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Background: Formative assessment promotes positive learning outcomes and evaluates students over time. We aimed to evaluate students' learning achievements after implementing a formative assessment technique by using a normalised gain method., Methods: This retrospective observational study was conducted at the School of Medicine and Health Science, Faculty of Medicine, Prince of Songkla University, Thailand. There were 118 fifth-year medical students who attended a general pediatric course in the 2021-2022 academic year., Results: In the summative assessment, the post-test scores were significantly greater than the pretest scores (mean difference 20.53, 95% CI (18.63-22.44), P < 0.001). The median value of the overall student learning gain (g) was 0.34 (0.23, 0.45). Students with medium gains had significantly higher scores than those with low gains (P < 0.001). Students' learning gains had a positive correlation with post-test scores. (R = 0.6, P = 0.01)., Conclusions: The formative assessment technique is a valuable method for enhancing students' learning outcomes by offering timely and effective feedback through mentoring systems. It is essential to integrate formative assessments into standard assessment strategies in undergraduate medical education., Competing Interests: Declarations. Ethics approval and consent to participate: This study was approved by the Human Research Ethics Committee (REC. 65-486-1-1), Faculty of Medicine, Prince of Songkhla University, Thailand. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

As studies capable of establishing a mediating role of transformational classroom leadership between transformational school leadership and students' learning achievement are short in supply in the Thai high school context, this quantitative study aimed to investigate this role and compared the students' learning achievement among different school sizes. A total of 199 teachers, who taught O-NET and PISA key subjects--45 teachers in English, 77 teachers in science, 77 teachers in math--from the five regions of Thailand representing small, medium, and large school size were recruited through a stratified sampling technique and were asked to rate their principal's transformational school leadership and own transformational classroom leadership. A Thai version of the transformational leadership questionnaire was developed, which consisted of a self-rating and a rater form. Partial Least Square Structural Equation Modeling (PLS-SEM) was employed to find the causal relationship, and ANOVA version SPSS 21 was used to compare the SLA among three different school sizes. The study found that transformational school leadership had direct effects on transformational classroom leadership, but transformational classroom leadership did not have a direct effect on English, science, and math teaching. The study also found that large schools had better students' learning achievement compared to small and medium-sized schools, and small-sized schools had the lowest average score in English, science, and math. Based on these new findings, the study made guidelines for the Thai Ministry of Education, Thai school principals, and Thai teachers. [ABSTRACT FROM AUTHOR]

The objectives of the research were to investigate a creative learning promotion activity package for 30 Thai seven-year-old, first-grade school students. Secondly, to design a creative learning promotion activity package, followed by an assessment of the creative learning development process from a series of creative learning promotion activities, and finally, to study the level of parental satisfaction from the final model's related student activities. Additional analysis was undertaken by a group of three child behavioral and learning development experts, and three design experts using a specific selection method. The sample consisted of 30 primary school seven-year-old early learners and 30 parents who were selected by the use of the quota selection method and purposive sampling. The research instruments used included interview forms, product model evaluation questionnaires, behavioral observation forms, and parent satisfaction questionnaires. The results of the research showed that thinking development (TD), physical development (PD), emotional development (ED), and social development (SD) on creativity were affected by a broad spectrum of factors. These included the child's understanding of their surroundings, the use of fine hand muscles, their ability to perform more complex activities, their cheerfulness, social activity, and peer activities, and their ability to concentrate on activities for longer periods. One instrument used for the study included the analysis of five-game board formats used for the development in TD, PD, ED, and SD. The results of the evaluation from the study's product experts determined that style model 3 (Magician's Castle set) was very suitable. [ABSTRACT FROM AUTHOR]

The main purpose of this research is to develop a mobile application game, China Word, to promote the memorization of Chinese vocabulary for 10th grade students. The comparison between students’ scores before and after learning with the game is used to determine success or failure in this study. The sample group was randomly collected from 10th grade students at a volunteer school in Suphanburi Province, Thailand. Sixty students participated in this study. Sixty students were separated in two groups, first thirty students group was the control group and second thirty students group was the experimental group. The control learned Chinese with lecture while the experimental group learned Chinese with the China Word game. In addition, an achievement test and a satisfaction questionnaire were deployed in this experiment as tools to measure students’ accomplishments. Then, simple statistics, such as averages, percentages, standard deviations, and t-test independence, were calculated. The result indicates that the experimental group attains higher learning achievement than the control group at a 95% confidence level. [ABSTRACT FROM AUTHOR]

Computer programming is a difficult subject for most novice programming students which leads to a high rate of dropout or failure. Flipped classrooms have been increasingly used to teach programming students to practice their programming skills in the class based on their knowledge acquired from outside the classroom. This study investigated students' learning achievement which was measured by their performance on a coding test and an exam. We compared students' programming test scores of the traditional classroom in semester 1 of the academic year 2016 with the flipped classroom in semester 1 in 2017. In addition, we studied students' perception of flipped classrooms in a structured programming course. The population of this study consisted of 69 second-year students of the Information and Communication Technology programme in the Faculty of Science, Prince of Songkla University, Thailand. The research instrument for investigating students' perception of flipped classrooms was a questionnaire. Students were positive in their perception of flipped classrooms and agreed that in-class activities improved their understanding of concepts. Moreover, students in the flipped classroom environment had a significantly higher test score compared to students in a traditional lecture class. [ABSTRACT FROM AUTHOR]

The study aims to explore the factors of English Motivational Self System influencing on intended efforts and learning achievement of high secondary school learners in Thailand context. 409 learners completed a questionnaire that consisted of fifteen variables (Ideal English self, attitudes toward learning English, Ought- to English self, parental encouragement, instrumentality-prevention, English learning experience, appropriate teacher behaviors, increasing self-confidence, creating a pleasant classroom climate, increasing learner's goal-orientedness, promoting cooperation among the learners, promoting learner autonomy, encouraging positive self evaluation, intended efforts, and learning achievement). The study found that Ideal English self, parental encouragement, English learning experience and promoting learner autonomy affected on intended efforts while Ideal English self, Ought-to English self, promoting learner autonomy, and encouraging positive self- evaluation affected on learning achievement. These significant variables were guided to construct an instructional model. [ABSTRACT FROM AUTHOR]