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The objectives of this research were 1) To create and optimize a skill set for Davies Conceptual Drum Practice Skills Learning Activity International Music Course 2 for students at the first-year certificate level, Kalasin College of Dramatic Arts to have efficiency according to 80/80 criteria. 2) to study the skills of practicing drum sets International Music Course 2 Use the Scoring Rubric form. 3) To study the students’ satisfaction with the developed training set. Target groups include 1st year Vocational Certificate students during academic year 2021 and consisted of 3 people. The tools used were: -1) Learning activities plan 2) Criteria for assessment of practical skills (Scoring Rubric) 3) Satisfaction assessment form the statistics used in the research were basic statistics, mean, percentage, efficiency index E1/E2 .The results showed that 1) Learning objectives, content, teaching activities media/learning resources measurement and evaluation record after teaching the efficiency of Davies conceptual drum kit learning activities Efficient 98.88/98.33, outperforming the 80/80 benchmark. 2) The score that all 3 students received from the practice of practical skills in every learning management plan using the scoring criteria (Scoring Rubric) averaged 98.61%, which is higher than the 80% criteria and passed the practical criteria.3)The student’s satisfaction towards learning activities had a mean of 4.53 and a standard deviation of 0.56. Students towards Davies conceptual drum kit learning activities is appropriate at the highest level

The objectives of this research were to. - 1) create and test the effectiveness of online learning media according to the 80/80 criteria.2) to compare achievement before and after using the developed online learning media 3) Investigate the learners’ satisfaction with the developed online learning media. The target group consisted of 28 students in the International Music Department selected by choosing a specific method (Purposive Sapling). The tools used consisted of 1) learning media developed by 2) pre-school and post-study achievement measurements. 3) Learning management plans, and 4) a satisfaction survey form. The statistics used in the data analysis were mean, percentage, and standard deviation, E1/E2 efficiency index and t-test. The results showed that 1) An online learning media kit for International Music Theory 2 students in their first year of Vocational Certificate at Roi Et College of Dramatic Arts Bunditpatanasilpa Institute hadan efficiency of 81.43/87.39 which is higher than the set standard. 2) For assessment of pre-and post-study achievements using online learning media kits before school, the average was 80.59; after school, the average was 87.39, significantly higher than the statistical threshold at the.01 level. 3) The students’ satisfaction with the online learning media package overall was at a very high level, with an average of 4.49.

The purposes of this research were 1) Develop the melodeon instruction set for the music club at Ban Kham Samo School, Khueng Nai District, Ubon Ratchathani Provinnce, to be effective in accordance with criteria 80/80 2) Compare skills and ability to perform a melody of students before and after class with a set of teaching and learning activities on the melodeon 3) Study student satisfaction with the melodic activity set. The target audience used in this experiment was primary students at Ban Kham Samo School, Khueang Nai District, Ubon Ratchathani Provine., 20 students we a members of a music club. Samples were purposively sampled for 10 times. The material used in this study included 5 sets of melodic teaching activities, pre-and post-class melodic practice tests, and a satisfaction questionnaire on the melodic activity set. The data were analyzed using descriptive statistics including percentage, mean, standard deviation, and comparing the melodic instrument practice skills before and after study using paired t-tests. The results are as follows. 1. The teaching set were as effective at 81.30 / 82.50, higher than the set threshold of 80.0 students had a better cognitive development. 2. After class, students had higher skills in melodic instruments than pre-practice with a statistically significant difference at.05 level. 3. The students were most satisfied with the melodic instruction set ; the average was 4.87. In conclusion, this research has resulted in a series of effective and efficient melodic teaching activities that can be used to teach learners to achieve their objectives. In summary, this research makes the melodic instruction set efficient and effective. This melodic instruction set can be used to teach learners to enable them to achieve their objectiv.

The objectives of this research were 1) to develop music skills learning management activities based on the Dalcroze’s concept for grade 4 students to achieve the 80/80 efficiency criterion, and 2) to compare the academic achievement in music as a subject for primary school between pretest and posttest periods using Dalcroze’s concept-based music skills learning management activities. 3) Study music practice skills using Dalcroze’s concept-based music skills learning management activities. The sample was grade 4 students from one classroom at Rajabhat Mahasarakham University Demonstration School. The sample size was 22 students, selected using simple random sampling by drawing lots. Research instruments were Dalcroze’s concept-based music skills learning management activity plans. Data were analyzed using statistics, including mean, percentage, E1 /E2 , and dependent t-test. The following results were obtained. 1. The efficiency index of Dalcroze’s concept-based music skills learning management activities for grade 4 students was 85.55/82.12, which was higher than a set criterion. 2. Academic achievement of the sample taught with Dalcroze’s concept-based music skills learning management activities increased by 33.96% with a statistical significance level of.01. 3. In terms of practical skills of students learned with Dalcroze’s concept-based music skills learning management activities, a mean score of physical movement with the melody at posttest period was 71.68 percent, followed by music note reading-writing with a mean of 62.18 percent, physical movements with the rhythm with a mean of 59.09 percent, and singing with a mean of 58.86 percent, with the total mean percentage of the full score was 69.25 percent.

The objectives of this research were 1) to develop a learning management plan for music courses in order to achieve the efficiency criteria of 80/80, 2) to compare the academic achievement of students between pretest and posttest, and 3) to study students’ satisfaction with the TPACK MODEL-based learning management process. The sample of this research was nine grade 4 students at Ban Nong Du School, Thawat Buri District, Roi Et Province in the second semester, academic year 2019. The sample was selected based on a purposive sampling. The research instruments were 1) The learning management plan based on TPACK MODEL with an Index of Item-Objective Congruence (IOC) of 0.82, indicating that according to experts’ opinion, the developed learning management plan could be efficiently applied, 2) The four-choice multiple-choice achievement test contained 30 items with a difficulty index and discrimination index between 0.40- 0.59, which was suitable and testable, 3) The questionnaire on students’ satisfaction with the developed music learning management process with 15 items with an Index of Item-Objective Congruence (IOC) of 0.76. Data were analyzed using statistics, including mean, percentage, efficiency index (E1 /E2 ) and effectiveness index (E.I.). The results of this research indicated as follows: 1. The efficiency index (E1 /E2 ) of the developed TPACK MODEL-based learning management process for the sample was 85.18/84.07, which was higher than the set criteria of 80/80. 2. The effectiveness index (E.I.) of the developed TPACK MODEL-based learning management process for the sample was 0.70, indicating that the sample’s academic progress was accounted for 70%. 3. The sample’s satisfaction with the developed TPACK MODEL-based learning management process was at a highest level with a mean of 4.78. In conclusion, the developed TPACK MODEL-based learning management process for the sample of grade 4 students at Ban Nong Du School, Thawat Buri District, Roi Et Province was efficient and effective to be used in teaching in music courses.