Shanlax International Journal of Education

Corpus-Based Evidence for Teaching English Synonyms in EFL Contexts: Implications from Quick, Rapid, and Speedy

Jittraphorn - Sornkeaw — 2026-06-01

The appropriate use of near-synonymous adjectives is crucial for effective communication in English, as these words can differ subtly in meaning, collocation, and distribution in a sentence. Although quick, rapid, and speedy share meanings related to short duration or high rates, their usage differs across different contexts and genres. This corpus-based study investigates the similarities and differences among three target synonyms: quick, rapid, and speedy, based on their distribution across genres and collocational patterns. Data were collected from two primary sources: (1) online learner dictionaries, namely the Longman Dictionary of Contemporary English (LDOCE) and the Oxford Advanced Learner’s Dictionary (OALD), to examine definitions and semantic distinctions, and (2) the Corpus of Contemporary American English (COCA), and their top noun collocates were identified using Mutual Information (MI scores ≥ 3). The findings indicate that rapid is predominantly used in formal and academic contexts (21,977 tokens), whereas quick appears more frequently in less formal genres (82,113 tokens). In contrast, speedy has a limited range of use and is normally found in fixed or semi-fixed expressions (3,710 tokens). The three adjectives cannot be used interchangeably in all contexts. In terms of collocational patterns, 20 noun collocates for quick, 30 for rapid, and 12 for speedy were identified and categorised into themes based on their semantic preferences. In conclusion, such adjectives cannot be used interchangeably because they represent different preferences. Consequently, corpus-based evidence plays a crucial role in ensuring the appropriateness of vocabulary use in EFL and ESL learning contexts.

Making Sense of Force and Motion: Insights into Grade 10 Students’ Construction of Scientific Explanations

Nattapon Intarata — 2026-06-01

Scientific explanation, defined as the ability to describe natural phenomena using empirical evidence through claims, evidence, and reasoning, is essential in physics learning as it supports the exploration of natural phenomena and strengthens conceptual understanding. This study aimed to evaluate students’ scientific explanation skills in force and motion experiments. The sample consisted of 36 Grade 10 students from a secondary school in Thailand, selected through cluster random sampling. Data were collected using a rubric-based test assessing claims, evidence, and reasoning analysed using mean and percentage and one-sample t-test to compare students’ mean scores against a predetermined criterion level. The analysis revealed that the students’ mean scientific explanation score was 4.25 (35.42%), reflecting a low level of ability and being significantly lower than the 75% criterion. When broken down by component, the students’ average scores were as follows: Claims scored 2.69 (67.37%) indicating a moderate level; Evidence scored 0.83 (20.83%) and Reasoning scored 0.72 (18.06%), both of which indicated a low level. Given these findings, scientific explanation is a critical skill for enhancing student learning, particularly in the areas of evidence and reasoning. Future research should explore instructional approaches, such as inquiry-based or cognitive conflict-based learning, to strengthen these skills and examine their development across broader contexts.

A Comparative Study of English Major and Non-English Major Thai Tertiary EFL Students’ Attitudes toward ChatGPT in English Language Learning

Preeyaporn Niyomkarn — 2026-06-01

This study aimed to examine Thai tertiary-level EFL students’ attitudes toward using ChatGPT in English language learning and to compare attitudes between English majors and non-English majors. The sample comprised 70 university students enrolled in a Fundamental English course at a public university in northern Thailand, selected through convenience sampling. The research instrument was a five-point Likert-scale questionnaire adapted from Liu (2023), with content validity confirmed by experts (IOC=1.00) and reliability (Cronbach’s alpha=0.93). Semi-structured interviews were also conducted to obtain deeper insights. Data were analysed using descriptive statistics, independent samples t-tests, and thematic content analysis. The findings revealed that students’ overall attitudes toward ChatGPT were at a moderate level (M=2.72, SD=0.52). Students perceived ChatGPT as easy and convenient to use and helpful for vocabulary learning, grammar explanation, and language practice. The comparison between groups showed no statistically significant difference in overall attitudes. However, a statistically significant difference was found in perceived ease of use, with English majors reporting higher scores than non-English majors (p < .05). In addition, qualitative findings indicated concerns regarding the accuracy of AI-generated information and the risk of over-reliance. These results indicate that ChatGPT can be used appropriately as a supportive tool in English language learning; however, it should not replace traditional instructional practices. Future research should include larger and more diverse samples, employ longitudinal designs, and investigate the impact of ChatGPT on specific language skills, such as speaking, writing, and critical thinking.

The Transmission and Educational Strategies of Tieling Umbrella Lantern Yangko: A Provincial Intangible Cultural Heritage in China

Lin Zhu — 2026-06-01

This study analyzes the evolution and forms of the transmission of the Tieling Umbrella Lantern Yangko, an example of provincial-level intangible cultural heritage from Liaoning Province, China. This study aims to provide a detailed account of the history of Tieling Umbrella Lantern Yangko and examine the existing strategies of contemporary transmission and pedagogy concerning the cultural longevity paradox of the phenomenon. This research poses the question: What historical and cultural circumstances have allowed the Tieling Umbrella Lantern Yangko to survive to the present, and what methods may enable its survival into the future?. Adopting a qualitative fieldwork design, the study’s primary sources of data include three years (2023-2025) of ethnographic fieldwork, in-depth interviews with 12 key informants selected through purposive sampling, and content analysis of the Liubian Ji Lue (1707) and other historical documents. The results show that the Tieling Umbrella Lantern Yangko is a manifestation of the synthesis of Manchu and Han cultures, beginning with the relocated Shanxi Umbrella Head traditions in the early Qing dynasty. Six main transmission pathways have been identified: family, master–apprentice, ritual, formal, digital, cultural, and educational tourism. The results show that the predominant source of pedagogy is informal, and that in urbanised societies, family structures provide informal educational opportunities, while for a culture to survive in the present, pedagogy must exist in an educational context with perhaps contradictory aims/functions in reference to the culture being contemporary and authentic to folk practices. The research shows that a two-model pedagogy incorporating professional art educators and traditional heritage masters is necessary for modern curricula. Additionally, vital strategic steps to be taken by young inheritors regarding the dual aspects of technical safeguarding and financial security include the establishment of a Digital Gene Bank with rich metadata and the linkage of Cultural Technology. This study offers the first detailed framework for the pedagogical promotion of regional folk art and illustrates a flexible model for the cultural sustainability of the world’s intangible cultural heritage. Future research should employ a longitudinal approach to measure the long-term retention of skills among students and explore the impact of immersive technologies such as VR/AR on youth engagement within the transmission process.

Using Linguistic Landscapes as Pedagogical Resources: A Study of Multicultural Society Perspective in Mae Sot, Thailand

Phongsatorn Surin — 2026-06-01

This study explores the linguistic landscape (LL) in Mae Sot District to discuss how the languages, forms, and functions of public signage reflect social dynamics while offering ways ahead for pedagogical practice. Methodologically, using a mixed-methods approach, data were collected from 528 public signs in the Nai Muang Subdistrict in April 2025 across four categories: shop signs, advertising and promotional signs, institutional and government signs, and directional signs. The analysis quantitatively revealed language distribution tendencies. Qualitative analysis applied the LL frame and the concepts of linguistic diversity and multicultural society. The findings show that Thai is predominant in the signs of institutions and governments, indicating state power and national identity. Nonetheless, commercial signage shows a prevalence of both Burmese and English, as one is aware of the traces left by migrants, cross-border trades, and engagement in the global economy. This study examines bilingual and multilingual signs in the borderland area, especially Thai–Burmese and Thai–English ones, both as communicative tools (a means of hindering or promoting social diffusion) and as symbolic resources that mediate power, identity, and inclusivity. In conclusion, public signage in Mae Sot does more than provide information; it offers a meaningful window into the coexistence and interaction of languages in a diverse society. Pedagogically, these insights suggest that LL can be brought into the classroom as authentic learning resources, helping learners connect language with real-world use, develop intercultural understanding, and engage more critically with multilingual environments in the classroom. More importantly, LL-informed tasks such as analysing or making multilingual signs may be applied in English for Specific Purposes (ESP) and Thai for Specific purposes (TSP). Future research should examine other border areas, adopt multimodal and ethnographic perspectives, and explore how linguistic landscapes can be effectively integrated into classroom practice.

The Transmission of Yue Opera in Nanjing: Educational Practices and Cultural Sustainability

Chen Xu — 2026-06-01

This study examines the transmission mechanisms and cultural sustainability of Yue Opera in the urban setting of Nanjing, Jiangsu Province, as it faces challenges in a rapidly globalizing and digitizing world. This study applies an ethnomusicological approach and fieldwork in Nanjing. The author employed several research techniques, including curricular analysis, high-fidelity audio-visual documentation of performance repertoire, and semi-structured interviews with nine purposefully chosen participants. The sustainability of Yue opera in Nanjing is attributed to a balanced synergistic system of three interlocked components: the Jiangsu Provincial Drama School’s targeted vocational training, the Nanjing Yue Opera Troupe’s market-driven creative activity in Poetic Yue Opera, and the Nanjing Yue Opera Museum’s community engagement. Of particular note is the successful regional Zhu School’s closing of the generational gap through aesthetic updating and incorporation of the macro-digital. Modern multimedia, including the content of interactive museum displays and QR codes used to document performance archives, have shifted the art practice of Yue opera from a casually informal oral transmission to a systematized and modern institutional practice that resonates with the younger urban audience. The regional Zhu performing arts in contemporary large cities are likely to survive if the fragmented model of preservation morphs into an integrated model of cross-institutional collaboration. This study demonstrates that to sustain cultural traditions, it is vital to reanimate the sounds and emotions of the art form in contemporary living. This study offers a replicable model for the preservation of regional culture as an active, continually changing identity. To build on these findings, future research must explicitly undertake longitudinal studies to track the long-term career trajectories of drama school graduates and execute comparative cross-regional analyses to test the scalability of this tripartite ecosystem across different regional operatic traditions.

The Academy as an Engine: The Role of Professional Education in Sustaining Chengdu’s Jazz Ecosystem

Ruidong Ma — 2026-06-01

This study explores the evolving ecosystem of jazz music in Chengdu, China, from 2010 to 2025 and the implications of professional education in sustaining the regional musical ecosystem. While historically, China’s jazz scene was confined to the country’s coastal cities, Chengdu has become a notable center due to its jazz scene and innovative model of institutionalization. This study attempts to integrate and examine the jazz ecosystem in Chengdu and the role that the professional education system plays in maintaining and defending the ecosystem of this niche art form against global music market volatility. The researcher chose qualitative methodologies to capture the local scene’s socio-cultural and musicological complexities. Using purposive sampling, 15 key informants were selected from three groups: 1) Academic and Creative Analysts from the Western Music Department of the Sichuan Conservatory of Music (SCCM), 2) jazz scene business owners, and 3) informal performers and audience participants. Primary data collection tools included a semi-structured interview guide on creative philosophies, an observation guide for the live performance venue, and a musicological study of 15 original jazz compositions and their arrangements. The Chengdu jazz development theory suggests that it developed as a spontaneous jazz ecosystem, followed by a jazz ecosystem consolidation, a mature ecosystem, and then a solidified ecosystem with an academic focus. The study identified the academy as the primary ecosystem engine, with 80% of ecosystem practitioners being current, active and institutionalized. The post-pandemic commercial venue closures devastated jazz, leaving the conservatory as the only resource and the last commercial or indigenous jazz venue, due to digital pedagogy and creative indigenous content. For global cities to develop the jazz ecosystem, the study shows that institutional pedagogy acts as a market stabilizer and cultural guardian. This research shows urban planners and music educators how to use formalized education as a tool to ensure cultural sustainability and innovative self-industry in the 21st century.

“From Plate to Play”: Transforming Nakhon Pathom’s ‘Khao Moo Daeng’ Intangible Cultural Heritage into a Board Game Learning Innovation

Cholticha Homfung — 2026-06-01

Intangible Cultural Heritage (ICH) is knowledge, practices, and lived experiences transferred from one generation to the next. In Thailand, Khao Moo Daeng (Thai-Style Red Pork on Rice), a famous local food of Nakhon Pathom Province, has been registered as a National Intangible Cultural Heritage. Transforming such cultural knowledge into creative instructional media offers a promising approach to enhancing youth engagement with the cultural heritage. This study aimed to (1) develop a board game–based instructional innovation grounded in intangible cultural heritage and (2) evaluate the quality of the developed board game. This research is part of a broader project entitled “Creative Education”: Conceptual Framework of Learning Management for Enhancing Innovator and Spirituality of Intangible Cultural Heritage Using Artificial Intelligence for Pre-service Teachers in Thai Society. Research Methodology: This study employed a mixed-methods approach. Qualitative data were collected through documentary research to synthesise information on Khao Moo Daeng for board game development. Data collection involved (1) an evaluation of the board game’s quality by nine experts through educational connoisseurship, with quantitative data analysed using mean and standard deviation, and (2) narrative reflections from 28 second-year pre-service teachers majoring in Thai Language, Faculty of Education, Silpakorn University, during the 2025 academic year, which were examined using qualitative content analysis.
Research Finding
The findings revealed that (1) the developed board game, titled “Let’s Help Grandpa Find the Recipe of Khao Moo Daeng”, successfully integrated intangible cultural heritage into an engaging game-based learning format, and (2) the board game was rated at the highest quality level by experts (mean = 4.87, SD = 0.14). Likewise, all the students reported greater awareness of intangible cultural heritage after playing the game. The board game was also found to promote Thai language learning and demonstrated its potential as an innovative instructional model for pre-service teachers. Its interactive format fosters an understanding of cultural heritage.
Overall, the findings indicate that board games are a highly effective medium for disseminating intangible cultural heritage. Therefore, future research should implement such games across diverse educational settings, including primary, secondary, and higher education, to obtain broader quantitative data on cultural perception. Furthermore, it is recommended that other domains of intangible cultural heritage be developed and tested through various game-based innovations on a larger scale in the future.

The Effect of a Special Education Advocacy Training Programme on Problem-Solving Skills and Attitudes Towards Learning Design and Management for Children with Special Educational Needs: A Perspective from Pre-Service Teachers in Thailand

Nathee Kerdaroon — 2026-06-01

Pre-service teachers’ problem-solving skills did not meet educational standards regarding the understanding of learning management and preparation for children with special educational needs (SEN). To overcome this issue, a special education advocacy training program (SEATP) was applied in this study. The purpose of the research was to compare pre-service teachers’ problem-solving skills and attitudes towards learning design and management for children with SEN prior to and after taking part in the SEATP. Research participants consisted of 54 pre-service teachers who enrolled in a Bachelor of Education (B.Ed.) programme in the second semester of 2025 at a Capital City University (pseudonym) in Bangkok, Thailand. Prior to and after the implementation in the quantitative phase, the participants were tested using a Problem-Solving Skills test and an Attitude Questionnaire. In the qualitative phase, ten voluntary participants were invited to share their opinions and experiences regarding the understanding of special education in a focus group discussion. Quantitative and qualitative data were analyzed and corroborated using a triangulation method. The findings showed that although the pre-service teachers’ problem-solving skills and attitudes towards learning design and management for children with SEN were higher than prior to the intervention, the participants needed to gain further discussion opportunities given by academic advisors to overcome individual students’ learning problems in the classroom. The results also suggest that the SEATP benefited pre-service teachers by providing more confidence and knowledge about inclusive teaching and support for children with SEN. In addition, future studies can explore the academic and socio-cultural backgrounds of children with SEN alongside individualized tutorials for pre-service teachers. This study highlights the need for future teacher education programmes in Thailand to incorporate dynamic special education training and long-lasting professional support into initial teacher preparation.

A Study on Internal Assessment Anxiety and Academic Achievement of B.Ed Students based on their Demographic Characteristics

B. Channakeshava — 2026-06-01

The National Council for Teacher Education governs secondary school teacher training programmes in India. They provide curriculum guidelines, and institutions follow them while running their bachelors in education (B.Ed) programmes. Conventionally, the B.Ed. programme will have almost 50% of the total marks as internal assessment marks. The present study attempts to investigate B.Ed students’ internal assessment anxiety and their academic achievement based on their demographic characteristics such as gender, locality, marital status, subject streams, and type of college. Researchers recruited 598 B.Ed students from Bengaluru, India, using a convenient sampling technique. The study administered an academic anxiety survey questionnaire along with a demographic proforma of the students, including their internal assessment scores. The findings revealed a negative correlation between internal assessment anxiety and academic achievement among all demographic variables. Interestingly, the internal assessment scores of unmarried students are higher than those of married students. Study recommends qualitative inquiry to understand the pattern of internal assessment, academic anxiety, and academic performance of B.Ed students in India.

Guidelines for Developing the Roles of School Administrators in Internal Supervision of Schools within the Bangkok Primary Educational Service Area Office

Napapat Chomjangwat — 2026-06-01

This research aims to 1) examine the priority needs related to the roles of school administrators in the internal supervision of schools within the Bangkok Primary Educational Service Area Office and 2) develop guidelines for effectively enhancing these roles. This study employed a mixed-methods approach in two phases. Phase 1 assessed the priority needs related to school administrators’ roles in internal supervision, using a sample of 291 teachers selected through multistage random sampling. Data analysis included descriptive statistics and the Modified Priority Needs Index (PNImodified). Phase 2 focused on identifying practical development guidelines through semi-structured interviews with nine educational experts, which were analysed via content analysis. The results indicate that the overall priority for improving school administrators’ internal supervision roles was high. The most urgent need was classroom action research, followed by professional development, group collaboration, direct teacher support, and curriculum development. Based on these identified needs, this study proposes guidelines consisting of five core components: instructional leadership, collaborative participation, teacher capacity building, lifelong learning, and the promotion of technology and innovation. Future research should focus on the practical implementation and evaluation of these proposed guidelines through action research in real-world school settings. Additionally, expanding the study’s scope to other educational service areas for comparative analysis and conducting in-depth research specifically targeting the promotion of classroom action research—which was identified as the most urgent priority—are highly recommended.

The Influence of School Administrators’ Situational Leadership on School Effectiveness in the Bangkok Metropolitan Administration

Saowalak Nguanjay — 2026-06-01

This research aims to study 1) the school administrators’ situational leadership in the Bangkok Metropolitan Administration (BMA), 2) the school effectiveness in the BMA, 3) the correlation between school administrators’ situational leadership and school effectiveness in the BMA, and 4)the influence of school administrators’ situational leadership on school effectiveness in the BMA. The sample group comprised 370 government teachers in the BMA for the 2025 academic year. The sample was selected through multi-stage random sampling. The research instrument was a questionnaire, with a reliability of 0.973. Statistics included mean, standard deviation, Pearson’s correlation coefficient, and stepwise multiple regression. The research findings revealed that: 1) school administrators’ situational leadership and school effectiveness in the BMA were overall at a high level; 2) there was a significant positive correlation between situational leadership and school effectiveness at the .01 level; and 3) the participating, telling, selling, and delegating leadership styles collectively predicted 69.80% of the variance in school effectiveness. In conclusion, administrators significantly enhance school operations by adapting their leadership styles to specific situational demands, with ‘Telling’ emerging as a highly influential factor within this context. Future research should employ qualitative methodologies to deeply explore the operational mechanisms of these leadership styles and expand the scope of the study to compare diverse educational jurisdictions beyond the BMA.

A Study on Problem-Solving Ability as a Predictor of Academic Achievement in Mathematics among Higher Secondary Students

R. Manikandan — 2026-06-01

The present study is based on the problem-solving ability as predictor of mathematics achievement of the higher secondary students. Problem-solving ability is regarded as one of the most important variables that affect students’ success in mathematics education in the modern era, in which emphasis is laid on higher-order thinking skills. This study used descriptive survey design and employed stratified random sampling technique to achieve a sample of 285 higher secondary students. A standardized problem-solving ability test and mathematics scores from academic records were used to collect data. The findings from the study show moderate problem-solving skill and mathematics achievement level of students. A strong positive and statistically significant relationship was found between problem-solving ability and academic achievement. Further analysis with regression revealed problem solving ability to be a significant predictor, explaining a significant amount of variance in students’ mathematics performance. The results show that students who have higher analytical reasoning, logical thinking and strategic problem solving abilities have better academic results. The study highlights the need for problem-solving approach in teaching and learning in Mathematics. It highlights the importance of changing the way mathematics is taught and taught with a focus on the students, encouraging them to think and apply mathematical concepts to real-life situations. The implications of the findings for teachers, curriculum developers and policy makers in improving mathematics performance at the higher secondary level are important. Problem-solving ability can be further studied as a predictor for students’ mathematical development in future research within the following methodological approaches: longitudinal method and mixed method, this to find out more holistic picture of problem-solving ability in the mathematics learning process in various educational levels, subjects and geographical areas.

Types of Justification in Interdisciplinary Mathematical Modeling Activities

Elif Karatağ Şahin — 2026-06-01

This study aimed to examine the types of justifications presented by 8th-grade middle school students during interdisciplinary mathematical modeling activities. Furthermore, it addresses how these justifications become visible at different stages of the modeling process and in the context of mathematics and science. The research was conducted using a case study design and qualitative research method. The study group consisted of eight 8th-grade students enrolled in the second semester of the 2024–2025 academic year, selected using purposeful sampling. Data were collected from interdisciplinary mathematical modeling activities involving mathematics and science disciplines through video recordings, audio recordings, and students’ written outputs. In the data analysis, students’ oral and written statements were examined within an argumentation-based framework, and justification components were identified and classified according to the relevant justification typology. The findings showed that students used knowledge-based, interpretive, method-based, observation-based, authority-based, and informal knowledge-based justifications at different stages of the modeling process to justify their answers. It was also found that these types of justification were not limited to a specific stage; however, it was determined that justifications become visible with different functions in the stages of understanding the problem, establishing context, creating a mental model, model building-solving, and evaluation. While justifications in the context of mathematics are mostly related to measurement, calculation, selection of operations, and quantitative model building processes, justifications in the context of science are shaped through concepts such as environmental impact, recycling, energy consumption, carbon emissions, and material properties. The results show that interdisciplinary mathematical modeling activities offer a functional learning environment that makes students’ justification processes visible. Accordingly, it is important to design learning environments in modeling activities that support students not only in reaching results but also in justifying solution processes. Considering the limitations of this study, future research should examine the types and functions of justification across different grade levels, disciplinary combinations, and modeling tasks with larger and more diverse participant groups. In addition, using individual interviews, stimulated recall interviews, or other complementary data sources may provide a more comprehensive understanding of students’ individual justification processes, alongside those that emerge during group interactions.

Development of Augmented Reality Health Board Game to Encourage Behaviors and Life Skills that Reflect Morals in Late Primary School Students in Phetchaburi Province

Sorasak Thongphet — 2026-06-01

The objectives of this research were: 1) to develop an Augmented Reality (AR) health board game set to enhance behaviors and life skills reflecting the moral virtues of upper elementary school students; and 2) to compare students’ behaviors and life skills reflecting moral virtues before and after using the AR health board game set. This study employed a Research and Development (R&D) methodology. The sample consisted of 60 upper elementary school students from two schools (30 students per school) selected through purposive sampling. The research was conducted in four phases: Information Analysis (R1): Analyzing fundamental data using document analysis, interview forms, and a needs assessment survey. Product Development (D1): Designing the AR health board game set and an instructional manual. Implementation (R2): Field-testing the board game set using an activity manual. Effectiveness Evaluation (D2): Assessing outcomes using a stress management behavior and life skills assessment form and the Stress Test (ST-5). Data was analyzed using content analysis, mean (????̅), standard deviation (S.D.), and dependent samples t-test. The results found that 1. The developed AR health board game set serves as an innovative tool for promoting stress-management skills. The set utilizes Augmented Reality (AR) technology to display exercise animations when scanning exercise cards within the board games. The set consisted of four games: 1) Yoga AR Board Game, 2) The Circle Stretch, 3) Snake Massage Game, and 4) Muay Thai Dance Bingo. 2. After participating in the activities using the AR health board game set, the students’ behaviors and life skills reflecting moral virtues were significantly higher than before the intervention at the .01 level of statistical significance. Specifically, students demonstrated a 25% increase in these behaviors and life skills compared to their baseline. Effective facilitator guidance, specifically through student encouragement and rule adaptation, significantly enhances gameplay efficiency. To build upon these results, future studies should apply this augmented reality (AR) health board game to foster alternative life skills, including decision-making and effective communication.

Study Habits and Achievement Motivation as Predictors of Academic Achievement among Higher Secondary Students

K. Arulmani — 2026-06-01

Purpose: To determine the effect of Study Habits and Achievement Motivation on the Academic achievement of higher secondary students. It was designed to study the effect of study habits, achievement motivation, and academic achievement, and to find out the predictive relation of study habits and achievement motivation with the academic achievement of the students.
Methodology: A quantitative method was used in this descriptive survey. The schools in this study were randomly selected by 300 students from higher secondary schools under the control of the State Board. The data were collected using standard instruments, “such as the Study Habits Inventory and Achievement Motivation Scale. Students’ annual examination marks from school records were used as indicators of academic achievement. Descriptive statistics, Pearson’s product-moment correlation, and multiple regression analyses were used to analyze the data.
Major Findings: The findings showed significant positive correlations between study habits and academic achievement, achievement motivation and academic achievement, and study habits and achievement motivation. Based on the results of regression analysis, it was concluded that the model of research activities and achievement motivation contributed towards the explanation of academic achievement by 55%. The best predictor was study habits (β=0.45), followed by achievement motivation (β=0.38). The study also revealed that among the important factors contributing to the good academic achievement of the study population, higher secondary level students, study habits and achievement motivation are important. All of these factors can be supplemented to improve students’ learning outcomes along with academic accomplishments.
Recommendations: It is recommended that schools provide study skill training programmes and activities of which motivation will be one to help students’ orientation to their learning behaviour. Teachers’ academic counselling and emotional assistance for good study skills and motivation should be provided concurrently with the parents and the counsellor.
Future studies should include larger and different samples, as well as other variables such as self-efficacy, parental support, emotional intelligence, and learning environments, to further explore this research. More research based on longitudinal and experimental designs is needed to further elaborate on the determinants of academic achievement.

The Effect of School Administrators’ Collaborative Network Management on Professional Learning Communities in Schools under the Samut Prakan Primary Educational Service Area Office

Wipa - Buttha — 2026-06-01

This study aimed to examine the collaborative network management of school administrators, professional learning communities (PLCs) in primary schools, the relationship between them, and the predictive influence of collaborative management on PLCs within the Samut Prakan Primary Educational Service Area Office. The quantitative study used a multistage random sample of 333 government teachers active during the 2025 academic year. Data were collected using a validated questionnaire and analysed using descriptive statistics, Pearson’s correlation, and stepwise multiple regression. Collaborative network management and PLC levels were high, and a strong positive correlation existed between the two variables (r=0.648, p < .01). Furthermore, the management dimensions of evaluation and improvement, vision, and participation significantly predicted 58.80% of the variance in PLC effectiveness. In conclusion, school administrators who actively engage stakeholders, articulate a clear vision, and rigorously evaluate outcomes are the primary drivers of successful sustainable PLCs.

Impact of Multimedia-Based Instruction on Mathematics Learning Outcomes among Secondary School Students

P. Murugaraju — 2026-06-01

The use of multimedia in mathematics education has become a focus of attention since it is hoped that it will improve the learning outcomes and motivation of students. The present study examines how mathematics learning outcomes of secondary school students are affected by using multimedia-based instruction. A quasi-experimental pre-test–post-test control group design was used and 60 secondary school students were used with 30 students in experimental group and 30 secondary students in the control group. The instructional intervention used was based on multimedia, which was applied for four weeks. Mean and standard deviation were used to analyze data and independent sample t-test was used. The pre-test results showed that there was no differences between the groups (t=0.34, p > .05), which indicated that the groups were equivalent in the beginning. However, significant differences were observed in favour of the experimental group in mathematics achievement (t=5.87, p < .01), conceptual understanding (t=5.45, p < .01), problem-solving ability (t=5.10, p < .01), retention (t=4.92, p < .01), and engagement (t=5.60, p < .01). The study results indicate that the use of multimedia in instruction is an effective strategy that can be used to enhance the learning outcomes of mathematics in secondary school. The effects of using the multimedia instruction can be researched in the future for long term effects in various grade levels, subject domains, and various education environments to larger and more representative samples. The use of multimedia in mathematics education is recommended to be used by teachers and decision makers to make the learning environment interactive, engaging and learner-centered.

The Influence of School Administrators’ Agile Leadership on Work Enthusiasm of Government Teachers Under the Samut Prakan Secondary Educational Service Area Office

Noppakorn Sirinopmanee — 2026-06-01

This research examined school administrators’ agile leadership, government teachers’ work enthusiasm, their relationship, and the predictive influence of agile leadership on work enthusiasm within the Samut Prakan Secondary Educational Service Area Office.
The sample comprised 333 government teachers actively teaching in the 2025 academic year, selected through multi-stage random sampling. Data were collected using a validated questionnaire and analyzed using descriptive statistics (mean and standard deviation), Pearson’s correlation, and stepwise multiple regression analysis.
The level of school administrators’ agile leadership was high, whereas government teachers’ work enthusiasm was very high. A strong positive correlation was observed between agile leadership and work enthusiasm (r = 0.882, p < .01). Furthermore, the agile leadership dimensions—specifically adaptability, visionary, engagement, and humility —significantly accounted for 67.60% of the variance in government teachers’ work enthusiasm. In conclusion, administrators who exhibit high adaptability and provide clear visionary guidance are crucial for fostering a highly motivated and enthusiastic teaching staff.
Future studies should explore agile leadership across diverse educational contexts for comparative analysis and employ qualitative designs to develop practical and strategic models for cultivating agile leadership among school administrators.

Fostering Cultural Musicology Literacy in Education: A Case Study of the Chengdu Jiezi Saxophone Art Festival

Yibo Li — 2026-06-01

This study examines the development of cultural musicology literacy in music education, using the Chengdu Jiezi Saxophone Art Festival as an example. It addresses the long-standing issues of saxophone pedagogy in China, focusing on imitating Western works and techniques while neglecting cultural musical expressions. The main objective of the study is to understand how an artistic platform may enhance the national musical identity understanding of the students and community members for saxophone pedagogy while dealing with how to fuse Chinese folk music with saxophone musical idioms. To this end, this study employed a qualitative research method with a single case study. The research involved 12 key informants chosen from purposive sampling, consisting of the founder of the festival, academic festival organizers, and professional composers and performing artists. The research gathered data using three main research methods: semi-structured in-depth interviews focused on the philosophical underpinnings of the informants, observation of the rehearsals and presentations as a framework to record and document artistic interaction, and clear-cut examination and analysis of music scores of the representative works to do so. The results show that cultural musicology literacy is cultivated through a three-pronged approach consisting of material integration, structural transformation, and expressive re-articulation. The festival is also identified as a special type of educational ecosystem that offers a seamless and uninterrupted chain of musical creation, performance, and publication. This offers a space in which the traditional logic of music is advanced and interpreted in a contemporary context, based on the true and authentic relationships established between composers and performers, thanks to the feedback loop of the festival’s work. The findings also show that to culturally sustain professional music education, music schools must move from a model of basic Western imitation to one of structural abstraction and cultural integration. This will eventually help provide a unique musical voice for the saxophone within a global artistic framework.