 หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Factors Affecting Research Productivity of Faculty Members in Government Universities: Lisrel and Neural Network Analyses) ผู้เขียน: Sageemas Na Wichian, Suwimon Wongwanich, Suchada Bowarnkitiwong สื่อสิ่งพิมพ์:pdf AbstractThe purposes of this research were 1) to study researcher?s characteristics, researchership, research competence and institutional support for research work as factors affecting research productivity, 2) to test for invariance of research productivity models across groups with size difference in Pedagogy Department, and 3) to compare the results of factors affecting research productivity using LISREL and Neural Network analyses. The sample consisted of 300 faculty members from 16 government universities. The research instruments were rating scales measuring research productivity, researchership, research competence and institutional supports for research work. The reliabilities of the instrument ranged from .76-.96. Data were analyzed through descriptive statistics, LISREL, and Neural Network Analyses. The major findings were: 1) The average of each faculty member?s research productivity was 0.40 research pieces per year; 2) Researchership and research competence were high in average, and institutional support for research work was moderate; 3) Research productivity model fitted well to empirical data (Chisquare= 80.007, p=0.132 df=67, GFI=0.963, AGFI=0.942, RMR=0.161). The test of model invariance across 2 groups of departments with different size indicated that the two models were invariant in form, but varied in loading and other parameters. The causal relationship using LISREL and Neural Network analyses suggested consistently that researcher characteristic, research competence, institutional support for research work and researchership had direct effects on research productivity; 4) The comparison of analyses with LISREL and Neural Network indicated similar results. |
หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Development of the Standard for Learning Resource Provision) ผู้เขียน:Suwimon Wongwanich, Nonglak Wiratchai, Haruthai Ajpru, Niorn Chaiyapornpattana สื่อสิ่งพิมพ์:pdf AbstractThis study aimed at developing the Standard for Learning Resource Provision. Data were gathered from 43 documents and public hearings from the stakeholders in four regional areas. In order to ensure that the standards had met the criteria on utility, acceptance, and applicability, questionnaires and public hearings were adopted to obtain opinions from stakeholders. This paper reported on the confirmatory factor analysis using LISREL that examined the construct validity of the Learning Resource Standard. The findings provided support for a proposed three standards; which were 1) standard of learning resource, 2) standard of learning resource management, and 3) standard of learning outcome and impact, aligned with the absolute criterion. Overall, the findings of this study hold implications for policy implementation, public hearing and expertise suggested to create the standard manual for trials and readjust prior the announcement. |
หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Development and validation of the measurement model of group-level positive psychological capital: Composing group-level variables from individual-level data using data aggr ผู้เขียน:Vitanya Vanno, Wannee Kaemkate, Suwimon Wongwanich สื่อสิ่งพิมพ์:pdf AbstractData aggregation models or composition models were used to guide the aggregation of individual-level data to represent group-level variables. All studies of group-level, positive, psychological capital, or simply group-level PsyCap, composed this group-level construct from individual-level data. The purpose of this study was to develop and validate the measurement models of group-level PsyCap using different data aggregation models, namely, the direct consensus model or self-referent model and the referent-shift consensus model or group-referent model. The sample consisted of 303 student groups, selected by multi-stage random sampling, from 10 higher education institutions in Thailand in the 2013 academic year. The instrument was the PsyCap scale, consisting of self-referent items and group-referent items. The study was conducted at the group-level of analysis. Second-order confirmatory factor analysis was undertaken to validate the measurement model at the group-level PsyCap. The results showed that the measurement models of group-level PsyCap using the direct consensus model (?2 = 172.593, df = 146, p = .066, AGFI = .914, RMSEA = .025) and the referent-shift consensus model (?2 = 155.609, df = 154, p = .449, AGFI = .926, RMSEA = .006) were both valid and fitted the empirical data. |
หัวเรื่อง:ไม่มีชื่อไทย (ชื่ออังกฤษ : Application of the Critical Friends Concept for Evaluation Capacity Building in Test Construction of Elementary School Teachers) ผู้เขียน: ดร.พินดา วราสุนันท์, ผู้ช่วยศาสตราจารย์ , Siridej Sujiva, Suwimon Wongwanich สื่อสิ่งพิมพ์:pdf AbstractThe purposes of the research were: 1) to create a learning community of teachers for test construction using the critical friends concept, 2) to study teachers’ test construction capacity, and 3) to study the results of using the critical friends concept and features for creating a learning community. A sample of 18 science teachers participated in this project, and websites were used as the channel to create the learning community. Applying the critical friends concept, a network of teachers participated in test construction. The results showed that the teachers had constructed the tests via websites, by sharing their knowledge regarding test construction while employing the critical friends concept. In addition, the same method was used by teachers within their schools to improve the quality of tests. After the project, teachers had more knowledge, better skills, and more positive attitudes towards test construction. Most critiques of teachers concerned the cognitive domain learning level but most critiques of experts were academic suggestions aimed at improving the test. Teachers used the critical friends concept to develop their teaching skills, improve test creation and teaching methods, and create a learning community. Factors contributing to the creation of the learning community were teachers’ determination to develop their skill and teachers’ colleagues, supervisors/heads of learning groups and schools that supported teachers in sharing knowledge with other teachers. |