting skill (n=16), emotional control skill (n=19),
self-monitoring skill (n=14), and inhibition skill (n=14), but the below-average level in organizing
materials skill (n=15). Considering each EF component, the data indicated that most of the 13 – 17
students with ADHD were at the average level in metacognition (n=13), emotional regulation (n=16),
and behavioral regulation (n=17). The overall EF skills of the 17 students with ADHD were at the
average level.

For multiple-case analysis of the EF profiles of 25 students with ADHD in the inclusive
classroom, 12 students with ADHD had the T-scores on an emotional regulation component higher than
the metacognition and behavioral regulation component. Six students with ADHD had the T-scores on
an emotional regulation component lower than metacognition and behavioral regulation component.

Figure 1. The executive function profiAlebsovoef-students with ADHD in the inclusive classroom.

Average

4.1 Discussion

This research found that mean T-score of students with ADHD had an average level in initiate
skill, working memory skill, plan/organize skill, shifting skill, emotional control skill, self-monitoring
skill, and inhibition skill. However, these students had a below-average level in organizing materials
and task-monitoring. The results of this study were inconsistent with the study of Gioia, Isquith, Guy, &

Below-Average 419

Kenworthy (2000) found that ADHD was different in working memory skills and inhibition skills
among the matched control students.

The students with ADHD had below-average skills in organizing material and task monitor.
These finding was consistent with the symptom of inattention with ADHD, which often loses things for
tasks and activities (e.g., school materials, pencils, books, tools). Usually, these students had trouble
organizing tasks and activities (e.g., keep things uncategorized). Often these students failed to give
close attention to details or made careless mistakes in schoolwork, at work, or other activities. (e.g.,
reckless, overlooking some details) (Pornnoppadol, 2015).

According to the data analysis on the EF profile that showed in this research, each student with
individual ADHD had strengths and weaknesses differently. The suggestion was that teachers should
plan individualized educational intervention goals for the students with ADHD in the inclusive
classroom based on their students’ EF profile. The results of this study were different from other studies
because, first, the students with ADHD in the inclusive classroom at KUS were early identified and
diagnosed; thus, these students usually got early medical and education assistance. Second, the data
collection process was in the second semester. Therefore, these students have already received special
educational services for at least one semester. These special education services included academics,
social skills, behavior modification in the classroom, and behavior modification at home. Third, these
students also took ADHD medication from the doctors, besides behavior modification or environment
modification.

However, home, school, and community environments also have an effect on the EF skills of
students with ADHD. Thus, schools should create an environment and activities where children could
work together to reduce self-centeredness; children help each other and work together.
(Palittapongarnpim, 2018). Barkley's EF model links EF to the interactive social behavior of individuals
as well as their social self-defense, reciprocity, cooperation, mutualism. These behaviors were shown
that EF is essential to functioning in most major life activities (educational, cohabiting, parental, etc.)
(Antshel, Hier, & Barkley, 2004). Also, the empirical evidence from this study could be implied that
creating an inclusive environment, the same as KUS, could increase the EF skills of students with
ADHD.

5. Conclusion and Recommendation

5.1 Conclusion

This research aimed to study the EF skill of students with ADHD in the inclusive classroom at KUS.
The target audience was 25 male students with ADHD diagnosed by a child and adolescent psychiatrist.
Those teachers taught students with ADHD in grades 3 to 6, acting as an informant and assessor of the
individual EF skill in X-FunS used for this research.

The research finding; students with ADHD had a Mean T-score of EF skills in organizing
materials, and task-monitoring skills were below-average; therefore, it should be intensively promoted.
Each student with ADHD had different strengths and weaknesses. Their difficulties of EF skills are
varies; thus, an individual educational intervention is needed. In summary, the EF skill of students with
ADHD in the inclusive classroom can be developed.

5.2 Recommendation

Based on these research results, the recommendation was that students with ADHD should be fully
supported in all nine areas to increase their EF skills. However, the initial EF skills that should be
supported for these students were organizing materials skill and task-monitoring skill.

Suggestions for future research, students with different types of ADHD, should be studied
separately because each type of ADHD might have different EF skills scores. Also, qualitative research
should be implied to investigate interventions that classroom teachers use to promote the EF skills of an
individual student with ADHD.

420

Acknowledgments

The research team acknowledges the funding support of the faculty of education, Kasetsart University.

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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

EFFECT OF METACOGNITIVE
STRATEGIES IN TEACHING
BIOLOGY

Regine Rose C. OMICTIN , Kristine Shane C. NAPOCO & Monera SALIC-HAIRULLA*
College of Education, MSU – Iligan Institute of Technology, Philippines
*[email protected]

Abstract: This study aims to determine the effects of metacognitive strategies in
teaching Biology to the selected Grade – 7 students of Linamon, Lanao del Norte.
There were a total of 80 students as subjects of this study. A written test and a
questionnaire was used to gather information from the students about their knowledge
of the Kingdom Fungi which was the chosen topic right before and after metacognitive
strategies was integrated in the discussion of the lesson. The research design utilized
by this study was the pre-test and post-test design. The researchers used the pre-test to
see if the students have any knowledge about the topic. Based on their post-test scores,
it can be compared that those students who are exposed to metacognitive strategies
performed well than those students in the control group. There is a significant
difference in the pre-test and post-test scores of the students in the experimental group.
This implies that the students learned the topic Kingdom Fungi through the use of
metacognitive strategies.

Keywords: MARSI, Metacognitive Strategies, Teaching Biology

1. Introduction

In most schools today, the word metacognition or metacognitive strategies are very common in teaching
students’ skills of performing various educational activities and achieving certain levels of knowledge.
Basically, many people rely on metacognition to achieve active learning. The field of science has been
considered by most students as complex. Most science students agree that science texts are challenging
to read (Harder, 1989). Research has shown that students receive little instruction on how to read their
science text (DiGisi, 1992) or how to use comprehension strategies (Alexander, 2000). Without the use
of these strategies, many students read their science texts but do not understand what they read. This
difficulty with comprehending science texts may cause students to have trouble comprehending the
nature of scientific discussion (Kurland, 1983) and thus increase the population’s scientific illiteracy.
Metacognition has a big impact on student’s learning. In an article about strategic teaching, it is stated
that individuals with well-developed metacognitive skills can think through a problem or approach a
learning task, select appropriate strategies, and make decisions about a course of action to resolve the
problem or successfully perform the task. They often think about their own thinking processes, taking
time to think about and learn from mistakes or inaccuracies (North Central Regional Educational
Laboratory, 1995). It is not only about the strategies that students use, but also about students’ knowing
when and how to use them. metacognitive
This study addresses the gap by integrating selected metacognitive strategies in teaching biology.
Students usually encountered difficulties in reading science texts, they occasionally reread, ask friends
or teachers for help, or ignore the problem altogether. Students were largely limited in their strategy use
and awareness. Metacognitive processes involved cognitive processes and if students were not able to
master metacognitive strategies, they possibly do not have direction and ability to evaluate their

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progress, achievements and to determine their own future direction of learning. If students do not know
how to monitor own learning then how will they truly understand a topic and how will they address the
difficulties that they encounter while reading.
The purpose of the study is to find out if there is any significant difference in the results between the
controlled group, which integrates traditional teaching, and experimental group, which integrates
metacognitive strategies in teaching. Also, the researchers tried to see if the integration of
metacognitive strategies in teaching biology was effective and if it helped improve the students’
performance by looking at the results from the test that they have taken.

1.1 Statement of the Problem

This study aims to integrate metacognitive strategies in teaching Biology. It also aims to know the
different effects of metacognitive strategies on students’ learning. More specifically, this study sought
to answer the following questions:
1. What are the performance of the students exposed to metacognitive strategies and traditional

method in the pretest and posttest?
2. Are there any significant differences between the performance of the students who are using

metacognitive strategy and traditional method of teaching?
3. What are the results of the Approaches and Study Skills Inventory (ASSIST) for Students of the

students?
4. What are the results of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) of

the students?
Null Hypothesis
Ho : There is no significant difference of test scores between the Integration of Metacognitive Strategies
in Teaching Biology and Traditional Method of Teaching Biology
.
1.2 Conceptual Framework

INPUT PROCESS OUTPUT

Selection of Topic Validation of Written Test An interpretation of the
scored gathered from the
Identification of Standards Pilot Testing: pretest-posttest of both
Validation of Written Test approach, determining the
Formulation of Objectives
Selection of through Item Analysis significant difference.

Metacognitive Strategies: Pretest: Acquisition of
KWL Chart to activate prior Metacognitive Strategies metacognitive strategies
knowledge Integration for experimental
Cognitive Organizer (Concept in reading and
Tree group understanding scientific
Read-Aloud
Situational Analysis Traditional teaching for texts, particularly in
Note-taking controlled group Biology
Journal
Posttest:
Formulation of Lesson Plan Data Analysis

Figure 1. Conceptual Framework

Figure 1 shows the conceptual framework of the study. It follows the Input, Process and Output (IPO)
Model. The integration of Metacognitive Strategies in teaching Biology began with the selection of
topic, identification of standards, formulation of objectives, selection of metacognitive strategies, then
followed by the formulation of the lesson plan. The formulated lesson plan embedded with

423

metacognitive strategies along with the written test and perception questionnaire was then presented to
the thesis adviser and panel members for approval. The lesson plan undergone further validation by a
cooperating teacher during practice teaching through careful evaluation following the 7E Model for
lesson plan. The written test was also evaluated by a Biology Professor in the College of Science and
Mathematics. The perception questionnaire was adapted from the study of Mokhtari and Reichard
(2002). After the validation of the written test, the test was then pilot tested to one hundred – twenty
grade 7 students. After conducting the pilot test, the researchers validated the written test through Item
Analysis and made some revisions.

After all the necessary revisions were done, the lesson plan embedded with metacognitive
strategies was implemented in the experimental group for data gathering, the students were given a
pretest and posttest. In the same way, data were also gathered in the control group which utilizes the
traditional way of teaching; the students were also given a pretest and a posttest. The data gathered were
then analyzed. The final output of this study is the interpretation of the scores gathered from the
pretest-posttest of both approach, determining the significant difference and the acquisition of
metacognitive strategies that the students can use when reading and understanding scientific texts,
particularly in Biology.

2. Methodology

The methodology presents the procedure which is used in conducting the study. This includes the
discussion on the subjects of the study, research design, research instrument and validation, data
gathering procedure and statistical tests used.

2.1 Subjects of the Study

The participants in this study were the grade 7 students of Holy Cross High School which is located in
Kolambugan, Lanao del Norte and Our Lady of Perpetual Help Academy, which is located in Linamon,
Lanao del Norte. The researchers picked 40 students from each school which had an average of 83 and
above in their science subject (biology) during the previous quarter.
These students had biology classes. The class utilized specific text readings for student reference, but
text readings are performed at the student’s discretion. Student assessment in their biology classes are
performed using multiple-choice exams with questions aimed at demonstrating student understanding
and correct application of information. To achieve this, exam questions were based on “real life”
scenarios described in the exam’s reading material.

Due to the focus on understanding biological concepts, as opposed to memorizing information,
the nature of this class lends itself well to the study of student reading practices. In order to meet the
demands of the course, it is essential that students utilizing the text do more than decode words. To use
their text effectively, students must actively engage with the reading and comprehend the material.

2.2 Research Design

The study used the quantitative method which is a pre-test post-test type experimental design which
requires the researchers to collect data on students’ prior knowledge about the chosen topic and or test
scores before the integration of metacognitive strategies and test scores after the integration of the
metacognitive strategies. The researchers chose the quantitative method since there was a comparison
among the variables and respondents involved.
This study examined both the control group and experimental group in which each group was composed
of forty (40) purposively selected students.

There was also a questionnaire that the students answered at the start when the study was
conducted. The responses of the students on the questionnaires were analyzed with the help of the
Likert scale as the statistical tool in the study.

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2. 3 Methods Used

2.3.1 Selection of the Topic

In selecting the topic, the researchers made prior research as to what topic should be discussed and
chose one reasonably. The topic used in the study was all about Kingdom Fungi since it is neither
broad nor short enough to discuss and can easily be integrated with metacognitive strategies. The
objectives used for the conduct of the discussion was formulated and done as based through the K to
12 Curriculum Guide Science of 2016.

2.3.2Validation of Written Test Content (by a Biology Professor)

The researchers formulated a written test in accordance with the topic that they have chosen to discuss
during the implementation. After the process of thorough formulation of the written test, it was then
carefully evaluated by an expert in the field. The test was evaluated and validated by a Biology
Professor in the College of Science and Mathematics. The content expert evaluated the suitability of
the questions to the topic and the accuracy of information and terms in the test. A lot of revisions were
made to the test to ensure the validity of the questions and the choices.

2.3.3 Pilot testing

After the validation of the written test by the Biology Professor in CSM, the test is now ready for Pilot
Testing. The written test was pilot tested to the Grade 7 students section Juan Luna, Amorsolo,
Mercury, and Venus of Iligan City East National High School, Sta. Filomena. The respondents were
selected through purposive sampling method.

2.3.4 Validation of Written Test (by Item Analysis)

After the pilot testing, the written tests were validated using Item Analysis, to assess the quality
validity of every item in the written test and to improve or eliminate misleading and inappropriate
items. Once the item analysis was done, the researchers improved the written test and discarded some
items that proved too unreliable and unfit to the topic of the study.

2.3.5. Implementation

After the necessary revisions of the written test were done, the test is now ready for implementation.
This study was conducted in Holy Cross High School located in Kolambugan, Lanao del Norte and in
Our Lady of Perpetual Help located in Linamon, Lanao del Norte, where grade 7 secondary level
students were selected to participate in the study. The respondents were selected through purposive
sampling method.

2. 4 Data Gathering Procedure

Before the gathering of data, the researchers asked permission through a formal letter sent to the office
of the Superintendent and the Principal to allow the implementation of the study to the Grade 7 students
of the selected schools. Upon the approval of the letter, the Principal then introduced the researchers to
the Biology Teacher and adviser to arrange the schedule for the implementation of the study. The
adviser then prepared the students as well as the classroom that will be used for the implementation.

This study was performed in Holy Cross High School located in Kolambugan, Lanao del Norte
and in Our Lady of Perpetual Help located in Linamon, Lanao del Norte, where grade 7 secondary level
students were selected to participate in the study. One school was assigned to be the experimental group
and the other was the controlled group. The students that were involved had an average of 83 and above
in order to get fair results. The students in the experimental groups were subjected to treatment using
KWL Chart, cognitive organizer, read-aloud, situational analysis, notetaking and journal entry for

425

self-assessment metacognitive teaching strategies while those students in the control group were taught
with a traditional method of teaching.

The students were approached in their respective classrooms before their scheduled lecture
time. The study was explained to the students before they answered the written test and uestionnaire to
ensure that they will be informed of its purpose and that they should complete the questionnaire with
their honest responses. After informing the students of the purpose of flow of the study, they were then
given a pretest about the selected topic.

After the pretest, the researchers started the discussion. For the experimental group the
researchers asked the student to fill in the Know and Want sections the KWL Chart. The researchers
then wrote the common ideas from the student under Know section on a chart that was posted on the
board. The researchers then summarized the ideas under Want section and informed the students of the
result. The students were informed that the ideas under the Want section will be the goals of the student
throughout the discussion. After the discussion was done, the researchers provided a concept tree in
order to summarize the topic and at the same time recall the concepts that were discussed. This was
done in order to organize the different ideas in the topic and make it easier to understand for the
students.

Another metacognitive strategy was introduced after the concept tree, the researchers provided
a short paragraph related to the topic that was discussed to the experimental group. The students were
asked to read each sentences in the paragraph one at a time in chorus and were asked questions right
after they read it. The purpose of reading the sentences one at a time is to measure whether the reading
aloud metacognitive strategy is effective or not. After the read-aloud strategy, the students were then
given strips of prepare which contained various real life situations and a corresponding question that
was related to the topic. They were asked to answer the question based on their own understanding from
the topic. The researchers then asked the other students if they have any other supporting ideas. This
was done in order for the exchange of information among students to happen. The students could learn
a lot from their peers and enhance their understanding of the topic. When the discussion of the topic and
implementation of metacognitive strategies were done the students were asked to write down a short
journal entry of how the discussion went and how they felt throughout the whole period. The contents of
the entry could serve as assessment for the teacher on the learning of the students about the topic.

After making the entry, the students were given a post test. They were also given a
questionnaire after answering the items on the test. The contents of the questionnaire were various
metacognitive strategies that they can usually apply during classes or whenever they study their lessons.
These various metacognitive strategies include thinking aloud, planning for exams, self-assessment,
and evaluation.

The analysis that was performed on the data based on the questionnaires was purely qualitative.
The qualitative analysis focused on which strategies do the students apply during classes or when
studying.

For the students, who were taught with a traditional method, the researchers conducted a short
orientation and informed them of the flow of the study. Afterwards, they were given a pretest, the same
set of pretest that was given to the experimental group.

After the pretest, the researchers discussed the topic for one hour, utilizing only the chalkboard,
textbooks and the instructional materials that were posted on the board. No technology was used during
the discussion.

A posttest was then given to the students who were taught using the traditional method after the
discussion.

The students in both experimental and control groups took a written test that was provided by
the researchers. The written test was composed of thirty-five questions related to the topic that was
taught in class. The written test determined how much the students have learned with the use of
metacognitive strategies or by being taught using the traditional method only. The results that were
gathered were used as basis for comparison between the experimental and control groups. Data analysis
on the written test was done using mean, and standard deviation t-test.

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3. Results and Discussion

The Results and Discussion contains the presentations and interpretations of the data that were gathered
which are illustrated with tables.

Table 1.

Performance in the Pre-test and Post-test and Descriptive Statistics of the Scores of the students
exposed to Traditional Teaching Method

Score Pre Test % Description Post Test % Description
35 Frequency 0 Frequency 0
Outstanding Outstanding
30-34 0 Very 0 Very
25-29
20-24 00 Satisfactory 00 Satisfactory
Satisfactory Satisfactory
15-19 00 11 27.5
Fairly Fairly
10-14 1 2.5 Satisfactory 21 52.5 Satisfactory
Did not meet Did not meet
5-9 25 62.5 expectations 8 20 expectations
Did not meet Did not meet
0-4 11 27.5 expectations 00 expectations
Mean Did not meet Did not meet
SD 3 7.5 expectations 00 expectations
Maximum Did not meet Did not meet
Minimum 00 expectations 00 expectations

14.75 22.625
3.629 3.119

22 29
6 17

Table 1 shows the frequency and descriptive statistics of the scores of the students that belong to the
control group in their pre-test and post-test. On the average, the students had a poor pre-test score of
14.75 with the standard deviation of 3.629. The minimum score for their pre-test is 6 and a maximum
score of 22. On the other hand, the students got a good average post-test score of 22.625 with the
standard deviation of 3.119. The minimum score for their post-test is 17 and a maximum score of 29.
This data indicates that there is a mean difference of 7.875 between their post-test and pre-test scores.

During their post-test, only 2 students got 26 and 6 students got a score above 26 (see Appendix
N). Based on the Department of Education (DepEd) standard grading scale, the score 26 is equal to 75%
of the total score, which means that only 20% among the 40 students got a passing score. As stated in a
journal by Simpson and Nist (2000), students who practice deeper levels of processing perform better
on assignments and tests. Students who practice deeper levels of processing access and integrate old and
new information to create understanding. This may be one factor why the remaining 80% of the entire
population of students didn’t achieve the passing score.

Table 2.

Performance in the Pre-test and Post-test and Descriptive Statistics of the Scores of the students
exposed to Metacognitive Strategies

Score Pre Test % Remarks Post Test % Remarks
Frequency 0 Frequency 0
35 Outstanding Outstanding
30 – 34 0 Very 0 Very
25 – 29
20 – 24 00 Satisfactory 6 15 Satisfactory
00 Satisfactory 20 50 Satisfactory

8 20 Fairly 8 20 Fairly
Satisfactory Satisfactory

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Score Pre Test % Remarks Post Test % Remarks
Frequency 60 Frequency 15
15 – 19 Did not meet Did not meet
24 expectations 6 expectations
10 – 14 Did not meet Did not meet
8 20 expectations 00 expectations
5–9 Did not meet Did not meet
00 expectations 00 expectations
0–4 Did not meet Did not meet
Mean 00 expectations 00 expectations
Maximum
Minimum 16.875 25.4
Standard 24 32
Deviation 10 17

3.353 4.319

Table 2 shows the descriptive statistics of the scores of the students that belong to the
experimental group in their pre-test and post-test. Based on the average, the students had a poor pre-test
score of 16.875 with the standard deviation of 3.353. On the other hand, the students got a good average
post-test score of 25.4 with the standard deviation of 4.319. The minimum score for their pre-test is 10
and a maximum score of 24 while the minimum score for their post-test is 17 and had a maximum score
of 32. This data gathered from the experimental group or the students that are introduced to
metacognitive strategies indicates that there is a mean difference of 8.525 between their post-test and
pre-test scores.
The standard deviation 3.353 of their average scores during pre-test was lower than the standard
deviation 4.319 of their average scores during post-test. This implies that their scores during post-test is
more spread out compared to their scores in the pre-test since a low standard deviation denotes that
most of the numbers are very close to the average while a high standard deviation denotes that the
numbers are spread out (see Appendix O).

During their post-test, there are 5 students who got a score of 26 and 21 students got a score
above 26 (see Appendix O). Still based on the Department of Education (DepEd) standard grading
scale, 65% among the population of 40 students got a passing score which indicates a 40% difference
with the students who got a passing score from the control group. According to Herrera, Holmes &
Kavimandan (2011), Metacognitive approaches help learners in evaluating their progress in learning
and thus offer good guidance. Spence (1995) also stated that results of research in metacognition show
a significant positive relationship between metacognitive awareness and comprehension ability.

Table 3.

Significant Difference of Post-test Scores of the Students between the Control group and Experimental
group

Mean SD t statistic DF P value Remark
-2.892
Control 22.625 3.119

39 0.003115 Significant

Experimental 25.40 4.319

SD: Standard Deviation, DF: Degrees of Freedom

A t-test was used to identify differences between the post-test scores of the students that are exposed to
traditional teaching method and students exposed to metacognitive strategies (see Table 3). A one-tailed
t-test was run on a sample of 40 students from both groups to determine whether there was a statistically
significant mean difference between their post-test scores. From the table, the t-test statistic is t = -2.892
with a p value of 0.003115. Hence, the null hypothesis was rejected. Thus, the result denotes that there
was a statistically significant difference between the scores of the students from the Control and
Experimental group.

428

According to Bentahar (2012), the major reasons as to why most educationists use metacognitive
approaches in education relate to the instant impact it has on the students. This implies that the students’
exposure to metacognitive strategies explains the difference in their performance during their post-test.
To furthermore support the said results, in a research by Cohen (2014) it was mentioned that
metacognitive knowledge helps students in reflecting on what they are thinking or what they already
know. Awareness of knowledge also helps the students to understand what they do not know.

Students’ Responses on the use of Metacognitive Strategies
The students’ perception towards the use of Metacognitive Strategies was determined with the

use of the adapted ASSIST and MARSI questionnaires which are answered by the students after the
implementation of the study. The researchers grouped each question to its type of metacognitive
strategy and determined the data with the use of likert scale. The results gave the researchers a view
which metacognitive strategies mentioned on the questionnaires were commonly used and not used by
the students that are involved in the study.

Table 4.

Approaches and Study Skills Inventory for Students (ASSIST) of the students exposed to Traditional
Teaching Method

Never Occasional Sometimes Very Always
ly Often

Statement Frequency
Frequency
Frequency
Frequency
Frequency
% % %% %

Surface Approach to Learning Questions

1. I find I have to concentrate on just memorizing a 5 12.5 4 10 12 30 17 42.5 2 5
good deal of what I have to learn. 30 4 10 1 2.5

2. I am not really sure what’s important in lectures, 10 25 13 32.5 12

so I try to get down all I can.

3. I tend to read very little beyond what is actually 5 12.5 16 40 7 17.5 7 17.5 5 5
required to pass.

4. I concentrate on learning just those bits of 4 10 14 35 5 12.5 9 22.5 8 20
information that I have to know to pass.

5. I like to be told precisely what to do in essays or 3 7.5 4 10 18 45 12 30 3 7.5
other assignments.

6. I often seem to panic if I get behind in my work. 4 10 14 35 7 17.5 6 15 9 22.5

7. Often I find myself wondering whether the work 4 10 8 20 18 45 6 15 4 10
I am doing here is really worthwhile.

Strategic Approach to Learning Questions

1. I think I am quite systematic and organized 2 5 6 15 15 37.5 10 25 7 17.5
when it comes to studying for exams.

2. I am pretty good at getting down to work 0 0 18 10 25 12 30 0 0
whenever I need to.

3. I organize my study time carefully to make the 6 15 5 12.5 13 32.5 10 25 6 15
best use of it.

4. Before starting work on an assignment or exam 2 5 8 20 15 37.5 8 20 7 17.5
question, I think first how best to tackle it.

5. I look carefully at my instructor’s comments on

course work to see how to get higher marks the 4 10 2 5 8 20 14 35 12 30

next time.

6. I put a lot of effort into studying because I am 25 1 2.5 9 22.5 12 30 16 40
determined to do well.

7. When I have finished a piece of work, I check it 0 0 4 10 8 20 15 37.5 13 32.5
through to see if it really meets requirements.

Deep Approach to Learning Questions

1. When I am reading I stop from time to time to 0 0 9 22.5 5 12.5 15 37.5 11 27.5
reflect on what I am trying to learn from it.

2. When I am working on a new topic, I try to see 3 7.5 11 27.5 8 20 9 22.5 9 22.5
in my own mind how all the ideas fit together.

429

Never Occasional Sometimes Very Always
ly Often

Statement Frequency
Frequency
Frequency
Frequency
Frequency
% % %% %

3. Often I find myself questioning things I hear in 4 10 2 5 23 57.5 6 15 5 12.5
lectures or read in books.

4. Some of the ideas I come across on the course I 4 10 10 25 15 37.5 9 22.5 2 5
find really gripping.

5. I usually set out to understand for myself the 3 7.5 4 10 11 27.5 15 37.5 7 17.5
meaning of what we have to learn.

6. I like to play around with ideas of my own even 2 5 13 32.5 10 25 15 37.5 0 0
if they don’t get me far.

7. It is important for me to be able to follow the 0 0 6 15 15 37.5 10 25 9 22.5
argument, or to see the reason behind things.

As depicted in table 4, majority of the students in the control group chose “sometimes” as

response to the metacognitive strategies listed in the Approaches and Study Skills Inventory for
Students (ASSIST) questionnaire. Out of 40 students, 7.97% responded “never”, 20.48% responded
“occasionally” and 26.31% responded with “always”. The remaining 29.05% of the population
responded with “sometimes”. This means that among the students, only 26.31% of the students are

always using or observes the use of metacognitive strategies in studying and only 7.97% does not use

metacognitive strategies in studying.

According to Spence, (1995), results of research in metacognition show a significant positive

relationship between metacognitive awareness and comprehension ability. It can be understood that the

metacognitive strategies plays a role in the understanding of the students.

Table 5.

Approaches and Study Skills Inventory for Students (ASSIST) of the students exposed to Metacognitive
Strategies

Never Occasional Sometimes Very Always
ly Often

Statement Frequency
Frequency
Frequency
Frequency
Frequency
% % %%%

Surface Approach to Learning Questions

1. I find I have to concentrate on just memorizing a 10 12 30 17 17.5 2 5

5 12.5 4

good deal of what I have to learn.

2. I am not really sure what’s important in lectures,

10 25 13 32.5 12 30 4 10 1 2.5

so I try to get down all I can.

3. I tend to read very little beyond what is actually 5 12.5 16 40 7 17.5 7 17.5 5 12.
required to pass. 5

4. I concentrate on learning just those bits of 4 10 14 35 5 12.5 9 22.5 8 20
information that I have to know to pass.

5. I like to be told precisely what to do in essays or 3 7.5 4 10 18 45 12 30 3 7.5

other assignments.

6. I often seem to panic if I get behind in my work. 4 10 14 35 7 17.5 6 15 9 22.
5

7. Often I find myself wondering whether the work

4 10 8 20 18 45 6 15 4 10

I am doing here is really worthwhile.

Strategic Approach to Learning Questions

1. I think I am quite systematic and organized 0 0 3 7.5 11 27.5 17 42.5 9 22.5

when it comes to studying for exams.

2. I am pretty good at getting down to work 3 7.5 5 12.5 14 35 16 40 2 5

whenever I need to.

3. I organize my study time carefully to make the 1 2.5 5 12.5 14 35 14 35 6 15

430

best use of it.

4. Before starting work on an assignment or exam 2 5 5 12.5 11 27.5 13 32.5 9 22.5

question, I think first how best to tackle it.

5. I look carefully at my instructor’s comments on 1 2.5 6 15 13 32.5 14 35 6 15

course work to see how to get higher marks the

next time.

6. I put a lot of effort into studying because I am 1 2.5 4 10 17 42.5 12 30 6 15

determined to do well.

7. When I have finished a piece of work, I check it 0 0 4 10 13 32.5 16 40 7 17.5

through to see if it really meets requirements.

Deep Approach to Learning Questions

1. When I am reading I stop from time to time to 1 2.5 3 7.5 6 15 20 50 10 25

reflect on what I am trying to learn from it.

2. When I am working on a new topic, I try to see 3 7.5 7 17.5 10 25 17 42.5 3 7.5

in my own mind how all the ideas fit together.

3. Often I find myself questioning things I hear in 0 0 2 5 12 30 16 40 10 25

lectures or read in books.

4. Some of the ideas I come across on the course I 2 5 4 10 12 30 14 35 8 20

find really gripping.

5. I usually set out to understand for myself the 0 0 10 25 9 22.5 13 32.5 8 20

meaning of what we have to learn.

6. I like to play around with ideas of my own even 0 0 3 7.5 13 32.5 14 35 10 25
if they don’t get me far.

7. It is important for me to be able to follow the 3 7.5 2 5 12 30 16 40 7 17.
argument, or to see the reason behind things. 5

Referring to table 5, majority of the students in the experimental group chose “very often” as

response to the metacognitive strategies listed in the Approaches and Study Skills Inventory for
Students (ASSIST) questionnaire. Out of 40 students in the experimental group, only 3.11% responded
with “never”, 12.81% responded “occasionally”, 29.46% responded with “sometimes”, and 17%
responded with “always”. 37.6% of the population responded with “very often” which means that the
students very often observes the metacognitive strategies in studying compared to the students from the
control group.

It is positive that the students from experimental group which are exposed to metacognitive
strategies are already aware or observes the use of these strategies in studying. This was verified by
Oxford (2013). The metacognitive strategies are the strategies that teachers often apply to help the

students in understanding how they learn different skills in the learning environment. It helps the
students in determining how they carry out the thinking processes.

Table 6.

Approaches and Study Skills Inventory for Students (ASSIST) general mean and remarks.

Type of Metacognitive Strategy Mean SD Remark
Surface Approach to Learning Questions 3.225 0.583 Sometimes
Strategic Approach to Learning Questions 3.536 0.573 Very Often
Deep Approach to Learning Questions Sometimes
3.357 0.620

Never or Almost Never: 1.00-1.49, Only occasionally: 1.50-2.49, Sometimes: 2.50-3.49, Very Often: 3.50-4.49, Always or
Almost Always: 4.50-5.0

In this study, three types of metacognitive strategies were employed to learning questions,
namely surface approach, strategic approach, and deep approach. It can be concluded from the table that
on the average, students sometimes used the metacognitive strategies to learning questions (Mean=
3.373, SD = 0.4423). Specifically, students use surface approach to learning questions sometimes
(Mean = 3.225, SD = 0.583), while they applied the strategic approach to learning questions very often

431

(Mean = 3.536, SD = 0.573). Moreover, students also employed the deep approach to learning questions
sometimes (Mean = 3.357, SD = 0.620).

Steinbach (2010) identifies the strategies of metacognitive skills like planning, problemsolving,
monitoring effectiveness, self-assessment, self-correction and evaluation with the view of progress.
Students have the capacity of applying these processes involved in metacognitive strategies during
learning. Thus explains, that students that are exposed to metacognitive strategies are able to
comprehend texts easily than those students that are not familiar with any strategies.

Table 7.

Metacognitive Awareness of Reading Strategies Inventory (MARSI) of the students exposed to
Traditional Teaching Method

Never Occasional Sometime Very Often Always
ly s

Statement Frequency
Frequency
Frequency
Frequency
Frequency
% %% %%

Global Reading Strategies

1. I have a purpose in mind when I read. 0 07 17.5 12 30 14 35 7 17.5
0 04 10 8 20 17 42.5 11 27.5
3. I think about what I know to help me 2 52 5 13 32.5 17 42.5 6 15
understand what I read. 2 56 15 13 32.5 15 37.5 4 10
4. I preview the text to see what it’s about before 6 15 6 15 19 47.5 7 17.5 2 5
reading it. 2 5 10 25 16 40 9 22.5 3 7.5
7. I think about whether the content of the text fits 4 10 2 5 15 37.5 13 32.5 6 15
my reading purpose. 3 7.5 1 2.5 16 40 10 25 10 25
10. I skim the text first by noting characteristics 7 17.5 2 5 23 57.5 6 15 2 5
like length and organization. 0 07 17.5 20 50 5 12.5 8 20
14. I decide what to read closely and what to 2 57 17.5 16 40 3 7.5 12 30
ignore. 0 07 17.5 17 42.5 5 12.5 11 27.5
17. I use tables, figures, and pictures in text to 1 2.5 7 17.5 14 35 13 32.5 5 12.5
increase my understanding.
19. I use context clues to help me better 0 04 10 6 15 17 42.5 13 32.5
understand what I’m reading. 1 2.5 10 25 8 20
22. I use typographical aids like bold face and 3 7.5 3 25 11 27.5 10 20 6 15
italics to identify key information. 2 55 30 12 30
23. I critically analyze and evaluate the 3 7.5 4 7.5 20 50 8 27.5 12 30
information presented in the text. 6 15 6 30 5 12.5
25. I check my understanding when I come across 2 53 12.5 9 22.5 12 22.5 9 22.5
conflicting information.
26. I try to guess what the material is about when I 10 10 25 11
read.
29. I check to see if my guesses about the text are 15 11 27.5 12
right or wrong.
7.5 17 42.5 9
Problem-Solving Strategies

8. I read slowly but carefully to be sure I
understand what I’m reading.
11. I try to get back on track when I lose
concentration.
13. I adjust my reading speed according to what
I’m reading.
16. When text becomes difficult, I pay closer
attention to what I’m reading.
18. I stop from time to time and think about what
I’m reading.
21. I try to picture or visualize information to help
remember what I read.
27. When text becomes difficult, I re-read to
increase my understanding.

432

30. I try to guess the meaning of unknown words 0 0 7 17.5 18 45 9 22.5 6 15

or phrase

Support Reading Strategies

2. I take notes while reading to help me understand 2 5 4 10 10 25 16 40 8 20
what I read.

5. When text becomes difficult, I read aloud to 2 5 10 25 9 22.5 7 17.5 12 30

help me understand what I read.

6. I summarize what I read to reflect on important 17.5 9 22.5 11 27.5 8 20

5 12.5 7

information in the text.

9. I discuss what I read with others to check my 4 10 13 32.5 11 27.5 4 10 8 20
understanding.

12. I underline or circle information in the text to 2 5 7 17.5 16 40 7 17.5 8 20
help me remember it.

15. I use reference materials such as dictionaries to 2 5 11 27.5 8 20 9 22.5 10 25
help me

20. I paraphrase (restate ideas in my own words) to 6 15 5 12.5 9 22.5 14 35 6 15
better understand what I read.

24. I go back and forth in the text to find 0 0 6 15 11 27.5 20 50 3 7.5
relationships among ideas in it.

28. I ask myself questions I like to have answered 0 0 2 5 14 35 12 30 12 30
in the text.

In table 7, the students in the control group still chose “sometimes” as response to the metacognitive

strategies listed in the Metacognitive Awareness of Reading Strategies Inventory (MARSI)
questionnaire. Only 5.75% responded with “never”, 14.6% responded “occasionally”, 33.4% responded
with “sometimes”, 26.8% responded with “very often” and 19.4% responded with “always”. The

largest percentage of the population responded with the value of 33.4% had responded with
“sometimes” which means that the students only observes the metacognitive strategies in reading

sometimes in frequency.

The students probably preferred different types of texts to read which leaded the results of the

questionnaire. It was also stated by Koch (2001) that different types of texts and different writing styles

require different reading processes and therefore different strategies.

Table 8.

Metacognitive Awareness of Reading Strategies Inventory (MARSI) of the students exposed to
Metacognitive Strategies

Statement Never Occasionall Sometimes Very Often Always
Fre y
Global Reading Strategies que % Freq Fre Fre
1. I have a purpose in mind when I read. ncy Fre uenc % que % que %
3. I think about what I know to help me que % ncy ncy
understand what I read. 00 ncy y
4. I preview the text to see what it’s about before 25
reading it. 2 5 10 25 16 40 12 30
7. I think about whether the content of the text fits 25 5 12.5 8 20 10 25 15 37.5
my reading purpose.
10. I skim the text first by noting characteristics 1 2.5 4 10 15 37.5 13 32.5 6 15
like length and organization.
14. I decide what to read closely and what to 25 2 5 17 42.5 16 40 4 10
ignore.
17. I use tables, figures, and pictures in text to 25 3 7.5 17 42.5 12 30 6 15
increase my understanding.
19. I use context clues to help me better 1 2.5 4 10 10 25 15 37.5 9 22.5
understand what I’m reading.
22. I use typographical aids like bold face and 1 2.5 4 10 18 45 12 30 5 12.5
italics to identify key information.
23. I critically analyze and evaluate the 1 2.5 6 15 11 27.5 16 40 6 15
25
5 12.5 9 22.5 20 50 5 12.5
6 15 17 42.5 10 25 5 12.5

433

information presented in the text.

25. I check my understanding when I come across 0 0 5 12.5 15 37.5 12 30 8 20
conflicting information.

26. I try to guess what the material is about when I 0 0 5 12.5 11 27.5 13 32.5 11 27.5
read.

29. I check to see if my guesses about the text are 0 0 4 10 10 25 18 45 8 20
right or wrong.

Problem-Solving Strategies

8. I read slowly but carefully to be sure I 1 2.5 7 17.5 9 22.5 14 35 9 22.5
understand what I’m reading.

11. I try to get back on track when I lose 5 12. 7 17.5 11 27.5 12 30 5 12.5
concentration. 5

13. I adjust my reading speed according to what 4 10 6 15 15 37.5 9 22.5 6 15
I’m reading.

16. When text becomes difficult, I pay closer 1 2.5 5 12.5 17 42.5 12 30 5 12.5
attention to what I’m reading.

18. I stop from time to time and think about what 1 2.5 3 7.5 14 35 16 40 6 15
I’m reading.

21. I try to picture or visualize information to help 1 2.5 10 25 7 17.5 12 30 10 25
remember what I read.

27. When text becomes difficult, I re-read to 00 4 10 17 42.5 15 37.5 4 10
increase my understanding.

30. I try to guess the meaning of unknown words 0 0 5 12.5 13 32.5 15 37.5 7 17.5
or phrase

Support Reading Strategies

2. I take notes while reading to help me understand 0 0 4 10 11 27.5 13 32.5 12 30
what I read.

5. When text becomes difficult, I read aloud to 4 10 5 12.5 12 30 14 35 5 12.5
help me understand what I read.

6. I summarize what I read to reflect on important 3 7.5 8 20 14 35 7 17.5 8 20
information in the text.

9. I discuss what I read with others to check my 2 5 5 12.5 18 45 12 30 3 7.5
understanding.

12. I underline or circle information in the text to 2 5 7 17.5 9 22.5 12 30 10 25
help me remember it.

15. I use reference materials such as dictionaries to 3 7.5 6 15 10 25 11 27.5 10 25
help me

20. I paraphrase (restate ideas in my own words) to 3 7.5 2 5 16 40 12 30 7 17.5
better understand what I read.

24. I go back and forth in the text to find 2 5 5 12.5 20 50 9 22.5 4 10
relationships among ideas in it.

28. I ask myself questions I like to have answered 1 2.5 5 12.5 15 37.5 15 37.5 4 10
in the text.

Table 8 shows the response to the metacognitive strategies listed in the Metacognitive

Awareness of Reading Strategies Inventory (MARSI) questionnaire. Only 4.05% responded with
“never”, 12.5% responded “occasionally”, 33.1% responded with “sometimes”, 32.59% responded
with “very often” and 17.76% responded with “always”. The largest percentage of the population
responded with the value of 33.1% had also responded with “sometimes” which is similar with the

students from the control group means that the students only observes the metacognitive strategies in

reading sometimes.

Recent research focused on classroom application of metacognition and strategy use. Results of

research on strategy use demonstrate that children with high awareness of reading strategies score

higher on comprehension tests than children with low awareness (Jacobs and Paris, 1984). This means

that the students in the experimental group which responded with very often had a high awareness of

reading strategies thus, helping them easily understand science texts.

Table 9.

Metacognitive Awareness of Reading Strategies Inventory (MARSI) general mean and remarks.

Type of Metacognitive Awareness of Reading Strategy Mean SD Remark
Global Reading Strategies 3.51 0.765 Very Often

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Problem Solving Strategies 3.45 0.604 Sometimes

Support Reading Strategies 3.39 0.654 Sometimes

Never or Almost Never: 1.00-1.49, Only occasionally: 1.50-2.49, Sometimes: 2.50-3.49, Very Often: 3.50-4.49, Always or

Almost Always: 4.50-5.0

Table 9 shows the types of metacognitive awareness of reading strategies employed to learning

questions, which includes global reading, problem solving, and support reading strategies. As reported

in the table above, students practiced the problem solving (Mean = 3.45, SD = 0.604) and support

reading strategies (Mean = 3.39, SD = 0.654) only sometimes. Whereas, they made use of the global

reading strategy to learning questions very often (Mean = 3.51, SD = 0.765). On the average, the

students applied the metacognitive awareness of reading strategies sometimes (Mean= 3.451, SD =

0.538).

According to Wathen (2010), self-assessment helps the students in reflecting on what they

know and what they do not know. Through metacognition, students are capable of getting feedback for

learning. This process helps in motivating the students improve their skills in learning.

4. Conclusions and Recommendation

4.2 Conclusion

Based on the findings of the study, the following conclusions are drawn:
1. The use of the metacognitive strategies in studying biology will result to a better understanding
of the learners about the science texts.
2. Based on the post-test scores of the control and experimental groups, there is a significant
difference between the learning of students who are using metacognitive strategy from those
who are not.
3. Metacognitive strategies are helpful towards the improvement of the students’ learning.
4. The students from both groups often use the strategic approaches to learning questions in the
Approaches and Study Skills Inventory for Students (ASSIST) and global reading strategies in
the Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaires as
based on the calculated means from the gathered data.

4.3 Recommendation

Based on the findings and conclusion of the study, the researchers herby recommend the following:
1. The integration of metacognitive strategies in a classroom discussion can be done to make the
lesson more meaningful and enjoyable, but it should be anchored with thorough discussion from
the teacher.
2. The integration of metacognitive strategies in the school curriculum can be done in order to
improve the quality of the students’ learning and performance.
3. Further study could be done to determine and affirm the effectiveness of the Metacognitive
Strategies in Teaching Biology.
4. Researchers who wish to undertake the same study may have respondents who have lower grades
in Biology or a set of heterogeneous respondents.

Acknowledgement

The authors would like to thank Mindanao State University-Iligan Institute of Technology, Our Lady of
Perpetual Help Academy – Linamon, Lanao del Norte and Holy Cross High School – Kolambugan,
Lanao del Norte for allowing the researchers to conduct their study in their respective schools

435

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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 Study on Provision of Activities for Early
Childhood in the Pandemic of COVID-19 of

Internship Students

Thoen SEENUANa*, Yuwadee MEECHAIb & Sunantha NIMTHONGb
aFaculty of Education, Pibulsongkram Rajabhat University, Thailand
b Demonstration School, Pibulsongkram Rajabhat University, Thailand
*[email protected]

Abstract: This research aim to study on provision of activities for early childhood in the
pandemic of COVID-19 of internship students. The conceptual framework of research is
provision of everyday activities of internship students in 6 aspects: movement and rhythm
activities, circle activities, creative art activities, free play activities, outdoor play activities and
didactic game activities (Ministry of Education, 2017) including the problems encountered and
the need for assistance. This study is a survey research. The sampling group was 58 internship
students from 4 types of school in Phitsanulok and Sukhothai provinces, Thailand in 2021. The
instrument used to collect data was a questionnaire. The statistics used was percentage. The
result revealed that; 1) the movement and rhythm activities: internship student provision the
movement and rhythm activities were at 69%, 2) the circle activities: internship student
provision the circle activities were at 89.7%, 3) the creative art activities: internship student
provision the creative art activities were at 86.2%, 4) the free play activities: internship student
did not provision the free play activities were at 100%, 5) the outdoor play activities: internship
student provision the outdoor play activities were at 24.1%, and 6) the didactic game activities:
internship student provision the didactic game activities were at 34.5%.

Keywords: Provision of Activities, Early Childhood, COVID-19, Internship Students

1. Introduction

Children are regarded as an important force of a nation like an expression which is said “the child is
father of the man”. Developing children to have quality can be a guarantee of having future quality
population in a country. Therefore, a great number of organizations prioritize on early childhood
development. Due to the knowledge about how the brain develops, it was found that the brain is
developed the most since it is in a womb until a child is six years old. This stage is an opportunity of
physical, emotional, social, and intelligent developments. This includes intelligence quotient and
emotional quotient which need to develop together since early childhood. This leads early childhood
education to become more important because it is a foundation of complete development on other
aspects (Office of the Education Council, 2009, pp. 9-10). Early childhood education is child
development from birth to age five. It is based on care approach and learning process promotion which
respond to children’s nature and individual development according to their abilities under social and
cultural contexts where they live via giving love, generosity, and understanding. This is to construct a
foundation of quality life so that children can develop to be human completely. It results in valuing
oneself and society (Ministry of Education, 2005, p. 5). However, the provision of experiences for
children three through six years old shall not be organized in to subject matters, but rather integrated
into activities through play. This enable the children to learn from direct experiences and builds their
knowledge, skill, morality, righteousness, and physical, emotional, social, and cognitive development
(Ministry of Education, 2017, pp. 47-48).

Consequently, the Early Childhood Education Curriculum (Ministry of Education, 2017, pp.
49-51) outlines guidelines to provision daily activities for early childhood development activities for
children three through six years old can be provided in various types of everyday activities. It helps both
teachers and children to know what activities should be done, and when or how they will take place.

438

Thus, everyday activities can be organized in a variety of types of activities. The important thing is that
teachers must consider activities to cover all aspects of development. The provision of everyday
activities has the main scope as follows: 1) movement and rhythm activities, 2) circle activities,
3) creative art activities, 4) free play activities, 5) outdoor play activities and 6) didactic game activities.

Over the past year, the coronavirus disease 2019 (COVID-19) has rapidly spread across various
countries around the world. It expanded too swiftly, prompting the World Health Organization (WHO)
to declare it as a global pandemic. Thailand has been affected by this epidemic as well, including the
school's teaching and learning management. The Ministry of Education has lessons learned in order to
cope with the epidemic of the COVID-19 virus in the past. This makes it necessary to think of a
guideline for teaching and learning that is appropriate for each school because each area has a different
epidemic. Therefore, the Ministry of Education will not designate any one format for all schools to
provide the same teaching and learning management by offering 5 models of teaching to be suitable for
dealing with the epidemic as follows (Ministry of Education, 2021, online).

1. On-site; studying at a school, this is suitable for schools with small student volumes.
Spaces can be spaced and strict wearing masks in accordance with public health measures.

2. On-air; studying through the Foundation for Distance Education via Satellite under the
Royal Patronage of His Majesty the King or DLTV.

3. On-demand; learning through various applications.
4. On-line; teacher teaching through electronic and the internet systems.
5. On-hand; studying at home with documents such as books, exercises, worksheets in a
blended format.
However, early childhood education internship students, they practice on provision in
preschools in the first semester of the academic year 2021, from 4 types of school in Phitsanulok and
Sukhothai provinces, Thailand, when, the Ministry of Education introduced the model for teaching and
learning management as mentioned above. Then, internship students need to adjust the teaching and
learning approach for early childhood in accordance with the policy of the Ministry of Education.
Therefore, this research aims to investigate the provision of activities for early childhood in the
pandemic of COVID-19 of internship students. The results of this research will provide useful
information for the development of good practice for teaching and learning management in the future.

2. The Purpose

This research aim to study on provision of activities for early childhood in the pandemic of
COVID-19 of internship students in 6 aspects: movement and rhythm activities, circle activities,
creative art activities, free play activities, outdoor play activities and didactic game activities.

3. Theoretical Framework

This study employs the theoretical framework based on provision of everyday activities
according to Early Childhood Curriculum B.E. 2560 (A.D. 2017) (Ministry of Education, 2017) present
in the table below.

Internship students Provision of Activities
1. gender (Ministry of Education, 2017)
2. level of provision of activities (classroom) 1. movement and rhythm
3. school type activities
2. circle activities
Ministry of Education (2021) 3. creative art activities
The model for provision of activities for early 4. free play activities
childhood in the pandemic of COVID-19 5. outdoor play activities
6. didactic game activities
1. on-site
2. on-air 439
3. on-demand
4. on-line
5. on-hand

4. Procedure The problems encountered and
4.1 Population and samples the need for assistance

4.1.1 The population was internship students in Phitsanulok and Sukhothai province, Thailand in 2021.
4.1.2 The sampling group was 58 internship students from 4 types of school Phitsanulok and Sukhothai
province, Thailand in 2021 that were chosen to be the samplings by purposive sampling.

4.2 Research instrument

4.2.1 Research Instrument

The instrument used in this research was a questionnaire about provision of activities for early
childhood in the pandemic of COVID-19 of internship students in 6 aspects: 1) movement and rhythm
activities, 2) circle activities, 3) creative art activities, 4) free play activities, 5) outdoor play activities
and 6) didactic game activities and problems encountered and the need for assistance. The questionnaire
included 3 parts as follows:

Part 1: The basic information of the respondents
Part 2: The provision of activities for early childhood in the pandemic of COVID-19 of
internship students in 6 aspects: 1) movement and rhythm activities, 2) circle activities, 3) creative art
activities, 4) free play activities, 5) outdoor play activities and 6) didactic game activities.
Part 3: The open ended form for opinions of the problems encountered and the need for
assistance.

4.2.2 Methods and instrument construction

1) Studying the curriculum documents and related literatures on the provision of activities for
early childhood. This step has been done in order to be a guideline to construct the questionnaire.

2) Constructing the questionnaire covering 6 aspects; (1) movement and rhythm activities, (2)
circle activities, (3) creative art activities, (4) free play activities, (5) outdoor play activities and (6)
didactic game activities, including the open ended form for opinions of the problems encountered and
the need for assistance. The information has been gathered from the related documents and literatures.

3) Proposing the designed questionnaire to 3 experts for examining and considering its validity
on its structure, language clarity. The index of item-objective congruence has been considered to its
value. The questions which were selected were those whose IOC values were from 0.67 to 1.00. In
addition, the questionnaire was improved and edited according to the suggestions of the experts.

4) Make an online questionnaire with google form and send it to gather data.

4.3 Data Collection

The researcher collected data according to these following steps:
4.3.1 Coordinating with the internship students and asking them to give a permission to collect

data.

4.3.2 Collecting data by sending an online questionnaire with google form and receiving the
responded questionnaire by google form.

4.4 Scrutinizing data and analysis of data

4.4.1 Selecting the completed questionnaire for data analysis and data synthesis.
4.4.2 Finding the percentage of the questionnaire by finding the percentage of each aspect, and each
item.
4.4.3 Analyzing part 3 of data with content analysis by grouping, evaluating, summarizing data.

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4.5 Statistics used in data analysis

In this research, the researcher used the following statistics to analyze data:
4.5.1 The statistics used to analyze the quality of the instrument were the validity of the

questionnaire by using the index of item-objective congruence (IOC).

4.5.2 The statistics used to analyze data was percentage.

5. Analysis

The researcher presented the results of the data analysis in the form of tables and arrangements as
follows:

5.1 Basic information of the samples

The basic information of the respondents was presented in Table 1.

Table 1
The basic information of the respondents

Basic information of the respondents Frequency Percentage
(n=58)
1. Gender 0
1.1 Male 0 100
1.2 Female 58
20.7
2. Level of provision of activities (classroom) 12 48.3
2.1 Kindergarten 1 28 31.0
2.2 Kindergarten 2 18
2.3 Kindergarten 3 75.9
44 17.2
3. School type 10 6.9
3.1 Government school 4
3.2 Demonstration school
3.3 Private school

From table 1, it was found that the majority of internship students who answered the
questionnaire were 100 percent female, who provision for the Kindergarten 2 level the most at 48.3%
and most of them provision in the government schools at 75.9%.

5.2 The provision of activities for early childhood in the pandemic of COVID-19

The results of the study on provision of activities for early childhood in the pandemic of COVID-19 of
internship students in 6 aspects: 1) movement and rhythm activities, 2) circle activities, 3) creative art
activities, 4) free play activities, 5) outdoor play activities and 6) didactic game activities were
presented in table 2.

Table 2

The results of the study on provision of activities for early childhood in the pandemic of COVID-19 of
internship students in 6 aspects

Provision of activities for early childhood in the pandemic of Frequency Percentage
COVID-19 (n=58)
441
1. Did you provision the movement and rhythm activities?

Provision of activities for early childhood in the pandemic of Frequency Percentage
COVID-19 (n=58)
18 31.0
(1) No 40 69.0
(2) Yes; there are 0
0 0
(2.1) on-site 0 0
(2.2) on-air 40 0
(2.3) on-demand 0 100
(2.4) on-line 0
(2.5) on-hand 6
2. Did you provision the circle activities? 52 10.3
(1) No 0 89.7
(2) Yes; there are 0
(2.1) on-site 0 0
(2.2) on-air 46 0
(2.3) on-demand 4 0
(2.4) on-line 2 88.46
(2.5) on-hand 7.69
(2.6) on-line and on hand 8 3.85
3. Did you provision the creative art activities? 50
(1) No 0 13.8
(2) Yes; there are 0 86.2
(2.1) on-site 0
(2.2) on-air 24 0
(2.3) on-demand 12 0
(2.4) on-line 14 0
(2.5) on-hand 48.0
(2.6) on-line and on hand 58 24.0
4. Did you provision the free play activities? 0 28.0
(1) No 0
(2) Yes; there are 0 100
(2.1) on-site 0 0
(2.2) on-air 0 0
(2.3) on-demand 0 0
(2.4) on-line 0
(2.5) on-hand 44 0
5. Did you provision the outdoor play activities? 14 0
(1) No 0
(2) Yes; there are 0 75.9
(2.1) on-site 0 24.1
(2.2) on-air 12
(2.3) on-demand 0 0
(2.4) on-line 2 0
(2.5) on-hand 0
(2.6) on-line and on hand 38 85.71
6. Did you provision the didactic game activities? 20 0
(1) No 0 14.29
(2) Yes; there are 0
(2.1) on-site 2 65.5
(2.2) on-air 8 34.5
(2.3) on-demand 4
(2.4) on-line 6 0
(2.5) on-hand 0
(2.6) on-line and on hand 10.0
40.0
20.0
30.0

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From table 2, shows that the activities that internship students can provision to early childhood
children during the pandemic of COVID-19 are the most circle activities with 89.7%, followed by
creative arts activities and movement and rhythm activities with 86.2% and 69%, respectively. The
activities that they did not provision at all were free activities.

5.3 The problems students encountered and the need for assistance in provision of activities for early
childhood in the pandemic of COVID-19

5.3.1 The problems students encountered in provision of activities for early childhood in the pandemic
of COVID-19 were as follows:

1) Internship Students; they have more workloads and are unable to properly assess the
teaching and learning outcomes.

2) Kindergarten Students; with ADHD and some of them have developmental delays, making
them less interested in online learning.

3) Parent; they do not have time to support online learning due to work. Some of them refused
to accept online or on-hand learning because they were unable to teach children. In addition, they were
also found to be lacking in the availability of learning materials, including phones and the internet,
especially in families with many children.
5.3.2 The need for assistance in provision of activities for early childhood in the pandemic of
COVID-19 was as follows:

1) Production of online teaching materials for early childhood.
2) Techniques for online teaching management for early childhood.
3) Video clip editing for online teaching.
4) How to educate parents to encourage early childhood online learning.
5) Budget and materials support for online teaching and learning.

6. Finding

The results of research were as follows:
1. The movement and rhythm activities: internship student provision the movement and

rhythm activities were at 69%. The model of provision that they selected to use is On-line (100%).
2. The circle activities: internship student provision the circle activities were at 89.7%. The

model of provision that they selected to use the most is On-line (88.46%).
3 The creative art activities: internship student provision the creative art activities were at

86.2%. The model of provision that they selected to use the most is On-line (48%) followed by On-line
and On-hand (28%) and On-hand (24%) respectively.

4. The free play activities: internship student did not provision the free play activities were
at 100%.

5. The outdoor play activities: internship student provision the outdoor play activities were
at 24.1%. The model of provision that they selected to use the most is On-line (85.71%).

6. The didactic game activities: internship student provision the didactic game activities
were at 34.5%. The model of provision that they selected to use the most is On-line (40%) followed by
On-line and On-hand (30%) and On-hand (20%) respectively.

7. Recommendation

1. Research should be done to develop teaching models that are suitable for early childhood in
unusual situations.

2. Should be research to develop the ability to provision of activities that suitable for early
childhood in unusual situations for internship students or teachers.

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References

Ministry of Education. (2005). The Handbook of Early Childhood Curriculum A.D.2003 for Children Aged 3-6
Years. Bangkok: Teachers Council Ladprao Printing House.

Ministry of Education. (2017). Early Childhood Curriculum A.D.2017. Bangkok: Aksornthai Printing ltd., Part.
Ministry of Education. (2021). Ministry of Education prepares to organize 5 teaching styles in the era of

Covid-19. Online: https://www.thairath.co.th/news/local/2100016
Office of the Education Council. (2009). Report on the progress of early childhood learning management for

2008-2009. Bangkok: Plearn Studio.

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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 Result of Synthesis Framework of
Constructivist Web-Based Learning
Environment to Enhance Mathematics Problem

Solving Forgrade 4 Student

Mintra PROMMACHAT*, Sarawut JAKPENG & Sumalee CHAIJAROEN
Faculty of Education Khonkaen University
*[email protected]

Abstract: Synthesis of Framework of Web-based Learning Environment that promotes
problem-solving thinking in mathematics for students in grade 4, the target group consisted of
35 students in grade 4, semester 1 of the academic year 2021 of the Demonstration Primary
School (Suksasad), KhonKaen University. Research methodology in phase I was conducted on
a variety of educational methods which were document Analysis, surveys that were collected in
Qualitative data. The results showed that: The results revealed that: the synthesis framework of
Web-based Learning Environment that promotes problem-solving thinking in mathematics for
students in grade 4 there was the theatrical framework consisted of 6 foundation bases as the
following; (1) Psychological base, (2) Pedagogies base, (3) Contextual base, (4) Media theory
base, (5) Technology base, and (6) Problem-solving thinking in mathematics base and The
designing framework of Web-based Learning Environment that promotes problem-solving
consisted of 7 crucial bases as the following; 1) Problem base, 2) Learning tasks, (3) Resource, (4)
Collaboration Center, (5) Problem-Solving Center, (6) Scaffolding (7) Coaching Center

Keywords : Web Based learning environment, Constructivism, Problem-solving.

1. Introduction

Recently, Thai Mathematics Education is faced with the facts that must be accepted. The Assessment
results of the Programme for International Student Assessment (PISA) in 2009 showed that more than
half of 15-year-old students’ abilities did not reach the international basic level. The Assessment
results of the Ordinary National Educational Test (O-NET) in 2010 showed that students in grade 9
got the averages of Mathematics test scores were 24 percentages, and the students in grade 12 got
lower scores than grade 9. The averages of their scores were only 14 percentages. This information
was sufficient to confirm the need for rethinking or choosing new way for Mathematics Education in
Thai school, The Institute for the Promotion of Teaching Science and Technology (2009) The
problem of Mathematics achievement criteria in Thailand were lower than the international standard
scores. The effect on the problem of equality among countries. Thai workers, personnel, students,
Thai students were not in demand in the world job market. Mathematics is a very important subject to
the thinking process, solving problems, and reasoning. That reflected from basic learning from
elementary school level lead to scores below standard. The result of the Programme for International
Student Assessment (PISA) or International standards student Competency assessment program.
National exam scores and Cognitive skills and measurement scores of the National Institute of
Educational Testing Service found that the scores of Thai students were quite below standard, below
average. Nowadays, Many Thai students lack problem-solving skills, critical thinking, especially
Mathematics subject is a necessary subject and is the basis for practicing thinking processes and
problem-solving.

The researcher saw mathematics problem-solving for grade 4 students. They lack
understanding, Lack of problem-solving, learning difficulty. Because it is more complex than any
previous mathematical experience. There is a mix of problems that require problem-solving skills,
there are many complex ways to find answers. And without a good foundation, you won't be able to

445

do the problem by yourself. Problem-solving is should be learned, practiced, and developed for the
students to have problem-solving skills. The practice of mathematics problem-solving will help
students to have a variety of thinking styles, enthusiasm, patience, and Confident in solving facing
problems, The institute for the Promotion of Teaching Science and Technology (2012). The success
of learning or mathematics problem-solving is partly based on mathematical concepts. Especially
when the problem is complex, unfamiliar, or requires mathematical interpretation. Maybe cannot use
in mathematics steps that are familiar to solve problems immediately, but need an understanding or
concept in that matter to accompany the thinking. And most importantly, some math problems do not
require a step-by-step mathematics solution process, or there is no specific step in solving the problem
but requires a mathematical concept. (Amporn Makanong, 2014)

Constructivism theory emphasizes that students are consistent with the concept of
student-centered teaching and learning. It emphasizes that knowledge is created by students. Students
apply their knowledge and experience as a basis for creating new knowledge (Amporn Makanong,
2003). This theory focuses on students creating knowledge by solving problems. It starts with the
problem that causes cognitive conflicts their previous knowledge cannot be dealt with how to solve
them. As previously solved they get used it cannot work as a result, additional knowledge is required
or it is called “restructuring” or “restructuring” of the intellectual (Boonliang Tumthong, 2013), which
the intellectual restructuring is linked to the previous knowledge or old experience with new
knowledge. In the other words, new experiences will lead to meaningful learning (Thitna Khamanee,
2001). It is used as the basis for design learning management called learning environment, such as
Hanna n, Land, & Oliver (1999) suggested principles which design a learning environment based on
constructivism that aims to encourage learners to seek and create knowledge on their own combined
with mathematical problem-solving. The researcher relied on the basic problem-solving concept of
Polya (1957) that corresponds to solving mathematical problems. It consists of four important steps as
follows: 1) understanding the problem. 2) devising a plan 3) carrying out the plan and 4) looking
back, as the basis for the design. Therefore, the objective of this research is to design and develop a
learning environment obtained from the synthesis of theoretical frameworks and a conceptual
framework for designing a learning environment that promotes solving math problems for grade 4
students used as a basis for creating a suitable learning environment for learners.

2. The purpose of the study

To synthesize a framework of a web-based learning environment based on constructivist theory to
enhance mathematics problem solving for grade 4 students.

3. Methodology

The data in this study were qualitative data which were collected by using document analysis and survey.

3.1 The target group

There were 35 students of Grade 4th from Demonstration Primary School of Khon Kaen University enrolled in
the first-semester academic year 2021

3.2 Research instruments

The research instruments consisted of (1) The interview form problem-solving of the students by environment
learning design through web-based learning based on constructivist theory to promotes problem-solving
thinking in mathematics for grade 4 students. (2) Student achievement measurement from environment learning
design through web-based learning based on constructivist theory to promotes problem-solving thinking in
mathematics for grade 4 students. (3) Survey for students’ opinion in subjective test by environment learning design
through web-based learning based on constructivist theory to promotes problem-solving thinking in mathematics
for grade 4 students.

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3.3 Data collection and data analysis

The procedures of the data collection were presented as follows:

3.3.1 Literature review was to study and analyze principles, theories, and related studies of the
environment learning design through web-based learning based on constructivist theory framework to enhance
mathematics problem-solving. As such, studying the principles and the related theories are involved with
constructivist theory. Constructivist theory is a basic theory based on processing information to build up a
foundation of the study including characteristics and symbols on media, recording on records of verification
documents, and analyzing the data by using documentary research and descriptive analysis.

3.3.2 The synthesis of the theoretical framework retrieved from the literature review in No. 1 showed 6
aspects of the basic theory as follows 1) Psychological learning base 2) Pedagogical base 3) Context base 4) Media
theory base 5) Technology knowledge base and 6) Mathematics problem base solving. Recording the records of the
synthesis of the theoretical framework was used and verified by the experts, and the data collection was analyzed
by using documentary research and descriptive analysis.

3.3.3 The synthesis of the designing framework based on the theoretical framework was designed to focus
on constructing knowledge obtained from constructivist theory and to enhance mathematics problem solving and
applied the theoretical principles to the practical term by generating the components of environment learning of the
constructivist theory framework and to enhance mathematics problem-solving. Also, the data were analyzed by
using documentary research and descriptive analysis. The instruments were verified by the experts and suggestions
were given to improve the study.

3.3.4 The designing framework and the components of environment learning through web-based learning
based on constructivist theory framework and to enhance mathematics problem solving were verified by the
experts who evaluated the consistency between the theoretical principles applied to the designing framework and
the components of environment learning for evaluating, bringing the suggestion to improve the study, and
analyzing the data by using documentary research and descriptive analysis.

4. The results of the study

The findings from the synthesis of the environment learning framework based on constructivist theory
framework on enhancing mathematics problem-solving for grade 4 students included the theoretical framework
and the designing framework of the environment learning based on constructivist theory on enhancing
mathematics problem-solving. The details were presented below.

4.1 The theoretical framework of the web-based learning environment based on constructivist theory
on enhancing mathematics problem-solving for grade 4 students.

From studies on the principles and the theories of the designing of the environment learning based on
constructivist theory on enhancing students’ critical thinking, the findings found that there were 6 important
theoretical basics;

4.1.1 Psychological learning base

It integrated the two theoretical basics which were cognitive constructivism and social constructivism.
These two theoretical basics helped promote students’ knowledge and constructivist theory such as
information processing theory.

4.1.2 Pedagogical base

It was the study of the theoretical principles and teaching approaches that applied to be the basis on
designing the environment learning base on constructivist theory on enhancing mathematics
problem-solving. The basic design of this study was constructivist learning models.

4.1.3 Context base

It was retrieved from the survey and interview of 35 students who participated in this study. The
related questions in the survey and interview were about instructional management and learning based

447

on enhancing mathematics problem-solving through web-based learning with environment learning
and technology especially learning through networks. Besides, the students ever learned before
exposed to the activity which promotes mathematics problem-solving. The students have to learn
through online learning. Due to the situation of Covid – 19, the mostly online classroom the teacher
provides material for the student on the live broadcast the student can be learned in the student’s
house. From the result of the context in the classroom mentioned above, the researcher considered that
this problem could be brought to the idea of designing the environment learning through networks based
on constructivist theory on enhancing mathematics problem-solving adopted from Polya (1985) That
promotes the student to enhance the students to solve a mathematics problem were compose of
significant 4 processes as follows (1) Understanding problem (2) Devising a plan (3) Carrying out the
plan (4) Looking back. In the base of the component on the environment learning base on
constructivist theory on enhancing mathematics problem-solving.

4.1.4 Media base

As the designing and development of the environment learning through web-based learning based on the
constructivist theory that that promotes problem-solving thinking in mathematics were mentioned in
this study, the researcher investigated the media symbol system to design and develop the environment
learning through web-based learning based on the constructivist theory that promotes problem-solving
thinking in mathematics. The information was presented through computer networks in a form of
hypertext which contained texts, pictures, sound, animation, video, and narrative voice. Also, the
hyperlink was one of the effective ways of how to access the information connected to the node of
various sources with unlimited knowledge sources, and it helped students to expand their knowledge.
The researcher, therefore, applied media base theory to be the foundation of designing and developing
the environment learning through networks based on the constructivist theory that promotes
problem-solving thinking in mathematics.

4.1.5 Technology knowledge base

To design and develop the environment learning through web-based learning based on the constructivist
theory that promotes problem-solving thinking in mathematics, the researcher did the study on learning
management through web-based learning and the media would respond to building knowledge by using
the web-based system in teaching and learning integrated with teaching approach adapted from the
constructivist learning environment. Moreover, it was essential to have a concept integrating the
characteristics of Hyper-media and the World Wide Web to create environment learning on learning
without boundary. The students were able to select content from related lessons or media. Therefore, the
students had opportunities to manage their learning by selecting the orders of contents from lessons and
each of them was able to arrange an available time by themselves. It was the way students were able to
interact with the teacher and others without being time-limited or in the same situation (Raungsuwan,
2015). Also, when media through web-based learning integrated with a constructivist environment
learning approach, and when the characteristics of media and media symbol system were presented,
there would be consistent and supportive toward building students’ knowledge in individual learning or
group learning (Suchat, 2010). Therefore, the researcher used as based for designing and developing
environment learning through web-based learning based on the constructivist theory that promotes
problem-solving thinking in mathematics.

4.1.6 The basis of mathematics problem-solving.

As the designing and development of the environment learning through web-based learning based on
constructivist theory on enhancing mathematics problem-solving. was conducted, the researcher had
adopted the mathematics problem-solving concept from Polya (1985). That promotes the student to
enhance the students to solve a mathematics problem were compose of significant 4 processes as
follows 1) Understanding problem 2) Devising a plan 3) Carrying out the plan 4) Looking back. In the
current study, the researcher realized that the development of environment learning through web-based
learning base on constructivist theory on mathematics problem-solving was very important because
when integrating the cognitive process with constructivist theory in learning and teaching, the students

448

were encouraged to gain more knowledge. The constructivist theory, symbol system, the characteristics
of media, and the enhancement of mathematics problem-solving were displayed in Figure 1.

Media base
-Media Symbol Systems

Pedagogical base Technology knowledge base
* Constructivist Learning -Multimedia Learning
Model
- Constructivist Learning The basis of mathematics The model of the
web-based learning
Environments Model problem-solving. environment based on
- Open Learning - (Problem Solving) constructivist theory

Environments Model on enhancing
- Situated Learning mathematics
- Icon Model problem-solving for
- SOI Model grade 4 students
* Collaboration
Context base
Psychological learning base
* Constructivist - Philosophy, vision,
- Cognitive constructivist
policy, educational
- Social constructivist
- * Cognitivism institutions -
- Information Processing Theory
Mathematics course

-Mathematics principles

-Division skills

Fig.1. The theoretical framework of the web-based learning environment is based on
constructivist theory on enhancing mathematics problem-solving for grade 4 students

4.2 The designing framework of the environment learning through web-based learning based on
constructivist theory promotes problem-solving thinking in mathematics. For students in grade 4.

The synthesis of the designing framework of the environment learning through web-based learning
based on constructivist theory to promote problem-solving thinking in mathematics was adopted from
the theoretical framework to use as the foundation by bringing theory to practice. The components of the
designing framework of the environment learning through web-based learning based on constructivist
theory on promote problem-solving thinking in mathematics were composed of 4 processes which
focused on the learning process and critical thinking. The details were presented as follows.

4.2.1 Stimulating cognitive structure and promoting students’ problem-solving thinking in
mathematics based on constructivist theory and cognitive theory were driven by stimulating students
with cognitive conflict situations. It was probably given a situation or a problem that involved their
actual context that related to each situation; addition, subtraction, multiplication, division. And Assign
learning tasks that promote problem-solving thinking in mathematics based on constructivism. The
researcher used Cognitive Constructivist (Piaget J., 1964) was adopted to use as the designing base by
stimulating cognitive disequilibrium in students and promotes problem-solving thinking in
mathematics. The environmental situations were managed to make students have cognitive conflict

449

which students needed to accommodate their cognitive structure into cognitive equilibrium by
creating a problem situation and assigning the students to participate in the situation and solve a
problem. The students were stimulated to think critically which was followed by the main components
and sub-components of asking and answering questions for clarification, making the decision,
defining terms, and identifying assumptions, and integrating.

4.2.2 Promoting the accommodation of cognitive equilibrium. When the students got activated
from the stimulation of cognitive structure, and the cognitive conflict problem situation and learning
mission. The students attempted to accommodate their cognitive structure into equilibrium to assimilate
new ideas. Furthermore, promoting the accommodation of the cognitive structure emphasized how the
students seek information and apply it to build up new knowledge. Also, the students’ critical thinking
was enhanced to promote the way students solve problems in various situations based upon the
constructivist information processing theory of Klausmeier (1985). The theory focused on the
information arranged in categories of pictures or animations so that the students were able to process
information better in both science and promote problem-solving thinking in mathematics. Besides,
learning together helped encourage the students to exchange their ideas with other students, the teacher,
and the experts to extend the students’ perspectives and organized information systems in their minds.
The way how the students collected the data was adopted from SOI Model by Mayer (1996). The
students learned to organize information during their learning, to select related information for
arranging the categories, and to integrate the new information with the existing information. By
linking existent knowledge in long-term memory with new information. From the theory mentioned
above, synthesizing the designing framework of the environment learning through web-based learning
based on constructivist theory on promotes problem-solving thinking in mathematics had adapted
theory to practice which comprised of (1) Resources used in supporting seeking knowledge from
various resources (2) Collaboration Center used to enhance students to exchange their experiences,
extend the students’ perspectives, and consideration. Furthermore, that helps to make adjustments and
prevent misunderstandings.

4.2.3 The supporting and encouraging Problem Solving Thinking. It consists of important
steps as follows: and critical thinking consisted of (1) Problem Solving Center used in supporting
learning mission and problem-solving thinking in mathematics. By being an intermediary to support
the increase or extend perspectives, based on the study of problem-solving by Polya (1957). That
encouraged the students to get problem-solving thinking in mathematics. There are 4 important steps;
(1) understanding the problem) (2) devising a plan (3) carrying out the plan and (4) looking back

4.2.4 The support and help of students’ knowledge construction and their critical thinking were
adopted from Vygotsky's (1925) principles. He is convinced that learning should take place in the
students’ zone of proximal development. If the students were under the zone, they needed to get help
in learning. It was the way students got advice and got encouraged to cognitive equilibrium.
Vygotsky’s principles were adopted to be the base of the synthesis of the designing framework of the
environment learning through web-based learning based on constructivist theory on promotes
problem-solving thinking in mathematics. addition, subtraction, multiplication, division was
transformed from theory to practice composed of 1) Scaffolding gave support to students on solving a
problem or learning in a situation that they might not be able to manage. The help stations consisted
of 4 stations which were thinking in a concept, thinking process, thinking strategy, and critical
thinking. 2) Coaching Center helped stimulate students to think and construct knowledge on their own
by observing, listening, and asking, Hannafin (1999); Chaijaroen, (2009)

From the synthesis of the designing framework of the environment learning through web-based
learning based on constructivist theory on promotes problem-solving thinking in mathematics.
addition, subtraction, multiplication, division as shown the relationship between principles, theories
were presented in figure 2. By reproducing from the theoretical conceptual framework and bring it
into practice. There were the important components composed of ( 1) Problem base ( 2) Learning
mission ( 3) Resource (4) Collaboration Center ( 5) Problem Solving Center ( 6) Scaffolding ( 7)
Coaching Center were presented in figure 2.

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Stimulating cognitive CognitiveConstructivism Cognitive
structure and (piaget,1992)

promoting students’ Situatedlearning Authentic Problembase
(Browet al.,1989) LearningTask
Promoting the Problemsolving !359.... understanding problem
accommodation of devising a plan Resource
(Polya,1957) carrying out the plan
cognitive looking back Collaboration
equilibrium. Center
Information -Sensory Register
The supporting and processingtheory -Shot-TermMemory Problemsolving
encouraging (Klausmeier,1985) -Long-TermMemory Center
SOI (Mayer,1996)
Problem Solving -S(Selecting) Scaffolding
Thinking. Problemsolving -O(Organization)
(Polya,1957) -I (Integrating) CoachingCenter
The support and help
of students’ Social constructivism !359.... understanding problem
knowledge (Vygotsky,1992) devising a plan
carrying out the plan
construction and looking back
their critical thinking
l(ainntgeuraacgteio,ns)ociety, culture
were adopted
Problemsolving !359.... understanding problem
(polya,1957) devising a plan
carrying out the plan
Social Constructivism looking back
(Vygotsky,1992)
OLES Zoneof proximal
(Hannafin,1995) development
Cognitive
Apprenticeship -Conceptual
(Brownet al.,1991) -Strategic
-Metacognition
-Procedural
Coaching Analyze
learners, communicate
and reflect on guiding and
motivating results.

Fig.2. The designing framework of the web-based learning environment is based on
constructivist theory on enhancing mathematics problem-solving for grade 4 students

451

Fig.3. The components of the web-based learning environment are based on constructivist theory
on enhancing mathematics problem-solving for grade 4 students

Conclusion and discussion

The findings synthesize the conceptual framework of a network-based learning environment that promotes
problem-solving thinking in mathematics. For students in grade 4 found that the theoretical framework appeared.
There are 6 major theoretical foundations: (1) Fundamentals of Learning Psychology, (2) Fundamentals of
Pedagogy, (3) Contextual Fundamentals, (4) Fundamentals of Media Theory, (5) Fundamentals of Technology,
and (6) Fundamentals of solving math problems and a conceptual framework for designing a network-based
learning environment based on constructivism that promotes problem-solving. Important components are
consisting of 7 elements: (1) problem situation (Problem base) (2) learning tasks (3) learning resources (Resource)
4) Collaborative center to solve problems (Collaboration Center) (5) Center for problem-solving (Problem
Solving Center) (6) Help base Scaffolding (7) Coaching Center From the evaluation of the designing framework of
constructivist web-based learning environment to enhance mathematics problem solving for grade 4 student in the present
study, the findings were in line with Sumalee Chaijaroen et.al (2007) that investigated the potential of students’ thinking using
learning innovation to promote students’ thinking skill. Also, similar to Isara Kanjak (2004), he developed the result of
environment learning management through web-based learning based on constructivism: the open learning environment
(OLEs) employed by university students from the technology education department. As the related studies were
mentioned, showed that the theoretical principles are used as the basis are used to synthesize the theoretical
framework and the design conceptual framework. Found that the environment learning was developed
productively and relevant to the present study which focused on the design and the synthesis of the designing
framework of the designing in the environment learning management through web-based learning based on
constructivism that promotes problem-solving thinking in mathematics. For students in grade 4. From the studies
mentioned above, the synthesis of the designing framework of the environment learning through web-based
learning is based on the constructivist theory that promotes problem-solving thinking in mathematics. For students
in grade 4, used the designing theory framework on teaching based upon the theoretical basis and applied the
theory to practice, which might impact the design and the development of innovation such as knowledge

452

construction based on constructivist theory or cognitive theory helped process the information and critical
thinking. Also, Polya (1957) encourages students to solve problem thinking in mathematics. It consists of four
important steps as follows: (1) understanding the problem (2) devising a plan (3) carrying out the plan and (4)
looking back based on designing that will affect learners' learning. The synthesis of the design conceptual
framework will help to ensure success in the design and development of learning environments on constructivism
that promotes problem-solving thinking in mathematics through developmental research. And showed the clear
design guidelines which affect the efficiency of the learning environment on constructivism that promotes
problem-solving thinking in mathematics and helped students improve their learning in the future.

References
Chaijaroen Sumalee (2008). Technology Education Theories into Practice. Khon - Kaen: Kang nana

wittaya.
Chaijaroen Sumalee. (2009). Learner’s Creative Thinking with Constructivist Web-based Learning

Environment Model to Enhance Creative Thinking for Higher Education (Phase: I). The first
LA-CAP (Latin America Computer and Philosophy) Symposium at the UNAM in Mexico City
(Mexico). 9-10, November, 2009. Latin America Computer and Philosophy, The National
University of Mexico.
Chaijaroen Sumalee and others The Research Report : The Development of Model of Web based
Learning Environment to Support The Knowledge Construction, Faculty of Education. Khon-kaen
university.
Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal
of research in science teaching, 2, 176–186.
Vygotsky, (1925). Etudes on the pre-history of cultural-historical psychology. European Studies in the
History of Science and Ideas (8): 251-281.
Mayer, R. E. (1996). Designing Instruction for Constructivist Learning. Instructional Design Theories
And Models: a New Paradigm of Instructional Theories. Volume II.Newjersy: Lawrence Erlbaum
Associates.
Wattanacha Suchat and others (2007). The Research Report : Design and Innovation. learn to promote
the ideas, Research report Project, Khon-Kaen University.
Klausmeier,K.A. (1985). Educational Phychology.(Sth ed). New York : Harper & Row.

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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

Are They Understand the Nature of Scientific
Inquiry?: A Preliminary Investigation with
Primary School Students

Sasivimol PREMTHAISONG a,b, Wacharaporn KHAOKHAJORN a,c, Pawat CHAIPIDECH a
& Niwat SRISAWASDI d*

aScience Education Program, Faculty of Education, Khon Kaen University, Thailand
bKhon Kaen University Demonstration School International Division, Thailand

cDepartment of Science, Faculty of Education, Sakon Nakhon Rajabhat University, Thailand
dDivision of Science, Mathematics, and Technology Education, Faculty of Education,
Khon Kaen University, Thailand
*[email protected]

Abstract: The pedagogy of inquiry-based learning has been recognized as a fundamental
approach in science education. Numerous researchers noted that understanding the nature of
scientific inquiry (NOSI) is essentially required for students to achieve high-quality scientific
competencies. Accordingly, this study intended to elicit primary school students’ understanding
of NOSI and then utilized the result of this study to design a technology-infused learning
module for promoting the primary school students’ integrated science competencies, which
emphasized NOSI as a fundamental fragment. The participants in this study were 12
fourth-grade students in a primary school located in the northeastern part of Thailand. An
open-ended questionnaire called views about scientific inquiry (VASI) was administered to
collect the data. The results of VASI indicated that the highest informed answers of the students
are in line with the aspect of conclusions consistent with data collected regarding NOSI. At the
same time, they lacked an understanding of the multiple methods of scientific inquiry.
Consequently, this paper also proposes a technology-infused learning matrix to support
students’ meaningful inquiry and NOSI following the science of water concept in the primary
science class.
Keywords: Nature of scientific inquiry, inquiry-based learning, technology

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

Money Me: A Semi-digitized Board Game
focusing Currency Exchange and Investing in

Primary Social Studies Education

Patsinee SARITAWEE-ATa, Sasivimol PREMTHAISONGa, Kanokwan MEUNGKUMBOOTa
& Niwat SRISAWADIa,b*

aKhon Kean University, Demonstration school International Division, Thailand
bDivision of Science, Mathematics and Technology Education, Faculty of Education,

Khon Kean University, Thailand
*[email protected]

Abstract: Currently, educational board games are recognized as a popular teaching tool to
engage new generation learners’ interest and promote their learning achievement in several
subject-specific curricular contents. Remarkably, the board game tool is incredibly successful in
order to promote 21st-century learning skills. This study proposes developing a semi-digitized
board game, called Money Me, to enhance primary school students’ learning about currency
exchange and investing in social studies classes. To evaluate the board game, nine of
fourth-grade students participated in a learning intervention of the Money Me board game, and
they were examined learning achievement both before and after the intervention and
investigated perception towards the intervention. The result indicated that the intervention of
the Money Me semi-digitized board game affected learning achievement improvement.
Moreover, the primary school students expressed positive perceptions in this social studies class
supporting by the Money Me board game.
Keywords: Boardgame, digital technology, learning achievement, perception, social studies

455

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

Factors Affecting Student Engagement of
Undergraduate Students in Modular Science

Instruction: A Phenomenological Study

Alnahar S. Kunting
Western Mindanao State University Zamboanga City, Philippines

[email protected]

Abstract: The unprecedented pandemic situation which started in 2020 has changed nearly all
aspects of people’s lives. Students and educators around the world were forced to adapt to the
new normal where academic activities are done in the comfort of home to minimize the spread
of the novel coronavirus. Because of the significant differences between the traditional face to
face and remote learning, specifically the modular method, it is important to investigate its
effect on student engagement. Sixteen Food Technology undergraduate students from the
College of Agriculture at Western Mindanao State University voluntarily responded to
interview questions and surveys. Response of the participants included their experiences on the
new normal way of learning, challenges experiences and perception on modular science
instruction. Thematic analysis and factor analysis were also employed using PSPP software and
four factors or dimensions emerged from the results. The factors were identified as (1) Effect on
Student Engagement (2) Challenges Experienced (3) External Factor and Support and (4)
Advantages and Disadvantages of Modular Science Instruction. All of these factors were
consistent with the students’ responses during the interview.

Keywords: COVID-19, undergraduate, modular instruction, student engagement, factor
analysis

1. Introduction

Extreme changes in social interaction and organization occurred during the COVID–19 pandemic and
have disrupted normal daily life around the world. Since face-to-face interactions are not allowed to
avoid transmission of the deadly SARS–CoV–2 virus, the situation forced the government to take the
necessary measures to close public places and minimize crowded settings such as universities and
colleges in hope to flatten the curve. Indeed, the Education sector is not immune to the consequences
arising to the widespread of the novel coronavirus around the globe (Murphy, 2020). In order to
continue academic learning at the comfort of home, online classes using virtual meeting apps and
modular learning systems are used.

“Modular education refers to the division of conventional courses into smaller components or
modules (Mazrekaj and De Witte, 2020)”. It has been increasingly employed by universities over the
past twenty years in order to accommodate the need of various student groups which allows flexible
learning and more choices in managing their studies. Experts generally agree that modular instruction
offers an advantage when it comes to flexibility, choice, access and mobility than the usual face to face
classes (French, 2015). However, the pandemic caused this unprecedented shift from face-to-face
learning to modular education affecting everyone, thus coming with various challenges such as
incorporating new teaching styles and approaches, sustainable internet connection, availability of tools
and equipment and especially in student engagement.

The Department of Education (DepEd) and the Commission on Higher Education (CHED)
addressed the different issues and challenges in basic education during the pandemic or “The New
Normal in Basic Education”. The new normal ensures the health and safety of learners and educators
while finding ways to continue education amidst the crisis. Thus, the Western Mindanao State
University adheres to the mandate and offers a modular education system as the alternative.

The following problems were investigated in this study;

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1. Determine the advantages and disadvantages of modular science instruction.
2. Identify modular learning activities that help in student engagement.
3. Determine the challenges arising from a modular education system.
4. Identify the factors affecting student engagement.
Student engagement, according to Miller et al., 2011, refers to a student's need, want,
willingness, and compulsion to participate and succeed in the learning process, boosting higher level
thinking, which may be a remedy to falling academic motivation and achievement. Many factors
influence students' interest and numerous researches have backed up these claims. Activities like
internship and undergraduate research improved student engagement since they highly impact learning
experiences.
Innovation, invention, and design projects (IID) are more effective than other learning activities
because students learn more through hands-on experience. Students who are engaged in IID are more
innovative and creative and they also value their work. They have the potential to become future leaders
and entrepreneurs. Being creative and innovative involves lecturers and students learning together
(Mahdi et al., 2014). The quality of the learning environment is conceived in terms of environmental
complexity, or the simultaneous presence of environmental challenge and environmental support,
according to a study by Shernoff D. et al.
Learning Science through modular instruction may face many challenges. Various science
activities particularly experiments need physical laboratories, real samples and apparatus that modules
cannot provide. Students may not have access to glassware and equipment which may limit their overall
learning experience. Studying at home with less supervision from teachers may decline student
engagement since students learn at different styles and pace. Thus, it is significant to investigate student
engagement on modular science instruction to a certain group of Food Technology students in the
College of Agriculture at Western Mindanao State University.

2. Methodology

2.1 Research Design

Case orientation is one of the major characteristics of qualitative research (Pattuinan, 2018). According
to her, the first level of inquiry is being faithful to, respecting, and recording the details of the individual
cases being investigated, and cross-case analysis derives from and is dependent on the quality of the
individual cases. In this study, the researcher was interested in how remote teaching and learning in
science classrooms is doing during the COVID–19 pandemic or “The New Normal” situation. Hence, a
qualitative phenomenological research approach was applied to determine the experiences or
engagement in modular science instruction of college students at one of the state universities situated in
the Zamboanga Peninsula region of the Philippines.

2.2 Participants

Food Technology students from Western Mindanao State University's College of Agriculture were
chosen as respondents because they were the author's previous students, and as an educator, the
researcher can connect to their experiences at this most trying time, the pandemic. A total of 16
participants (1st to 4th year undergraduate students) voluntarily responded to answer the interview
questions and survey questionnaire.

2.3 Data Collection

Ten participants, were interviewed through written responses or phone calls. There were four questions
asked and these were the following:
1. Based on your experience, what made you engage in modular science instruction?
2. Which activity(ies) in your modular science class that made you engage? Why?
3. How will you describe yourself as a learner who is engaged in a modular science activity?
4. What are the challenges you faced during the module science classes?

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Thirty–one (31) items of survey instrument were developed to support the qualitative results for
student engagement. The PSPP statistical tool was used to perform a Reliability test on these 31 items.
The Cronbach's alpha value of .80 reliability suggested a very good item's internal consistency, because
a useful rule of thumb for research purposes is that reliability should be at least .70 and ideally higher,
according to the book of (Fraenkel, Wallen, & Hyun, 2012).

When items were subjected to Inter–Item Correlation the results revealed that, items No. 7, 9,
11, 25 and item 27 were very weak in total correlations. Thus, the decision was made to omit these items
to improve the instrument's internal consistency value. Then, the improved quantitative survey
instrument was given to 16 students, then subjected again to a Reliability test and the computed
Cronbach's alpha revealed the value of .87 reliability which only shows that the quantitative survey
instrument has a very good internal consistency to support the qualitative results.

The 16 respondents (an additional 6 students) completed a survey questionnaire to corroborate
the outcomes of the interview questions.

Insights from the participants were collected in August 2021 which is 17 months after the
announcement of the lockdown and closure of universities.

2.3 Data Analysis

Answers from the interview questions were gathered and tabulated. A thematic analysis was employed
to qualitatively analyze results from the interview and support the findings from the factor analysis from
the survey questionnaire which were analyzed for reliability and factor analysis using the PSPP
software. Factors emerging from the survey results are expected to be consistent with the results from
the interviews.

Based on the qualitative findings, a quantitative survey instrument was developed and sent to
the 31 respondents for validation and to calculate the item internal consistency reliability by examining
the Cronbach's alpha value and inter item correlation. A factor analysis was also performed to determine
how many factors the items belong to and which items belong to each component. Then, to back up the
qualitative findings, 16 students were given the enhanced quantitative survey tool.

3. Results and Discussion

The interview questions revealed the students’ views in the current academic set-up brought by the
pandemic. Table 1 shows the summary of students’ answers on the Interview Questions. Generally, the
participants engaged in modular science instruction because of the pandemic and it left them no choice
but to accept the new normal. Most students suggested that laboratory activities that involve practice
and hands–on activities which are related to Food Science and Chemistry made them more engaged in
the curriculum. As learners, most of them were flexible and able to adapt to the changes even if there
were challenges. Most difficulties that they encountered were lack of hands–on experience,
accessibility to strong internet connection and financial expenses.

Table1

Summary of Students’ Responses to the Interview

Questions Analysis

1. Based on your experience, what Mostly, students engaged in modular science
made you engage in modular instruction because of the pandemic. Modular
science instruction? science instruction described an alternative mode
of learning to acquire accurate, precise and
understandable knowledge which is also fun and
challenging.

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Questions Analysis

2. Which activity(ies) in your Different tasks and laboratory activities such as:
modular science class that Food science and chemistry activities, food
made you engage? Why? microbiology activity, production, product
development, food processing, packaging is more
3. How will you describe yourself engaging, because it is more fun and challenging.
as a learner who is engage in a
modular science activity? They described themselves as: A flexible but
hard–working student that can adapt to any given
4. What are the challenges you situation, persistent and courageous to discover
faced during the module new ideas and wisdoms.
science classes?
Lack of hands–on laboratory skills, less accurate
laboratory activity results, and some have
difficulty in performing the activities through the
lack of laboratory apparatuses but most of the
students complain about the accessibility to strong
connectivity of internet/data and financial
expenses.

3.1 Thematic Analysis

Thematic analysis is a useful tool to analyze a qualitative data, which in this study, the responses from

the interview were grouped based on the similarities of the answers of the participants. A theme or
category emerged from a group of similar ideas which can have two or more sub–themes to better

understand the trend of responses from the participants (Ibrahim, 2012).
The table below shows four themes arising from the students’ responses namely Situational,

Engagement, Challenges and Impact on learning. These themes are significant in understanding and

confirming the results from the factor analysis.

Table 2
Thematic Analysis Based from Students’ Responses During the Interview

Theme Description Sub–theme Statement of students
Situational Current
circumstance that Student’s S1. Due to the
Engagement influences or limit determination
a choice or decision pandemic
Interesting
Quality of student activities S2. No choice
satisfaction
experience because of

pandemic

S1. Still doing best

to pass the subject

S6. To learn more

though the

situation is hard

S2. Various food

science and

chemistry lab

activities

S5. Lab activities

in fish Processing

Challenges Difficulties/obstacles Personal factors S1. It is hard to
encountered learn

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