EDUCATION JOURNAL FACULTY OF EDUCATION KAMPHAENGPHET RAJABHAT UNIVERSITY

THAI FOLK GAMES IN THE INFORMATION AGE : FROM WISDOM TO AN INNOVATIVE FRAMEWORK FOR WELL-BEING AND SUSTAINABILITY

Tachapon Tongterm — Sat, 04 Oct 2025 00:00:00 +0700

The transition to the digital society has gradually reduced the role of Thai folk games, which once formed an integral part of everyday life, as they have been replaced by digital recreation that has fundamentally altered the play behaviors and media consumption of children and youth. This transformation not only undermines physical fitness and mental well-being but also results in the loss of embodied learning and cultural capital, both of which have long been fundamental to holistic human development. Therefore, this article aims to 1) analyze the dynamics of recreational behaviors among Thai children and youth in the digital society and their impacts on folk games; 2) synthesize and present an integrative conceptual framework that merges sports science and digital technology to create innovative recreation rooted in folk games; and 3) propose policy directions and systemic driving mechanisms to promote holistic well-being while safeguarding the cultural identity of Thai youth. Drawing upon synthesized knowledge from research and contemporary conceptual frameworks, the analysis confirms that the shift toward digital recreation negatively affects holistic well-being and places folk games at risk of disappearance. At the same time, the Thai Folk Games Preservation Model in the Digital Era (TFG-PM) demonstrates the potential of integrating recreation, sports science, and digital technology to revitalize folk games and restore their contemporary vitality. Furthermore, the article proposes comprehensive policy directions ranging from national and local policy formulation, digital platform and prototype space development, family and community engagement, and multi-sectoral collaboration to capacity building, research advancement, and international cooperation. Such integration not only revives the role of folk games in contemporary society but also establishes a foundation for enhancing holistic well-being and sustaining the cultural identity of Thai youth in the twenty-first century.

SUPERVISORY MODEL TO ENHANCE STUDENT COMPETENCIES IN THE PISA FRAMEWORK

Prangvalai Choonoo, Suntaree Wannapairo — Mon, 25 Aug 2025 00:00:00 +0700

This article presents a model of educational supervision that promotes students’ learning competencies based on the PISA framework. The model is grounded in the concept that supervision should serve as a systematic process for teacher development, rather than merely a mechanism of control or inspection. Analysis of PISA results reveals that Thai students perform below the OECD average, with scores declining steadily. This reflects persistent issues in educational quality and equity, which hinder students' development of 21st-century skills. In response, the author developed the “2P IF 2M” supervision model, consisting of six key stages: Preparing, Planning, Implementing, Feedbacking and Supporting, Monitoring and Evaluating, and Modifying. The model emphasizes collaboration between supervisors and teachers to foster a deeper understanding of the PISA approach and support teachers in designing learning activities that enhance students’ critical thinking and problem-solving competencies. The implementation of this model has shown positive results: teachers gained a clearer understanding of the PISA framework and improved their competency-based instructional design skills. Students demonstrated improved academic performance and the ability to apply knowledge effectively. Furthermore, the model helped cultivate a culture of developmental supervision within schools, contributing to sustainable improvements in educational quality.

DEVELOPING AN EDUCATIONAL GAME ACTIVITY MODEL BASED ON BRAIN-BASED LEARNING TO PROMOTE BASIC SCIENCE SKILLS IN EARLY CHILDHOOD

Phiyada Nontha , Tueanjai Phangkham , Sroungporn Kusolsong — Mon, 04 Aug 2025 00:00:00 +0700

This research has objectives Objective 1. To study information about the format for organizing educational game activities based on brain-based concepts. and basic scientific skills for early childhood 2. To create a model for organizing educational game activities based on the brain-based concept. To promote basic scientific skills for early childhood children 3. To experiment with a model for organizing educational game activities based on brain-based concepts. To promote basic scientific skills for early childhood 4. To evaluate the use of brain-based educational game activity formats. and promote basic scientific skills for early childhood children Target group used in this research 12 early childhood children aged 4-5 years, Kindergarten Year 2, Ban Chang Talud School Tools used include Activity plan 20 Plan, activity manual for 20 activities, 2 sets of basic science skills tests and 1 set of activity format assessment forms. Data were analyzed by finding basic statistics, including mean scores and standard deviations. and use percentage statistics This research study Use a research plan with 1 specific group, One – group Pretest - Posttest Design The results showed that 1.1 The results of the basic data study gave the researcher guidelines for conducting research. The researcher has the BAAS: Model process to promote scientific skills. Observation and classification using educational games based on brain-based learning 2.1 The results of creating a model for organizing educational game activities based on the concept using the brain as a base. The steps for organizing activities (BAAS: Model) are as follows: Step 1: Brain Gym, Step 2: Acquisition, Step 3: Experience Organizing (A: Accessing to Information) Step 4: Summary of knowledge (S: Summary), according to the opinions of all 5 experts, has an average of 4.57 (SD= 1.13) which the average value obtained is in the highest range 3.2 The results of the experiment used a brain-based concept-based educational game activity format. It was found that overall before organizing educational game activities based on the brain-based concept Overall, the average was 12.08 and after organizing the educational game the average was 18.5, which resulted in higher development scores with percentage values 32.08, which is in line with the assumptions set out 4.2 Results of the evaluation of the use of educational game activity formats based on brain-based concepts. To promote basic scientific skills For early childhood children, it was found that the base of inputs In terms of process, the overall level was at a high level and finally in terms of production, the overall level was at a high level Translated with Lingvanex.com

DEVELOPMENT OF A BRAIN-BASED LEARNING ACTIVITY MODEL TO ENHANCE MATHEMATICAL SKILLS IN PRESCHOOL CHILDREN

Nanthida Masan, Sroungporn Kusolsong, Tuenjai Pangkham — Mon, 04 Aug 2025 00:00:00 +0700

This research has the objective 1. To study the basic information on organizing activity sets based on brain-based learning and mathematical skills for preschool children. To create a model for organizing activity sets based on brain-based learning to promote mathematical skills for preschool children. To experiment with a set of activities based on brain-based learning to promote mathematical skills for preschool children. To evaluate the effectiveness of the activity set model based on brain-based learning and mathematical skills for preschool children, the target group for this research consisted of 21 preschool children, both male and female, studying in kindergarten year 3, aged 5-6 years, at Ban Chang Talud School. The tools used in the experiment included 20 activity plans, 4 activity set manuals, 2 mathematical skills assessment tests, and 1 evaluation form for the use of the activity set model. Data were analyzed by calculating basic statistics, including mean scores and standard deviations, and using percentage statistics to explain changes. The research utilized a one-group pretest-posttest design. The research findings revealed that 1. The results of the basic data study provided the researcher with a framework for conducting the research, with the researcher following the WPAPC: Model to promote mathematical skills in counting and sequencing using the BBL activity set. The results of creating the BBL activity set model with the WPAPC: Model activity steps are as follows: Step 1: Warm-up, Step 2: Brain preparation, Step 3: New knowledge delivery, Step 4: Practice, Step 5: Conclusion. According to the opinions of the five experts, the average score was = 4.67 (S.D. = 0.52), which falls within the highest level. = 0.52) falls within the highest level 3. The results of the experiment using the BBL activity set model showed that overall, before the activity set, the P value was 61.67 ( = 12.33), and after the activity set, the P value was 91.90 ( = 18.38). This resulted in an improvement score with a P value of 30.23 ( = 6.05), which is consistent with the hypothesis set forth. The evaluation results of the BBL activity set model showed that, in terms of input factors, The evaluation results of using the BBL activity set model showed that the input factors, overall, were at a high level ( = 4.2, S.D. = 0.44) In terms of the process, overall, it falls within the high range ( = 4.2, S.D. = 0.39) and finally, in terms of outcomes, overall, it is at a high level ( = 4.1, S.D. = 0.38) which shows that the evaluation of mathematical skills increased by 30.23%, indicating that the BBL activity set promotes higher mathematical skills for preschool children, consistent with the hypothesis.

THE DEVELOPMENT OF PROBLEM-SOLVING ABILITY IN MULTIPLICATION USING THE SSCS LEARNING MANAGEMENT MATHEMATICS WITH NAPIER'S BONES FOR FOURTH-GRADE

Farada Sarajan, Wannatida Yonwilad — Thu, 25 Sep 2025 00:00:00 +0700

The objective of this research was to develop multiplication problem-solving skills by using the SSCS (Systematic Science Conceptualization and Strategy) learning model combined with Napier's Bones multiplication method for Grade 4 students. This research is an action research. The target group for this study consisted of 21 Grade 4 students. The research instruments included: 1) six lesson plans, and 2) multiplication problem-solving Ability. The statistical methods used for data analysis were mean, percentage, and standard deviation.

The research findings revealed that multiplication problem-solving skills improved following the implementation of the SSCS learning model combined with Napier's Bones. In the first action cycle, students had an average score of 66%; in the second cycle, the average score increased to 78%; and in the third cycle, the average score reached 86.25%. The combination of the SSCS learning management with Napier's Bones proved effective in enhancing students' Mathematics problem-solving ability in multiplication.