Journal of Practical Studies in Education

Educational Intervention Involving Physical Manipulatives for Improving Grade 7 Learners’ Spatial Reasoning Skills

2025-03-26T11:38:47+00:00

Physical manipulatives enhanced knowledge acquisition by engaging learners in hands-on experiences that supported spatial reasoning. These tools allowed learners to see, touch, and manipulate objects, improving their ability to mentally rotate and visualize structures. This study challenged the assumption that most learners are purely visual by demonstrating that multisensory engagement—both sight and touch—improved retention. Specifically, it examined how educational activities using physical manipulatives enhanced the spatial reasoning skills of Grade 7 learners. A Quasi-Experimental Research Design was selected due to the structured selection of participants rather than random assignment. Purposive sampling was used to select Grade 7 learners enrolled in a public junior high school in Manila during the Academic Year 2023-2024. Participants engaged in immersive hands-on activities, such as “Six-Sided Puzzles,” “How Many Cubes Are There?” and “Double-Sided Puzzles,” over a one-week intervention period. An adapted Spatial Reasoning Instrument measured their spatial reasoning skills. Results showed a significant improvement in spatial reasoning among learners exposed to physical manipulatives, who outperformed the control group. Additionally, the experimental group's mental rotation ability scores were significantly higher than those of the control group. These findings suggested that integrating physical manipulatives into instruction enhanced spatial reasoning and cognitive development. This study highlighted the importance of incorporating hands-on learning tools into spatial reasoning instruction for long-term academic benefits.

Developing Teaching ASEAN Indigenous Wisdom with Handmade Material Innovation the Create Equitable Learning Ecosystems to Promote Global Citizenship of Students in Special Economic Zone, Northern Thailand

2025-04-05T11:26:22+00:00

This research aimed to: 1) analyze the need for developing handmade media innovation to create an equitable learning ecosystem for promoting global citizenship among students in the Special Economic Zone of Northern Thailand; 2) develop teaching on ASEAN indigenous wisdom with handmade media innovation to create an equitable learning ecosystem for promoting global citizenship of students in the Special Economic Zone of Northern Thailand; and 3) evaluate the global citizenship of students in the Special Economic Zone of Northern Thailand. This study employed a Community Based Participatory Action Research (CBPAR) approach. The research sample consisted of: 1) 10 school administrators and teachers; 2) 9 experts in teaching media development and social studies instruction; and 3) 40 ethnic primary school students, for a total of 59 participants. The research instruments included: 1) an evaluation form for lesson plans and handmade media innovation that creates an equitable learning ecosystem; and 2) a global citizenship assessment form. 1. The analysis of the need for developing handmade media innovation to create an equitable learning ecosystem for promoting global citizenship among students in the Special Economic Zone of Northern Thailand found that Administrators, teachers, and students in peri-suburban schools in Chiang Rai province expressed a strong need for the development of handmade media innovation. This need stems from the schools being located in ethnic border communities where students primarily use the Iu Mien language. Developing handmade media in their native language facilitates learning, creates an equitable learning environment, and enhances students' learning and language skills. The community also suggested incorporating local indigenous knowledge and cultural practices into the content of the handmade media to foster cultural awareness among students. 2. The development of teaching on ASEAN indigenous wisdom with handmade media innovation to create an equitable learning ecosystem for promoting global citizenship of students in the Special Economic Zone of Northern Thailand. The research team has developed five trilingual handmade media innovations, incorporating English, Thai, and Iu Mien languages. The topics included: (1) Knowing Our Body; (2) Kitchen Utensils in My Home; (3) Delicious Local Fruits; (4) Safe-to-Eat Local Vegetables; and (5) Our Pets and Wild Animals. The CADDIE model by Mangkhang (2017) guided the design process. The evaluation results indicated that the media was accurate, high-quality, and appropriate. These materials were integrated with 5 lesson plans on the topic of "Community Environment," totaling 10 hours of instruction. The evaluation of the lesson plans also showed high levels of accuracy, quality, and appropriateness. 3. The evaluation of the global citizenship of students in the Special Economic Zone of Northern Thailand revealed that students exhibited the highest level of global citizenship.

Needs and Feasibility of Academic Leadership Program for Secondary School Administrators

2025-04-10T11:16:46+00:00

This research aimed to find out the needs regarding the academic leadership of secondary school administrators, and to develop a program to enhance the academic leadership of these administrators. Mixed-methods approach was employed through utilizing questionnaires, interviews, and evaluation forms as research instruments. The sample consisted of 308 school administrators and teachers under the Secondary Educational Service Area Office of Phetchabun, Thailand. They were selected through stratified random sampling to find out needs. Additionally, 5 experts were purposively selected as key informants to validate the program. Data were collected from questionnaires and interviews were analyzed using descriptive statistics, including percentage, mean, and standard deviation, while qualitative data were subjected to content analysis. The findings revealed that the current state of academic leadership was at a moderate level overall, whereas the desired state was at a high level. The priority need for enhancing academic leadership, ranked from highest to lowest, were as follows promoting a learning-conducive environment, teacher development, mission formulation, and instructional supervision. The academic leadership program comprised 5 key components: principles, objectives, content, development methods, and assessment and evaluation. The overall feasibility of the program was rated at the highest level.

Innovative Development of Community-Engaged Process to Increasing Capability Community Toward Sustainable Community Resources Management in the Context of Northern Thailand

2025-05-01T11:04:41+00:00

The objectives of this research were 1) to analyze the community's capacity to develop community-engaged process innovation and 2) to evaluate community-engaged process innovation to enhance community capacity for sustainable community resource management in the context of Northern Thailand. This research employed Participatory Action Research (PAR). The samples used in the research were divided into two groups: 1) the information providers for the community capacity analysis, consisting of 18 individuals including religious leaders, formal leaders, and school administrators, selected using snowball sampling; and 2) the process innovation evaluators, consisting of 5 faculty members and experts, selected using purposive sampling. The total number of participants was 23. The research instruments used were 1) document analysis forms, 2) unstructured interview forms, and 3) a community-engaged process innovation assessment form to enhance community capacity. Qualitative data were analyzed using content analysis, and quantitative data were analyzed using statistical software to present results in the form of means and standard deviations. The analysis results were then presented in a Descriptive Analysis. The research findings revealed that; 1) the guidelines for developing community capacity to foster community-engaged process innovation comprise two components: 1) Guidelines for analyzing community capacity, which include three steps: 1.1) Assessing community capacity, 1.2) Designing and developing innovation, and 1.3) Applying innovation for sustainable community resource management. And 2) Guidelines for sustainable community resource management, which include three steps: 2.1) Community empowerment, 2.2) Operational improvement system, and 2.3) Performance measurement. Moreover, the evaluation of community-engaged process innovation to enhance community capacity towards sustainable community resource management in the context of Northern Thailand revealed that the community-engaged innovation process, also known as the EDA & CIM model, was evaluated as being of the highest quality.

Cultural Temporality of Ridge Beasts in the Shenyang Imperial Palace: Symbolic Evolution and the Construction of National Identity in Chinese Architectural Heritage

2025-05-01T11:38:49+00:00

Ridge beasts on the rooftops of the Shenyang Imperial Palace embody a unique intersection of symbolism, power, and cultural identity within Qing dynasty architecture. This study explores their symbolic evolution and cultural temporality, focusing on how these architectural ornaments were adapted to support political legitimacy and national identity construction by the Manchu regime. Adopting a mixed-methods approach, the research integrates literature review, field investigation, qualitative interviews, and quantitative analysis. Fieldwork was conducted in three palace zones—Dazheng Hall, Chongzheng Hall, and Wensu Pavilion—documenting ridge beasts' type, order, and materiality. A total of 400 valid questionnaires were collected from tourists, museum interpreters, cultural planners, and Manchu descendants. SPSS was used for statistical analysis, and NVivo was used for qualitative coding. The findings reveal an evolutionary trajectory in ridge beast symbolism—from establishment to integration and eventual symbolic decline—structured along the palace's spatial hierarchy. By selectively imitating and modifying Han architectural symbolism, Manchu rulers crafted a hybrid visual system asserting continuity and difference. While 76% of respondents expressed aesthetic appreciation for ridge beasts, only 29% recognized their institutional meaning, indicating a contemporary divide between visual resonance and symbolic understanding. This study highlights the role of traditional symbols in shaping historical narratives and intercultural dynamics. It provides insights into the revitalization of heritage imagery through exhibition design, public interpretation, and cultural communication strategies.

Development of Ethics Literacy Pedagogical Innovation for Pre-service Teachers within the Post Digital Society Context

2025-05-17T12:53:56+00:00

This study is designed with the following objectives: 1) to examine the existing state and needs concerning ethics literacy pedagogy for pre-service teachers within the post-digital societal context; 2) to develop an ethics literacy pedagogy innovation for pre-service teachers within the post-digital societal context; and 3) to investigate the effects of implementing the developed ethics literacy pedagogy innovation for pre-service teachers within the post-digital societal context. Employing an action research methodology. The study involved 52 participants: 15 informants, 7 experts, and 30 pre-service teachers. Qualitative data will undergo content analysis, and quantitative data will be analyzed for means and standard deviations. Findings will be presented descriptively. The preliminary findings of the research indicate that 1) Current ethics literacy pedagogy for pre-service teachers in the post-digital society reveals a mismatch between existing teacher preparation innovations and the pedagogical demands for effectively educating future educators. Traditional ethics literacy pedagogy fails to engage digital native learners. Instructors often lack specialized expertise, and curriculum content is developmentally inappropriate, leading to inaccurate understanding. Therefore, developing enhanced ethics literacy pedagogy for pre-service teachers is crucial to cultivate appropriate professional ethics. 2) The development of an ethics literacy pedagogical innovation for pre-service teachers in the post-digital society context involved the creation of a process innovation termed the "ethics literacy pedagogical innovation." This innovation comprises five sequential stages: 1) Situating ethical dilemmas, 2) Scrutinizing ethical stances, 3) Strategizing ethical solutions, 4) Simulating ethical actions, and 5) Sharing ethical reflections. Evaluation indicated a high level of quality and suitability for this innovation. 3) Implementation of the ethics literacy pedagogy innovation for pre-service teachers in the post-digital societal context yielded the highest levels of ethics literacy among participating pre-service teachers.

The Development and Educational Inheritance of Li Pottery as a Carrier of Local Wisdom in the Context of Modernity

2025-05-17T13:31:24+00:00

Li Pottery, a distinctive traditional craft of the Hainan Li ethnic group, serves as a vital carrier of local wisdom, encompassing ecological adaptation, cultural values, and community identity. In the context of increasing modernization, traditional knowledge systems embedded in Li Pottery face both challenges and opportunities for transformation. This study explores the development and educational inheritance of Li Pottery, emphasizing its function as a medium for transmitting indigenous knowledge across generations. Adopting a qualitative research approach, the study integrates literature review and ethnographic fieldwork, including site observations and interviews with artisans and community members. The findings reveal that Li Pottery-making is intricately linked to local natural resources, matrilineal knowledge transmission, and socio-cultural structures, characterized by techniques such as tray-building and open-air firing. While modernization threatens the continuity of traditional practices, it also offers possibilities for educational innovation and cultural revitalization. The study underscores the importance of embedding Li Pottery into contemporary educational frameworks to ensure sustainable cultural transmission. By positioning Li Pottery as both a cultural product and an educational tool, this research contributes to the discourse on safeguarding intangible cultural heritage and fostering intercultural learning in modern contexts.

A Model of Developing Professional Noticing Skills for Mathematics Student Teachers Based on Professional Learning Community

2025-05-21T11:28:19+00:00

This research aimed to: 1) develop a model for enhancing the professional noticing skills of mathematics student teachers grounded in the concept of a professional learning community; and 2) cultivate the professional noticing skills of mathematics student teachers through the implementation of this developed model. The target group for this study comprised seven mathematics student teachers, seven mentor teachers, and three supervising lecturers. The research instruments employed included: 1) a test designed to measure professional noticing skills; 2) learning logs maintained by the pre-service teachers; and 3) an assessment form for evaluating professional noticing skills. Data analysis involved content analysis and descriptive statistics, specifically means, percentages, and standard deviations. This research investigated a professional learning community-based model to enhance mathematics student teachers' professional noticing skills. The model comprises five components: rationale, principles, objectives, development process (collaborative learning establishment and professional noticing skill development), and evaluation. The development involved PLC group formation, goal setting, sharing best practices, designing observation foci, exchanging suggestions, observation/teaching practice, and reflection. Expert evaluation showed high suitability ( = 4.59, SD = 0.56). Mathematics student teachers ' noticing skills improved from Level 2 (Limited) to Level 4 (Robust) through stages involving short video clips, longer video clips, observing mentor teachers, and conducting their own teaching.