Journal of Multidisciplinary Research and Social lnnovation

Editorial statement

Journal of Multidisciplinary Research and Social — 2026-08-26

Development of Learning Achievement on Flowcharts using a Metaverse Virtual Classroom for Grade 6 Computing Science Students at Wat Kamphaeng School

Amonrat Pumjampa — 2026-08-25

This study aimed to: (1) develop and evaluate the efficiency of the “Narumit Universe” virtual classroom on flowcharts for Grade 6 students at Wat Kamphaeng School based on the 80/80 criterion; (2) compare students’ learning achievement in flowcharts before and after learning through the virtual classroom; and (3) examine students’ satisfaction with learning flowcharts in the Computing Science subject via the virtual classroom. The participants were Grade 6 students at Wat Kamphaeng School in the academic year 2025 (B.E. 2568). The research instruments consisted of: (1) the “Narumit Universe” virtual classroom on flowcharts; (2) a learning achievement test with item–objective congruence (IOC) values ranging from 0.67 to 1.00 and a reliability coefficient of 0.81; and (3) a satisfaction questionnaire. Data were analyzed using mean, percentage, standard deviation, and a paired-samples t-test to compare pretest and posttest scores.

The findings indicated that the virtual classroom achieved an efficiency of 80.00/82.03 (E1/E2). In addition, students’ posttest scores were significantly higher than their pretest scores at the 0.05 level. Overall, students reported the highest level of satisfaction with the virtual classroom. ( =4.81, S.D.=0.43)

The Development of Life Skills in the Learning Unit The World of Careers through Group Process Integrated with Mind Mapping among Grade 1 Students at Ban Jaoner School, Kanchanaburi Province

Thinnakorn Nakdilok — 2026-08-25

การวิจัยครั้งนี้มีวัตถุประสงค์ 1) เพื่อพัฒนาและหาคุณภาพแผนการจัดการเรียนด้วยกระบวนการกลุ่มกับผังความคิด หน่วยการเรียนรู้เรื่องโลกของอาชีพ นักเรียนชั้นมัธยมศึกษาปีที่ 1 โรงเรียนบ้านเจ้าเณร ให้มีคุณภาพตามเกณฑ์ 80/80 2) เพื่อหาผลของการใช้กระบวนการกลุ่มร่วมกับผังความคิดที่มีต่อการพัฒนาทักษะชีวิตของนักเรียนชั้นมัธยมศึกษาปีที่ 1 โรงเรียนบ้านเจ้าเณร และ 3) เพื่อศึกษาความพึงพอใจของนักเรียนชั้นมัธยมศึกษาปีที่ 1 โรงเรียนบ้านเจ้าเณร จังหวัดกาญจนบุรี จำนวน 17 คน ได้มาโดยการเลือกแบบเจาะจง เครื่องมือที่ใช้ในการวิจัยประกอบด้วย 1) แผนการจัดการเรียนรู้ 2) แบบทดสอบวัดผลสัมฤทธิ์ทางการเรียน 3) แบบประเมินทักษะชีวิต และ 4) แบบสอบถามความพึงพอใจ สถิติที่ใช้ในการวิเคราะห์ข้อมูล ได้แก่ ค่าเฉลี่ย 𝑥̅ ส่วนเบี่ยงเบนมาตรฐาน (S.D.) ร้อยละ และการทดสอบค่าทีแบบกลุ่มตัวอย่างสัมพันธ์กัน

ผลการวิจัยพบว่า 1) แผนการจัดการเรียนรู้มีประสิทธิภาพเท่ากับ 81.00/81.98 ซึ่งสูงกว่าเกณฑ์ที่กำหนดไว้ 80/80 2) นักเรียนมีผลสัมฤทธิ์ทางการเรียนหลังเรียน (𝑥̅=18.88, S.D.=2.03) สูงกว่าก่อนเรียน (𝑥̅=13.24, S.D.=2.15) อย่างมีนัยสำคัญทางสถิติที่ระดับ .05 3) นักเรียนมีความพึงพอใจต่อการจัดการเรียนรู้โดยรวมอยู่ในระดับมาก (𝑥̅=4.54, S.D.=0.38) ผลการวิจัยแสดงให้เห็นว่าการจัดการเรียนรู้โดยใช้กระบวนการกลุ่มร่วมกับผังความคิดสามารถพัฒนาทักษะชีวิตและส่งเสริมผลสัมฤทธิ์ทางการเรียนของนักเรียนได้อย่างมีประสิทธิภาพ

The Development of Fundamental Thinking Skills using Educational Games for Kindergarten 3 Students at Ban Nam Phu School, Ban Rai District, Uthai Thani Province

Chanakan Kranae — 2026-08-25

This research aimed to: (1) develop and evaluate the quality of learning experience plans designed to enhance basic thinking skills; (2) determine the efficiency of educational games in improving basic thinking skills based on the 75/75 criterion; and (3) compare students' learning achievement before and after the intervention. The study was conducted during the second semester of the 2025 academic year. The participants consisted of 25 third-year kindergarten students from Ban Nam Phu School, Uthai Thani Province, selected through purposive sampling. The research instruments included learning experience plans utilizing educational games, the educational games themselves, and a 20-item basic thinking skills test. Data were analyzed using percentage, mean, standard deviation, and a t-test for dependent samples.

The results indicated that: (1) the quality of the learning experience plans was at the highest level (Mean=4.86, S.D.=0.03); (2) the efficiency of the educational games was 75.20/76.60, which met the predefined 75/75 criterion; and (3) the students' post-test achievement scores were significantly higher than their pre-test scores at a 0.05 level of statistical significance. These findings suggest that the integration of educational games into learning experiences effectively promotes fundamental cognitive development in early childhood education.

Development of Thai Language Learning Achievement in Reading and Writing Rhyming Words using Domino Games of Grade 2 Students at Wat Pho Thale School

Sawarod Jankrachae — 2026-08-25

The purposes of this research were to develop and compare the learning achievement of Grade 2 students at Wat Pho Thale School before and after implementing domino gamebased learning. This study employed a quas iexperimental research method utilizing a one group pretest-posttest design. The sample consisted of 12 students obtained through purposive sampling. The research instruments included lesson plans incorporating domino games and a learning achievement test. Data were analyzed using mean, standard deviation, and a dependent samples t-test.

The findings revealed that the students’ learning achievement after the intervention was significantly higher than before the intervention at the .05 statistical level. Furthermore, the students expressed a high level of satisfaction with the implemented learning management. These results demonstrate that the domino game serves as an effective learning medium to enhance students’ reading and writing skills in Thai rhyming words

Development of Skill Practice Exercises on Addition, Subtraction, Multiplication, and Division of Fractions to Enhance Learning Achievement of Grade 6 Students at Banlangkhao School

Narumon Suksamran — 2026-08-25

The objectives of this research were 1) to develop and find the efficiency of skill exercises on the addition, subtraction, multiplication, and division of fractions for Grade 6 students based on the 75/75 efficiency criterion, 2) to compare students' academic achievement before and after using the exercises, and 3) to compare the students' academic achievement after using the exercises against a 70% proficiency criterion. The target group consisted of 24 Grade 6 students at Banlangkhao School in the second semester of the 2025 academic year, obtained through purposive sampling. The research instruments included learning management plans, skill practice exercises on fraction operational, and an academic achievement test. Data were analyzed using mean, standard deviation, and t-test

The research findings revealed that 1) The developed skill exercises achieved an efficiency of 75.40/74.60, which is close to and acceptable within a 5% margin of the 75/75 criterion. 2) The academic achievement after the intervention (M = 14.92, SD = 2.21) was significantly higher than before the intervention (M = 6.79, SD = 1.62) at a .05 level. 3) The post-test score represented 74.60%, which significantly exceeded the 70% proficiency criterion at a .05 level.

Digital Platforms to Improve Learning Achievement on Farm Operation Planning of First-Year Vocational Certificate Students at Singburi College of Agriculture and Technology

Nutnicha Chairungrojskul — 2026-08-25

This study examined the effects of integrating a digital platform with active learning on learning achievement in Farm Operation Planning among First-Year Vocational Certificate Students at Singburi College of Agriculture and Technology. While many studies have confirmed the effectiveness of digital platforms in general subjects, research in agricultural vocational skill contexts remains limited. The objectives were to compare students’ learning achievement before and after using the digital platform and to investigate their satisfaction. The sample consisted of eight students. Research instruments included lesson plans integrated with the digital platform, a learning achievement test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, and paired sample t-test. The results showed that the post-test mean score (𝑥̅=14.88, 74.38%) was significantly higher than the pre-test mean score (𝑥̅=9.00, 45.00%) at the .05 level of significance (t=14.75, p< 0.001). Students’ overall satisfaction was at a high level (𝑥̅=4.40, S.D.=0.44). These findings indicate that integrating a digital platform into vocational instruction can improve learning achievement and promote positive learning attitudes.

Enhancing Vocational Students’ English Communication Skills through the KIPAR Plus AI Learning Model

Sasirapat Kohkaew Kohkaew — 2026-08-25

This classroom research aimed to examine the effects of English learning management using the KIPAR Plus AI learning model on English learning achievement and attitudes toward English learning among vocational students. The research participants consisted of three vocational students enrolled in the Agro-Industrial Technology program at the higher vocational certificate level (Diploma level), selected through purposive sampling. The learning activities were implemented over a period of four weeks within the learning unit entitled Food Safety Rules. The KIPAR Plus AI learning model consists of five instructional stages: Kick-off, Introduce, Practice, Apply, and Review. Artificial Intelligence (AI) was integrated as a supportive learning tool in the Introduce, Practice, and Apply stages under the supervision of the teacher in order to assist students in checking grammatical accuracy and receiving immediate feedback for improving their language use. The research instruments included lesson plans based on the KIPAR Plus AI model, a pretest and posttest to measure English learning achievement, an attitude questionnaire toward English learning, and a student interview form. All research instruments were validated for content validity by five experts. Quantitative data were analyzed using mean and standard deviation, while qualitative data were analyzed through content analysis. The results revealed that the students’ English learning achievement scores increased from a mean of 6.33 to 9.00 out of 10 after the implementation of the learning activities. In addition, the students’ attitudes toward English learning showed a mean score of 41.33 out of 50, indicating a generally positive tendency toward learning English. Qualitative findings further suggested that students became more confident in using English and gradually improved their language use through AI-supported feedback during classroom activities. The findings suggest that the KIPAR Plus AI learning model may support the development of English communication skills and positive attitudes toward English learning among vocational students within this classroom research context. However, the findings should be interpreted within the limitations of a small-scale classroom study. The model may also be adapted for English teaching and learning in vocational education settings with appropriate consideration of learner context and instructional conditions.