Educational Service Area Office Research Articles

The Guidelines for Development the Servant Leadership of School Administrators under the Mahasarakham Primary Educational Service Area Office 3

Background and Aims: School administrators who follow the concept of servant leadership will give importance to and recognize the value of co-workers and will pay attention to developing the potential of co-workers. Ignore personal interests to get what others want and help others develop, to grow. Therefore, this research aims to study the current state, the desirable state, and the priority needs and study the guidelines for the development of the servant leadership of school administrators under the Mahasarakham primary educational service area office 3. Methodology: The research is divided into 2 phases: Phase 1 studies the current state, desirable state, and the priority needs of servant leadership of school administrators, A sample group of 280 school administrators and teachers, was randomly selected using a stratified sampling method. The research instrument is a questionnaire with a 5-level with a confidence value of 0.93 and data analysis by mean and standard deviation. phase 2 study of the guidelines for the development of servant leadership of school administrators. The key informant group comprises 3 best practice schools and 9 experts for assessment of the development guideline. The research instrument was a semi-structured interview form and assessment form the suitability and feasibility of development guideline Results: 1. The current state overall was high level; desirable state overall was the highest level. The priority needs ranked from high to low level were humility, service, awareness, empowerment, and human development dedication, respectively. 2. The guidelines for the development of servant leadership of School administrators include 5 elements 1) principle 2) purpose 3) content 4) development process and 5) measurement and evaluation. The results of the evaluation of the suitability and feasibility of development guidelines overall were at the highest level. Conclusion: The servant leadership style of school administrators involves fulfilling responsibilities with an understanding and practice of prioritizing the needs of others over one's own, placing the benefits of others above personal gains, and adding value to the development of others. This is done for the needs of others and the decentralization of power. The key components include: humility, service, awareness, empowerment, and human development dedication

The Guidelines for Development of the Organizational Health of Schools Under the Kalasin Primary Educational Service Area Office 2

Background and Aims: The organizational health of schools was conditions of operations according to the mission of schools. schools can survive and develop continuously, problem-solving, smooth internal administrative processes, and no stress. Therefore, this research aims to study the current state, the desirable state, and the priority needs and study the guidelines for the development of the organizational health of schools under the Kalasin primary educational service area office 2. Methodology: The research is divided into 2 phases: Phase 1 studies the current state, desirable state, and priority needs of development and the organizational health of schools, A sample group of 278 school administrators and teachers, was randomly selected using a stratified sampling method. The research instrument is a questionnaire with a 5-level with a confidence value of 0.81 and data analysis by mean and standard deviation. phase 2 study of the guidelines for the development of the organizational health of schools. The target group comprises 3 best practice schools and 9 experts for assessment of the development guideline. The research instrument was a semi-structured interview form and assessment form the suitability and feasibility of development guidelines. Results: The current state overall was moderate level, and the desirable state overall was at the highest level. The priority needs ranked from high to low level were teacher friendliness, colleague leadership, morale, communication, and resource utilization respectively. The development guideline of organizational health of schools under the Kalasin primary educational service area office 2 was a method for developing using a manual consisting of 1) principles and reasons 2) objectives, 3) content 4) development methods 5) measurement and evaluation. The development guidelines are divided into 6 learning units: 1) resource utilization, 2) teacher friendliness, 3) communication, 4) morale 5) colleague leadership. The results of the evaluation of the suitability and feasibility of development guidelines overall were at the highest level. Conclusion: Organizational health Organizational health is important for schools, administrators, teachers, educational personnel, and students. Because of the quality and efficiency in schools organization on the organizational health. Organizational health consists of factors, resource utilization, teacher friendliness, communication, morale, and colleague leadership.

Development of New Normal Administration Model According to Good Governance Principles of Schools under Sakon Nakhon Primary Education Service Area Offices in Sakon Nakhon Province

The objectives of research were to develop the new normal administration model according to the principles of good governance for schools under the Office of Primary Educational Service Area in Sakon Nakhon Province. The findings were as follows: I) Components of new normal administration for schools, consisting of 8 components: 1) New Normal Administration Planning 2) New Normal Working Method 3) New Normal Learning Curriculum Administration 4) New Normal Learning Administration 5) New Normal Learning Evaluation 6) New Normal Learning Resource Administration 7) New Normal Collaboration, and 8) Safety. Overall, it is at the most suitable level–the possibility at a high level. II) The new normal administration model consists of 5 components: 1) principles 2) objectives 3) structure 4) administration process and 5) mechanism. As for the components of the administration process, there are 8 sub-components, namely 1) New Normal Learning Resource Administration 2) New Normal Learning Administration 3) New Normal Learning Curriculum Administration 4) New Normal Learning Evaluation 5) New Normal Cooperation 6) New Normal Working Methods 7) Safety, and 8) New Normal Administration Planning. Four external factors affect the administration, including: 1) economic 2) technology, 3) social, and 4) political. III) Every component of the model is suitability possibilities and usefulness is at the highest level. IV) The manual for using the model consists of 3 components: 1) an explanation, 2) an introduction that presents details about the background, importance, objectives, and expected benefits, and 3) details of the model with the results of suitability at the highest level.

Sustainable Leadership Development Strategies of School Administrators under the Secondary Educational Service Area Office Nakhon Phanom

The objectives of this mixed-method study were to develop strategies for sustainable leadership of school administrators under the Secondary Educational Service Area Office Nakhon Phanom. There were 4 research methods: phase I) identify the components of sustainable leadership of school administrators by interviewing 5 experts and confirming factors by 5 experts, phase II) develop strategies for sustainable leadership in a focus group including 7 people, phase III) validate the appropriateness, feasibility and utility of sustainable leadership development by collected of data which comprised 84 school administrators using multi-stage random sampling, and phase IV) produce a user manual of strategies by 5 experts for validate the appropriateness of user manual. The findings were as follows: I) There were four main components in the sustainable leadership of school administrators, namely 1) depth 2) breadth 3) vision, and 4) media literacy. All of the components have appropriateness at the highest level and feasibility at the high. II) The strategies for the development of sustainable leadership of school administrators comprised a vision, 6 missions, 6 objectives, 7 strategies, 61 operational approaches, and 25 indicators. III) The appropriateness, feasibility, and utility of the strategies for the development of sustainable leadership of school administrators were at the highest level. IV) The user manual of the strategies for the development of sustainable leadership of school administrators obtained the overall appropriateness at the highest level.

SUFFICIENCY ECONOMY LEARNING CENTERS IN SATUN PROVINCE’S ISLAND SCHOOLS: A STRATEGIC APPROACH TO CURRICULUM MANAGEMENT FOR CAREER COMPETENCY

Purpose: The aim of this study is to investigate the implementation of Sufficiency Economy Learning Centers (SELCs) in schools located on islands within Satun Province. Specifically, the study aims to explore how these SELCs strategically contribute to curriculum management, with a focus on enhancing career competency among students. Through this research, the aim is to analyze the effectiveness of integrating sufficiency economy principles into the educational framework of island schools, thereby facilitating students' acquisition of skills and knowledge essential for their future careers.
 
 Theoretical framework: The theoretical framework for this study draws upon several key concepts and theories to provide a comprehensive understanding of the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools and their impact on curriculum management for career competency.
 
 Design/Methodology/Approach: The target groups are vocal speakers and 8 people from the Thaksin University research team; 4 people from the Primary Educational Service Area Office in Satun; 10 experts in language, science, math, and technology; 19 teachers in Ban Ko Lipe School; 30 people from community leader, village sage and interested people participating in the pilot project of learning center development; and 127 people from the evaluation of using the project.
 
 Findings: The research findings found that one integrated SMT competency-based curriculum of Ban Ko Lipe school and online platform of SMT competency-based learning center of Ban Ko Lipe school displayed Ecotourism such as snorkeling, features of landscape, climate, high/low tide, waxing/waning moon 2) Fishing such as fishing gear, methods of catching each type aquatic animals 3) Local products such as long tail boats produced from seashore screw pines. The platform development of SMT competency-based learning of students in the Lipe island area created the administrative collaboration of the community using SMT competency-based curriculum followed the sufficiency economy philosophy of Lipe island area for the career path of the youth to have ways of life through the sufficiency economy philosophy Satun Province. The evaluation of 127 curriculum users found that the SMT level was at the highest in every aspect 1) administration 2) premises 3) learning resources 4) network.
 
 Research, Practical & Social implications: This study examines the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools in Satun Province, focusing on their impact on students' career readiness. The research uses a mixed-methods approach, combining qualitative and quantitative techniques. The findings can inform policy recommendations, guide professional development, and prompt curriculum revisions. The study also emphasizes community engagement, empowerment, and sustainable development, highlighting the importance of SELCs in promoting socio-economic resilience.
 
 Originality/Value: This study explores the implementation of Sufficiency Economy Learning Centers (SELCs) in island schools in Satun Province, focusing on their impact on career competency development. It provides context-specific insights, practical relevance, and theoretical advancements in education, sustainable development, and career development, bridging the gap between theory and practice.

Guidelines for the Application of Design Thinking Processes in School Administration of School Administrators Under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit

The purpose of this research is twofold: 1) to study the application of the design thinking process in school administration under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit, and 2) to explore the implementation of design thinking process in school administration of school administrators under the Secondary Educational Service Area Office, Phitsanulok, Uttaradit. This is a qualitative research study conducted using a sample of 57 educational administrators and 7 qualified personnel as participants. The research tools utilized include document analysis, questionnaires, and interviews, with statistical analysis involving mean values and standard deviations. The research findings indicate that: 1) The application of the design thinking process in school administration of school administrators is at its highest level. When considering each aspect, it was found that the model prototypes had the highest average, while data synthesis had the lowest average. 2) In terms of guidelines for applying design thinking processes in school administration, it was observed that confidence, empathy in work, and awareness of problems with open-ended questioning encourage creativity. Motivating and encouraging the expression of different ideas by participating in the development of models for use in problem-solving and the collection of information of suggestions, for improvement and development were key factors.

Model of Sustainable Collaborative Network for Educating Digital Literacy: A Case Study of Schools in the Sub-districts of Nakhon Pathom Province, Thailand

Abstract This study aimed to investigate the need for digital literacy for teachers in schools in the sub-districts of Nakhon Pathom Province; to design a model of teacher digital literacy development and create a model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province, Thailand. The research was action research. The samples were teachers from schools in the sub-districts of Nakhon Pathom Province; by selecting schools from the Office of Nakhon Pathom Primary Education Service Area Office 2, 32 teachers from Phutthamonthon District, Bang Len District, Nakhon Chai Si District, and Sampran District. The findings indicated that the digital literacy needs assessment of teachers, based on the application of OCSC (2020) digital literacy framework, suggested that the highest PNImodified score was 0.492 for Using Digital Media Creation Software, whereas the lowest PNImodified score was 0.205 for Using the Internet. The model of a sustainable collaborative network for educating digital literacy in schools in the sub-districts of Nakhon Pathom Province is developed based on the system theory and education philosophy as core principles. The model consists of 4 main components such as 1) education philosophy; 2) input from external driving forces, organization factors, operation factors, and teachers’ factors; 3) processing factor in developing digital learning management skills and building a sustainable collaborative network; and 4) output of students, teachers, school administrators and schools.

Implementation of an Additional Course on Creative Thai Dramatic Art Skills and Appreciation of the Values of Thai Culture for Grade 7 Student Under the Secondary Educational Service Area Office Kalasin

Thailand has many cultural heritages that have been inherited from the ancestors, including language, traditions, architecture, art and culture, music, as well as dramatic arts that have been evident since the Sukhothai period and have been handed down to the present. This study aimed to investigate the implementation outcomes of an additional course on creative Thai dramatic art skills and appreciation of the values of Thai culture for grade 7 students under the Secondary Educational Service Area Office Kalasin. The sample was forty-two grade 7 students of Anukoolnaree School in the first semester of the academic year 2022, selected by cluster random sampling (classroom). The research instruments were a Thai dramatic art knowledge test, an evaluation form on basic Thai dramatic art ability, an evaluation form on a creative Thai dramatic art designing ability, and an appreciation of the values of Thai culture questionnaire. The data were analyzed by mean, standard deviation, and t-test (Dependent Samples). The results showed that the post-test mean score of Thai dramatic art knowledge was higher than the pre-test mean score, the basic Thai dramatic art ability and the creative Thai dramatic art designing ability were at the highest levels, and appreciation of the values of Thai culture was significantly higher at the .05 level. Furthermore, students’ overall satisfaction with the course was at the highest level.

Development of Administrative Model for High-Performance Organization of Primary Educational Service Area Office Chankrit Namchaidee, Chaiyuth Sirisuthi & Pha Agsonsua1

The aim of this R&D research was to create an administrative model for developing a primary education office area toward a high-performance organization by assessing the current situation and desirable conditions of primary education service area offices and identifying the need for developing the management model. A management model was then created and developed; and finally, its implementation was evaluated, with recommendations for improvement. The model, a result of mixed-methods research, comprised eight components that could help primary education service area offices become high-performance organizations, with respective priorities as follows: 1) leadership, 2) strategic planning, 3) organization structure and work processes, 4) human resource management for high potential, 5) data and information technology management, 6) stakeholder orientation, 7) learning organization, and 8) productivity and outcome-based orientation. The current situation of office administration in primary education areas was at a high level, while the desirable condition overall was at the highest level. The developed model was assessed and affirmed by experts as feasible, appropriate, and useful at a high level. When considering the utility of the management model after the implementation, the overall level was also high, and satisfaction with the implementation was also very high. The model can be applied in other office areas depending on their unique conditions.

Development of Academic Administration System for Excellence of Mid-Sized Schools under the Secondary Educational Service Area Office in the Northeast

An Effective Academic Administration System is essential for attaining excellence in educational institutions. Through the optimization of processes, support for schools and students, and the promotion of data-driven decision-making, such a system assists institutions in adapting to evolving educational environments and delivering high-quality education. The objectives of this research were to study the components and indicators of academic administration for the excellence of med-sized secondary schools, study the current conditions desirable conditions and priority needs index and to study the results of implementation. Research and development by conducted research in 4 phases. The results of the research were as follows: The academic administration composition for excellence in medium-sized secondary schools under the Secondary Education Service Area Office in the Northeast comprises four main components and twenty-two indicators. The current condition of the system is rated at a high level, while the desirable condition is at the highest level. The Academic Administration System encompasses four aspects: Input includes Administrator, Teachers and Staff, Students, and a conducive learning environment. The Process involves two main components and twelve sub-elements, The Output consists of four components: A flexible and agile organizational structure that supports changes, higher academic achievement among learners compared to previous years, satisfaction among administrators, teachers, staff, stakeholders and acceptance within the community. Feedback mechanisms include performance reporting to the public and utilizing evaluation results to make improvements based on recommendations. In conclusion, the Academic Administration System's comprehensive approach, encompassing input, process, output, and feedback aspects has resulted in exemplary performance establishing these secondary schools as models of excellence within the region.

A Study of Education Administrators’ Exertion of Authority Phitsanulok Primary Educational Service Area Office 1

The objectives of this study were 1) to study education administrators’ exertion of authority 2) to compare education administrators’ exertion of authority under Phitsanulok Primary Educational Service Area Office 1. The variables were divided by the administrators’ experiences and the sizes of the institutions. The population in this study was 1,161 education administrators and teachers. The number of the samples was 291 determined using Krejcie and Morgan Table, stratified random sample of the sizes of the institutions, and simple random sampling. The study used a 5-point rating scale questionnaire for item-objective congruence ranged between 0.80-1.00 and the reliability was at 0.962. Data analysis statistics were mean, standard deviation, t-test statistic, one-way ANOVA test, and pair difference test by Scheffe’s method. The results were found as follows. 
 
 1) In general, the level of education administrators’ exertion of authority was high. The aspect with the highest mean was the authority of information technology access (x  = 4.17), while that with the lowest mean was the authority of punishment (x  = 3.56). 
 
 2) There was no difference, in general, in the comparison of education administrators’ exertion of authority divided by work experience. However, when each aspect was considered, there were statistically significant differences in the authority of punishment and the sizes of the institutions at statistically significant level of .05.

Development of School Management Model to Promote Thinking Process Skills of Watjamarom School under the Roi Et Primary Educational Service Area Office 2

This research aims to; 1) to study the components of the school management model to promote thinking process skills of Watjamarom School under the Roi Et Primary Educational Service Area Office 2, 2) to study the current condition, the desirable condition, and the need for developing a school management model to promote thinking process skills of Watjamarom School, 3) to develop a school management model to promote thinking process skills of Watjamarom School, and 4) to study the results of using the school management model to promote thinking process skills of Watjamarom School, employing the four-phase research, Phase 1: Analysis of the components of the resultant system by seven experts, Phase 2: research present situations, ideal conditions, and development needs model for managing schools to encourage thinking process skills, data was collected using a questionnaire. 5-level estimation scale, the sample group used as administrators, teachers, and educational personnel, basic education institute committee chairman, parents, and community leaders, totaling 138 people, data analysis by means, standard deviation, Phase 3: creation of a school management model to encourage thinking process skills. This phase involves researching schools with management systems that encourage thinking process skills and best practices, and Phase 4: by implementing the established model in schools. The findings of the study may be summed up as follows:1. There are 6 components of the school management model to promote thinking process skills of Watjamarom School: 1) policies to promote thinking process skills, 2) executive leadership, 3) curriculum to promote thinking process skills, 4) teacher personality and teaching and learning management to promote thinking process skills, 5) student characteristics that promote thinking process skills, and 6) an environment that fosters thinking process skills, where peer-reviewed results were found to be the most appropriate.2. Watjamarom School,conducted a study on the school management model to promote thinking process skills, and the findings revealed that the overall desirable condition is at a high level.3. Watjamarom School management approach to thinking process skills together with; 1) management and policy implementation to promote thinking process skills into practice, 2) curriculum development that promotes thinking process skills, 3) learning management to promote thinking process skills, 4) the provision of an environment and a learning center that promotes thinking process skills, and 5) the aspect of developing student characteristics that promote thinking process skills. The model was evaluated by specialists, and the findings showed that it was appropriate overall at the highest level.4.. The results of applying the model revealed that; 1) overall, the management component and the implementation of policies to advance the application of thinking process skills were at the highest level, 2) the element of curriculum development that best fosters thinking process skills was present generally, 3) the evaluation outcomes for learning management to support thinking process skills were at the highest level overall, 4) the assessment's findings on creating a space and a learning environment that encourages the use of all thinking process skills were at the highest level, and 5) students' development of traits that support thinking process skills were at good and very good levels, which represented 88.31% of the total.

The Development of Integrated Science Process Skills Test in Research and Knowledge Formation the Lower Secondary Students

The purposes of this research is to: 1) to create an integrated science process skill test, in Research and Knowledge Formation for lower secondary students. 2) to examine the quality of the integrated science process skill test scale and 3) to find a cut-off score and create a manual for using the integrated science process skill measurement in research and knowledge formation for lower secondary students. The sample group in this research was a 950 lower secondary students in the world-class International standard school under the Secondary Educational Service Area Office 17 in 2nd semester, academic year 2018, selected by simple random sampling technique. The instrument used in the research was the multiple choice with 4 options for 40 items. The results of this research were as follow: the content validity of integrated science process skill measurement test was at a good quality whit the Index of Item-Objective Congruence (IOC) was at .67-1.00, the item difficulty was between .30-.80, the item discrimination was between .20-.67, the reliability of the test was at .93. The concurrent validity by Pearson’s correlation coefficient was .88 and structural straightness found that the model of integrated science process skills measurement test in research and knowledge creation agreed with empirical data. The Chi-square 1067.39, (p = .00), RMSEA = .033, GFI = .91, AGFI = .90, CFI = .99 and RMR = .009. The cut-off score of the integrated science process skill test scale in research and knowledge formation for lower secondary students, based on Angkoff's method of scoring cut points was at 23 points out of 40 full points.

The Competencies in School Administration of School Administrators as Perceived by Teachers in School under the Bangkok Secondary Educational Service Area Office (BSESAO), Thailand

Abstract
 The purposes of this research were to study and compare a competency in school administration of school administrators as perceived by teachers in school under the BSESAO. The study employed a survey research design with samples consisting of 308 teachers in the academic year 2022. The samples were categorized by using the Cohen’ sample sizes which were selected by stratified random sampling. The instrument was a questionnaire with a reliability of 0.986. Mean, standard, t-test, One-way ANOVA, and Scheffe’s multiple comparison method were used to analyze the data. The findings were as follows: 1) the results of competency in school administration of school administrators was at high level, considering each dimension of the opinion, all of them were also at high level; and 2) the comparison’ s levels of school administrators: the opinions’s competency in school administration of school administrators with different service area offices, academic standings, and school sizes were found to be no difference.
 
 Keywords: Competency, School administration, School administrators, Competency of Thai School Administrator

Guidelines for Developing Provision of Additional English Courses: A Case Study of Schools under the Secondary Educational Service Area Office, Nonthaburi

The objectives of this survey research were to: 1) study the current state of additional English course management in schools under the Secondary Educational Service Area Office Nonthaburi in Thailand; 2) study and compare the opinions of teachers and students towards the appropriateness of the current state of additional English course management; and 3) propose guidelines for the provision of additional English course management. The informants in this research included 18 heads of the foreign language learning group and 3 experts in curriculum and English language teaching. The study sample included 87 teachers and 120 high school students. The research instruments included an additional English course management form, an opinion questionnaire, and a semi-structured interview. Data analysis determining frequency, mean, standard deviation, t-test and content analysis was performed. The findings revealed: 1) overall, 60 English additional courses were offered at various schools, grouped into 5 categories according to the focus of the course, and arranged in descending order as follows: English for daily communication (33 courses), English for continuing education (10 courses), English for careers (10 courses), English for pleasure (5 courses), and others (2 courses); 2) in general, teachers and students rated each school’s additional course management as appropriate at the high level and teachers and students’ opinions were significantly different at the .05 level of significance; and 3) guidelines for the provision of English additional course management included support for teachers’ knowledge on course development, allocation of a curriculum consultant, improvements to course management practices, and additional focus on learners’ needs when developing the course.

Development of the Educational Management Model to Enhance Educational Quality Towards Excellence of the Secondary Educational Service Area Office Thailand

The purposes of this research aimed to 1) study the components of educational management to develop educational quality toward excellence, 2) study the current states, desirable states, and the needs for educational development for enhancing educational quality toward excellence, 3) create and develop the educational management model for enhancing educational quality toward excellence, and 4) study the results of implementing the educational management model for enhancing educational quality toward excellence. Research and Development were conducted in 4 phases according to research objectives. The sampling group consisted of executives, boards, 669 teachers, and educational staff from 37 schools under the Chaiyaphum Secondary Educational Service Area Office, the research tools were the appropriateness assessment form of the components of educational management to develop educational quality toward excellence, a 5-level scale questionnaire, semi-structured interview form, observation form, follow-up studies form, and satisfaction assessment form. The statistics used were frequency distribution, percentage, mean, standard deviation, and PNI Modified. The study found that: 1) The components of educational management for enhancing educational quality toward excellence comprised 3 aspects as follows: 1: organization management for excellence, 2: efficiency of educational management, and 3: the achievement of educational management. The experts’ evaluation of the components is at the most appropriate level. 2) The current states in all and each individual aspect were at a moderate level. The desirable states in all and each individual aspect were found at a high level. The needs assessment from highest to lowest: educational management for excellence, the efficiency of educational management, and achievement of educational management, respectively. 3) The educational management model consisted of (1) Principles (2) Purposes (3) Conditions for Success (4) Processes and (5) a Supporting system. 4) The results of implementing the model found that: 1) As for the supervision, monitoring, and inspection of educational institutions according to the educational management model for enhancing educational quality toward excellence are of the highest significance. 2) All Educational institutions have implemented quality management to achieve excellence in all areas. 3) Satisfaction assessment of educational institutions according to the educational management model for enhancing educational quality toward excellence was all at the highest level.

The Development of Preventing and Monitoring Guidelines of Student Dropout in Schools under Samutprakan Primary Educational Service Area Office 1

ABSTRACT Student dropout has been a serious problem for schools which has been becoming more serious due tothe COVID-19 situation. This study aimed to survey student dropout causes and create preventing andmonitoring guidelines for student dropout in schools under the Samutprakan Primary Educational ServiceArea Office 1, Thailand. Purposive sampling was applied for participants consisting of educationaladministrators, officers, and stakeholders in 5 schools. Descriptive statistics and content analysis wereused for data analysis. The results concluded that there were 11 causes of children dropout 1) familynecessity 2) migration 3) insufficient income 4) health problems or disabilities 5) behavior andadaptation problems, 6) impact of COVID-19, 7) the risk of wrongdoing, 8) inconvenienttransportation, 9) marriage, 10) academic performance, and 11) parents' inattention. The preventing and monitoring guidelines of student dropout involved 5 parties, namely 1) EducationalService Area Office 2) School Directors 3) Teachers and Educational personnel, 4) Family and 5)Cooperation networks. All parties should join in the following actions: 1) Raising awareness 2)Formulating an action plan 3) Implementing the plan 4) Getting to know students, and families 5)Applying digital technology 6) Organizing information systems 7) Connecting information 8) Passingon information 9) Network creation 10) Budget allocation 11) Brainstorming 12) Flexibility ofEducation and Individual Program 13) Improving guidance learning 14) Developing studentadmissions system 15) Promoting the student support system 16 ) Assessing child risks, 17) Mobilizingresources and 18) Developing a supervision system.

An Application of PADRA Model combined with English Skills Reinforcement Exercise for Rehabilitation of Learning Recession for Grade 6 Students in Bantardkha School

ABSTRACT This research is conducted with Indonesian students. The objectives of the research were: (1) todiagnose the recession in English learning of Bantardkha School students. and grouped the studentsaccording to the severity of the learning recession. and needs (2) To design and develop an innovativemodel to rehabilitate students' English learning recession that is feasible for the short-term and long-term
 involvement of relevant stakeholders in line with the needs of students and the school context.with a design-based research process, and (3) to analyze the effect of using an innovative prototype torehabilitate the recession in English learning among Tadkha School students. Loei Primary EducationalService Area Office 2 using the PADRA model based on the design thinking process in the learningunit on Health by using the English learning skill exercises for the first semester of the academic year2022 collected. information between June to October 2022. The tools used consisted of 4 learningmanagement plans of 8 hours, pre-learning, and post-learning tests. Data were analyzed using basicstatistics: frequency, percentage, mean, and standard deviation. performance average performanceindex Effectiveness Index and relative development score.An analysis of the effect of using an innovative model to rehabilitate the recession in English learningamong Bantardkha School students. Loei Primary Educational Service Area Office 2 and the results ofthe learning achievement of Grade 6 students who studied by using the PADRA model learningmanagement plan based on the design thinking process in the health learning unit using the Englishlanguage learning exercises was a study of the learning achievement of Grade 6 students who studiedwith the learning activity plan by applying the PADRA model according to concepts with designthinking in the learning unit on Health for Grade 6 students by analyzing the relative developmentscores of learning achievement. The percentage of pre-test scores was 31.88, the rate of post-test scoreswas 75.83, and the percentage of developmental scores was 65.77. The results of the overalldevelopment level were high. They can be divided according to the following criteria: 4 people withvery high development, 9 people with high development, and 3 people with moderate development.

Design Research in Learning Loss Recovery to Prevent Students’ Dropouts in Loei Primary Educational Service Area Office 2

The coronavirus disease 2019 (COVID-19) outbreak has caused dramatic changes across the worldespecially students’ learning. The purposes of this research were to 1) diagnose students' learningrecession and group the students according to the problem condition and needs, 2) design and developan prototype for rehabilitation of learning recession, and 3) analyze the results of rehabilitation ofstudents learning recession. Quantitative and qualitative data were collected by 5 sets of research tools:1) Learning Recession Diagnosis Recording Form 2) Stress and Mental Health Assessment Toolkit 3)Innovation Prototype Design and Development Recording Form 4) Supervision Toolkit 5) ReflectionRecording Form in the academic year 2022. The participants were 152 affiliated schools selscted bypurposive sampling. Quantitative data were analyzed using descriptive statistics while content analysiswere used for qualitative data . The results showed that students were grouped into 3 groups: 1) Riskgroup 2) Recovering group and 3) Encouraging group. The students had problems with classattendance, learning behavior and academic skills. In addition they also had a family limitation. Theyneeded flexible and happy learning and digital literacy in order to create technology immunityincluding the individualized education program and drug prevention network. The developedinnovation consisted of 3 levels: district level, school level and class level. This was a short-termrecovering program, and long-term recovering program. The recovering program helped studentsbecame more ready to learn and stakeholders were satisfied.

An Application of PADRA Model combined with English Skills Reinforcement Exercise for Rehabilitation of Learning Recession for Grade 6 Students in Chumchonnonghin School

This research is conducted with Indonesian students. The objectives of the research were: (1) Todiagnose the recession in English learning of Chumchonnonghin School students. and grouped thestudents according to the severity of the learning recession. and needs (2) To design and develop aninnovative model to rehabilitate students' English learning recession that is feasible for the short-termand long-term involvement of relevant stakeholders in line with the needs of students and the schoolcontext. with a design-based research process, and (3) to analyze the effect of using an innovativeprototype to rehabilitate the recession in English learning among Chumchonnonghin School students.Loei Primary Educational Service Area Office 2 using the PADRA model based on the design thinkingprocess in the learning unit on Health by using the English learning skill exercises for the first semesterof the academic year 2022 collected. information between June to October 2022. The tools usedconsisted of 4 learning management plans of 8 hours, pre-learning, and post-learning tests. Data wereanalyzed using basic statistics: frequency, percentage, mean, and standard deviation. performanceaverage performance index Effectiveness Index and relative development score.