Schools In Bangkok Research Articles

Evaluation of a Project to Develop Learning Management Competency Using Digital Technology Among Teachers in a Bangkok School in Order to Facilitate the Learning Loss Recovery of Basic Education Level Students: Applying Kirkpatrick’s Concepts and Model

The spread of the coronavirus (COVID-19) strongly affected educational management in Thailand. This gave rise to the problem of how to improve the quality of students of all ages through 100% online learning, be this in areas of knowledge, abilities, skills, and attitudes towards learning. Therefore, the Secretariat of the Education Council of Thailand studied the learning loss of basic education students during COVID-19 and recommended ways to solve the problem using the seven measures derived from the RECOVER Model. Based on this, the researchers devised a project and conducted it along with agency administrators and school administrators under Bangkok Metropolitan Administration, Bang Khen District. Their objective was to evaluate the development of learning management competency using digital technology among teachers in a Bangkok school in order to facilitate the learning loss recovery of basic education level students. The results revealed that participants responded strongly to the overall project process and activities (Mean = 4.71, S.D. = 0.57) with the level of knowledge developed from the relative gain score at a high level (GS = 72.12) and 75.00 percent had the ability to create educational Line stickers for sale in the Sticker Shop. In addition, participants’ behavior changed as a result of applying the knowledge, abilities, and skills acquired to teaching and learning in their own subjects. Consequently, the schools to which they are affiliated were able to facilitate the learning loss recovery of students extremely well through the combined participation of administrators, teachers, students, and parents.

Developing a High School Mental Health Action Checklist in Thailand: insights on perception and communication.

This study aimed to develop a mental health action checklist for high school students that emphasized the importance of readiness, safety, and good hygiene at work to enhance their mental health and prepare them for the workforce. In total, 949 students from public high schools in Bangkok, Thailand voluntarily participated in this study. The 15-item High School Mental Health Action Checklist was developed based on a literature review and a pilot study. We used the index of item-objective congruence (IOC) to verify the content validity of the Checklist and exploratory factor analysis (EFA) to establish its construct validity. The tool's internal consistency was estimated using Cronbach's alpha coefficient. The High School Mental Health Action Checklist had good content (IOC = 0.867) and construct validity. EFA revealed four factors that accounted for 46.5% of the variance. The overall reliability coefficient for the High School Mental Health Action Checklist was 0.788, and the reliability coefficients of the subdomains were 0.783-0.797. The Checklist will allow schools to develop an annual action plan for student mental health promotion activities, in accordance with public health guidelines. Our results indicate the High School Student Mental Health Action Checklist has good psychometric properties.

Psychological Distress Among High School Students in Bangkok Thailand.

This study investigated psychological distress among high school students in Thailand.A sample of 8,345 students from thirty-five Bangkok schools voluntarily participated, responding to a questionnaire and undergoing stress assessments. Socio-demographic factors including grade level, school scale, hometown, parental marital status, presence of siblings, gender, health conditions, online classes, and family monthly income were analyzed. Of the participants, 1,087 (13.02%) experienced psychological distress. Grade level, school scale, hometown, parental marital status, and siblings' presence showed no significant associations with distress. However, being female or transgender correlated with higher distress levels. Students with health issues and those in online classes also experienced elevated distress. Additionally, a family monthly income below 10,000 Thai Baht was associated with distress. This study sheds light on factors contributing to psychological distress in high school students. It highlights the need for tailored support for vulnerable groups within the student population, emphasizing the role of educators, policymakers, and mental health professionals in addressing these challenges.

Enhancing Science Vocabulary and Content Knowledge of Thai EFL students through Content and Language Integrated Learning (CLIL) and English Science Textbooks Word Lists (ESTWL)

The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary Knowledge and Science Content Knowledge of Thai EFL students. A mixed-methods research design was employed to gather both quantitative and qualitative data using ESTWL-CLIL lesson plans, a Science Vocabulary Knowledge test, and a Science Content Knowledge test. All research instruments were validated by both content and language experts. The target groups were 3 levels of secondary school students studying at a large secondary school in Bangkok. The research findings were as follows: 1) the mean scores of the students in the three groups increased by a statistical significance of 0.05 for both vocabulary knowledge and science content knowledge after the implementation of the intervention, and 2) the qualitative results indicated that all students perceived the instruction of ESTWL and the CLIL approach to be positive. The study suggested a vocabulary pedagogy for science and language teachers for use in CLIL environments.

Causal Factors in Thai EFL Public High School Students’ Anxiety over English Speaking Literacy for Communication

The aspects of language anxiety involve education, individual, and environment (Öztürk Gürbüz, 2014). The purpose of this research was to investigate the factors contributing to anxiety in English speaking literacy for communication among third-year high school students in a public school in Bangkok, Thailand. Employing a questionnaire-based approach, the investigation delved into the students’ experiences, emphasizing three aspects of anxiety: educational, individual, and environmental factors. The findings revealed high levels of anxiety across these dimensions, with educational factors such as grammatical mistakes and confidence in language skills playing a significant role. Individual anxieties, such as fear of being called on and physical manifestations during English classes, also contribute substantially to students’ overall anxiety. Environmental factors, including concerns about teacher and peer reactions, fear of ridicule, and unprepared questions, further heighten language anxiety. The study recommends interventions to enhance English language instruction, creates supportive learning environments, and addresses individual and social dynamics that contribute to anxiety. This research offers valuable insights for educators and policymakers to develop targeted strategies for improving English language literacy and fluency and fostering a conducive atmosphere for practical language usage among Thai students.

Arabic Language Implementation Viewed from A Social and Cultural Perspective at Maitreechit Withayattan School Bangkok

This research explores the implementation of Arabic language learning at the Maitreechit Withayattan School in Bangkok, Thailand. With a population dominated by a Muslim minority, this research aims to understand the challenges and potential for developing Arabic language education in this context. The research background reflects Thailand's uniqueness as an ASEAN country with a Muslim minority that is recognized and regulated by national law. The focus of the research is on issues of student interest, teaching methods, hidden learning goals, and the role of teachers in the learning process. The research method uses modern ethnographic studies at Maitrechit Wittaayathan School Bangkok. Research findings show that students' low interest is influenced by less innovative teaching methods and a need for more variety in learning. Hidden learning goals, which include students' political aspirations to support the position of Muslims in government, become a complex dynamic in Arabic language learning. The importance of Arabic in the government context was a significant finding, with students being taught that Arabic language skills can provide a competitive advantage in careers in the government sector. Despite challenges regarding student interest, school administrators' high enthusiasm for Arabic creates the potential for solid collaboration between education and religious identity development. Implications for Arabic language education management include the need for more exciting learning strategies, teacher training, and collaboration with external parties to increase the relevance of learning to careers. This research provides in-depth insight into the complex dynamics of Arabic language education in Muslim minority school environments in Thailand. However, it should be acknowledged that the research findings are limited to one school in Bangkok, and generalization of the findings must be done cautiously.

Effect of Using the Interaction Simulation Video to Enhance Digital Empathy Skills

This research aims to investigate the impact of using interactive simulation videos on enhancing digital empathy skills. The study involved 300 high school students from three schools in Bangkok, Thailand. The participants were chosen using the multistage sampling method. The research instruments included: (1) an interactive simulation video; (2) a digital empathy skills test; (3) a satisfaction assessment; and (4) an interview form. The data were analyzed using a dependent t-test, mean, standard deviation, percentage, and qualitative data analysis. The research found that (1) participants’ digital empathy skills scores improved significantly at the 0.05 level, (2) participants’ overall satisfaction was high (x = 4.48), and (3) all participants agreed that the interactive simulation video was appropriate, helped them improve their digital empathy skills, and was suitable for use as teaching material. An interactive simulative video contains various elements that enhance students’ digital empathy skills, including embedded questions, overlays, and hotspots.

CLIL or EMI? A Case Study of Non-English in-Service Teachers Teaching Reflection in an International School

Content Language Integrated Learning (CLIL) and English Medium Instruction (EMI) have been adopted in many institutions ever since the use of English is required for businesses, education, and job opportunities. This results in the establishment and development of international schools countrywide in EFL countries especially in Thailand as an alternative educational route for those wanting to experience an international learning environment and/or simply to enhance English language ability. The aim of this case study is to investigate the context that non-English in-service teachers reflect when teaching in an international school context. Nine participants who are currently teaching in a large international school in Bangkok were recruited for a semi-structured interview on their instructional strategies for non-English subjects. Thematic analysis was used as an approach to thematize the transcript in the pedagogical reflection of CLIL and EMI. Although an international school is expected to fully adopt the EMI practice, the finding shows that most teachers’ teaching practice reflects the CLIL approach. The influence of choosing CLIL as a major approach was due to concerns in readiness relating to essential vocabulary necessary for learning content subjects and students’ native language background. Although a clear boundary of CLIL and EMI could not be clearly defined in current literature, recommendations on future research and teacher’s training are discussed.

The survey of learning experience of pediatric injection among registered nurses and nursing students using a design thinking approach.

Pediatric injection is an essential skill of nursing. The survey of the learner's experience during the learning process helps identify problems and leads to improvement. We here applied a three-phrase design thinking framework. The study aims to investigate (1) the registered nurses' experience in learning injection technique, (2) the nursing students' experience in learning injection, and (3) the cause of problems and to propose (4) a learning material that will be used to solve the encountered problems. A cross-sectional study was applied. The study employed convenience sampling. Registered nurses from a tertiary hospital in Bangkok, Thailand, and fourth-year nursing students from a nursing school in Bangkok, Thailand, were selected. The data collecting tools contain a personal information form and the experience of injection learning. The inferential and descriptive statistics was used to analyze the data. The results show that the major issues of injection learning include selecting the correct site for injection and determining the needle length and injection angle and contamination. Therefore, teaching materials for the anatomy of the injection area and the technique to determine the correct size and depth of injection are needed.

Attitudes towards LGBTQ+ individuals among Thai medical students.

The global population of individuals with gender diversity or LGBTQ+ people is on the rise. However, negative attitudes towards LGBTQ+ individuals persist, even among healthcare professionals, creating barriers to healthcare access. These attitudes are influenced by cultural variations worldwide and necessitate investigation across diverse cultures and settings. This study aimed to evaluate the attitudes towards LGBTQ+ people and describe associated factors with being LGBTQ+ among Thai medical students. During the 2021 academic year, a survey was conducted at a medical school in Bangkok, Thailand, collecting demographic data and attitudes measured by a standardised Thai questionnaire. Descriptive statistics as well as bivariate and multivariable logistic regression analyses were used to describe characteristics and association. A total of 806 medical students participated, with a neutral attitude being the most prevalent (72.2%), followed by a positive attitude (27.2%), and a minority reporting a negative attitude (0.6%). Bivariate and multivariable logistic regression analyses revealed significant associations between positive attitudes and female sexual identity (aOR 2.02, 95%CI 1.45-2.81, p-value < 0.001), having LGBTQ+ family members (aOR 3.57, 95%CI 1.23-10.34, p-value = 0.019), having LGBTQ+ friend (aOR 1.46, 95%CI 1.02-2.11, p-value = 0.040), and coming from areas outside of Bangkok (aOR 1.41, 95%CI 1.01-1.97, p-value = 0.043). Positive attitude towards the LGBTQ+ community are essential for physicians, emphasising the need to study factors that contribute to positive attitudes in order to foster an LGBTQ+-friendly environment for both patients and medical students.

A COMPARATIVE STUDY OF DESIRE FOR AND ANXIETY IN LEARNING CHINESE AMONG GRADES 3-5 STUDENTS AT AN INTERNATIONAL SCHOOL IN BANGKOK, THAILAND

This study was conducted to determine whether there were significant differences in desire for and anxiety in learning Chinese among students in Grades 3-5 at an international school in Bangkok, Thailand. A sample of 74 students enrolled in the target international school participated in this study. After performing descriptive statistics on the collected data, it was determined that the overall level of desire to learn Chinese was slightly high for Grade 3 students, high for Grade 4 students, and slightly high for Grade 5 students at the target school. The overall level of anxiety in Chinese classes was interpreted as slightly high for Grade 3 students, slightly low for Grade 4 students, and slightly high for Grade 5 students at the target school. Through quantitative comparative analysis, a statistically significant difference in desire for learning Chinese was found between Grade 4 and Grade 5 students at the target international school. Additionally, there was a statistically significant difference in anxiety in learning Chinese between Grade 4 and Grade 5 students at the international school in Bangkok. Based on the research findings, recommendations are provided for students, teachers, school administrators, and future researchers.

Enhancing the Skill of Grade 5 Students to Correctly Pronounce Alphabet Using the Phonetic Method at Thammislam Foundation School in Bangkok, Thailand

&#x0D; &#x0D; &#x0D; &#x0D; There are various a variety of problems that students must confront with that become barriers to the improvement of their English skills, based to research on how to teach English as a foreign language in Thailand. One of them is the students lack of inspire in learning English and their pronunciation when speaking and when pronunciation of letters of the alphabet. A few children even struggle to write their names using the alphabet because they always use their native tongue. The purpose of this research is to improve student learning outcomes by showing students how to remember the alphabet phonetic method by using words starting with each letter in the alphabet. The Thammislam Foundation School's 27 students were part of this study who participated in this research. Furthermore, this study aims to enhance the English language outcomes for learning. The steps taken by the author include creating a stimulating educational setting, implementing English learning materials easier to understand, and including students more in each lesson so that they ought to participate and increase more confidence in speaking English.&#x0D; &#x0D; &#x0D; &#x0D;

A Study on the Effect of Participating in Tutorial Courses on Happiness During the Summer Break of Thai High School Students in Bangkok

During the semester break of high school years, one of the most common activities of students is taking tutorial courses, as most students consider this interval to be the preparation time for entering their dream school. The attitude of each student toward tutorial courses is very different; some are very happy to attend, while others are not happy at all. Happiness plays an essential role in high school students’ lives during the summer break since happiness helps students relax and also increases their productivity. Thus, we are curious about the effect of tutorial courses on the happiness of Thai high school students in Bangkok. In order to determine the correlation between these two factors, we decided to conduct a cross-sectional survey. The data was collected by sending questionnaires about the effect of participation in tutorial courses on happiness to students in various high schools in Bangkok. We received a total of 324 respondents, who are from various types of high schools, including public, private, international, and home schools. Statistical Product and Service Solutions (SPSS) was used for data analysis. The results show no significant relationship between tutorial courses and happiness, which include: 1) the number of tutoring hours taken per day (P-value = 0.342), 2) the duration of the semester breaks (P-value = 0.727), 3) the number of days to take tutorial courses in a week (P-value = 0.319), and 4) the type of tutorial courses taken (P-value = 0.221). This research has most of the respondents studying in public schools and studying in grade 12, so this might be the reason that extra tutorial classes do not affect happiness. This research helps us understand whether there is a relationship between happiness and taking tutorial courses during summer break, and also provides us with information for further research.

Integrating ICT to Improve Students' Achievement in Thematic Learning Islamic Education in the Indonesian School in Bangkok

This research aimed to identify how technology helped students develop their achievement by applying ICT-based learning media in thematic learning of Islamic Education at the Indonesian School in Bangkok. One of the important issues in elementary school is the need for more materials and resources for teaching and learning. Currently, technology is providing a better solution to solve the problem. In many cases, technology in education can improve students' knowledge and open their minds. This study used a qualitative method with a phenomenological approach of collecting data analysis consisting of interviews, documentation, and observation. The findings of this study explored the roles of students when they learned a technology by applying ICT-based learning media, which improves students’ motivation and inspire them to learn and provides a better understanding of learning in the classroom. However, these findings suggested that future studies could focus more on students' learning processes and teachers' abilities related to 21st-century skills.

Association between Body Image Focused Social Media Usage (BSMU), Resilience, Attachment and Eating-related Problems among High School Students in Bangkok

Objective: This study aimed to find the association among body image focused social media usage (BSMU), resilience, attachment, and eating-related problems among Thai adolescents. Materials and Methods: Cross-sectional descriptive research was conducted with a sample of 495 high school students from three schools in Bangkok. The participants answered an online questionnaire comprised of age, sex, height/weight, BSMU, Body-esteem Scale for Adolescents and Adults, Eating Attitudes Test, Inventory of Parent and Peer Attachment for Children, and the Thai Resilience Quotient. Descriptive statistics were used to analyze demographic information, body satisfaction, resilience, attachment, and eating-related problems. T-tests, chi-square, and multivariate logistic regression analysis were performed to explore the associations between these variables. Results: Mean (SD) age was 17.06 (0.805), with 307 female participants (62%). Time spent on social media was found to be associated with increased risk of binging (AOR (CI) = 1.71 (1.14-2.56)). BSMU was associated with increased risk of inappropriate eating attitudes, binging, purging and using laxative (AOR (CI) = 1.14 (1.03-1.27), 1.14 (1.06-1.22), 1.20 (1.04-1.40), and 1.21 (1.09-1.34) respectively). Higher resilience was found to associated with lower risk in binging (AOR (CI) = 0.45 (0.21-0.97)). However, attachment is not associated with any of eating-related problems. Conclusion: BSMU usage was associated with inappropriate eating attitudes and behavior. Findings also suggest that higher resilience and stronger attachment were associated with lower risk of eating-related problems. The effectiveness of resilience and attachment improvement programs should be explored to help protect against eating problems.

THE DEVELOPMENT OF COMPETENCY FOR UNDERSTANDING ENGLISH WORD MEANING FROM CONTEXT BY USING C (2) QU TECHNIQUE FOR TENTH-GRADE STUDENTS

The purposes of this research were to 1) compare the competency of understanding English word meaning from context for tenth-grade students before and after using C(2)QU technique, and 2) examine the tenth-grade students’ satisfaction towards the teaching by using C(2)QU technique. The sample purposively selected for this one-group pretest-posttest design study was 41 tenth-grade students of a school in Bangkok. The data collection was conducted for 5 weeks using C(2)QU technique. The instruments consisted of 1) 5 lesson plans 2) a pretest and posttest of understanding English word meaning from context 3) the satisfactory questionnaire of the learning platform by using C(2)QU technique. The statics used to analyze the scores were 1) mean (

A Study of the Social and Emotional Skills for Private Secondary Schools Students in Bangkok Based on the Conception of Social and Emotional Skills

This descriptive research was to study the level of social and emotional skills of private secondary school students in Bangkok based on the conception of social and emotional skills. The informants were 410 high school students from 82 private secondary schools in Bangkok. The tool used in this research was a questionnaire on the levels of social and emotional. skills of private high school students in Bangkok. Statistics used for data analysis consisted of frequency, percentage, mean, and standard deviation. The findings revealed that the overall level of social and emotional skills of private high school students in Bangkok was very good. Of the social and emotional skills, the rankings were as follows: 1) responsible decision-making, 2) relationship building, 3) self-awareness, 4) social awareness, and 5) self-management. The findings reflected that private secondary school students in Bangkok the highest ranking in responsible decision-making skills. Keyword : High School Student, Private Secondary Schools, Social and Emotional Skills.

A COMPARATIVE STUDY OF TEACHERS’ ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN KINDERGARTEN CLASSROOM ACCORDING TO THEIR AGES AND YEARS OF TEACHING EXPERIENCE IN PRIVATE SCHOOLS IN BANGKOK

This study aimed to determine whether there was a significant difference in teachers attitudes towards inclusion of student with special educational needs according to their age and years of teaching experience in private schools in Bangkok. The study was carried out in the year 2021 to 2022. A convenience sample of 50 kindergarten teachers from private schools of Bangkok participated in this study. The questionnaire was physically distributed to 50 teachers in private schools in Bangkok. A quantitative inferential statistic (One-Way ANOVA) was chosen to compare the three research variables addressed in this study. The Questionnaire was done by Tsakiridou and Polyzopoulou (2014) the study of Greek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs was adopted and used to measure the levels of teachers attitude towards inclusion of students with special educational need. The data was collected from teachers in private schools of Bangkok. From the data analyzed it was found that the overall level of teachers attitude towards inclusion of students with special educational need according to their age and years of teaching experience was moderate. The study concluded that there is no significant difference between kindergarten teachers’ attitudes towards inclusion of students with special education needs in kindergarten classrooms in accordance with their age and years of teaching experience in private schools in Bangkok. Recommendations are provided for teachers, administrators, parents and future researchers based on the analysis of this study.

Parental and children’s health behavior stemming from the Thai national health recommendations in Bangkok

Non-communicable diseases (NCDs) have an impact on treatment costs and economic prosperity. Ten National Health Recommendations (NHRs) were announced by the Thai government in 1996 to promote the good health of children, adolescents, and the general public. Although regular practice of these recommendations should promote good health, the data from the Ministry of Health in 2015 shows that Thai children moderately following the NHR have higher health risk behaviors, potentially leading to obesity; a continually growing threat to Thai children, as well as increasing the risk of Type 2 diabetes and NCDs in adults. This research aims to study the promotion of good health by parents of students in primary schools in Bangkok under the NHRs and the relating factors. This study uses both quantitative and qualitative methods. The quantitative method is descriptive-comparative research conducted on the health promotion behavior of parents and children in three groups. These consist of schools under the Office of the Basic Education Commission (OBEC), the Bangkok Metropolitan Administration (BMA), and the Office of the Private Education Commission (OPEC). Multi-stage and stratified sampling are used to select 1,043 participants from eight schools in Bangkok, while the statistical analysis is conducted by one-way ANOVA. The qualitative method uses in-depth interviews with 12 parents and six school directors. According to the results, the health behavior of parents and students from the three schools showed statistically significant differences at the 0.05 level. In terms of health promotion, students with higher scores relating to NHRs on the questionnaire had parents with better health behavior than those with lower scores. The NHRs are used to organize knowledge-sharing sessions in schools.

The Prevalence of Nocturnal Enuresis in Bangkok, Thailand: A Descriptive and Questionnaire Survey of 5 to 15 Year-Old School Students.

Objectives. Nocturnal enuresis (NE) is a common problem among school-aged children. Nonetheless, further information on NE prevalence in Thailand is needed. The prevalence of NE and factors associated with it were investigated. Methods. A descriptive study was conducted in schools in Bangkok, Thailand, among children aged 5 to 15 years, using a questionnaire survey between November 2018 and July 2019. Results. The prevalence of primary monosymptomatic, primary nonmonosymptomatic, and secondary NEs was 9.7%, 11.6%, and 8.2%, respectively. Primary NE was associated with a family history of NE (OR = 4.05, P < .001), drinking within 2 hours before bedtime (OR = 1.77, P = .01), and deep sleep (OR = 1.62, P = .001). Conclusion. Primary NE was prevalent in this setting, and the most related factor was a family history of NE. Parents should be aware of NE in their children, especially if a child has a linked factor.