This research article aims to 1) determine the knowledge and experience of early childhood education of Suan Dusit University, and 2) develop and study the effectiveness of learning experience provision models that synergize the knowledge of Suan Dusit University to enhance the proper development of young children according to the 75/75 criteria. Data is obtained from personnel of 87 various agencies of Suan Dusit University, e.g., deans, directors, managers, chairpersons of programs, heads of departments, and 129 students in kindergarten 1, 2, and 3 of La-orutis Demonstration School, Suan Dusit University. The research results consisted of 15 learning experience provision models for young children, such as gravity-powered toys, battery-powered toys, the differences between a toy using force and a toy using a battery, toy caring, and how to play with toys, etc. Every learning experience provision models has a performance rating according to the 75/75 criteria.
This research examined happiness with online learning among 2,190 undergraduate students at Suan Dusit University (SDU), who studied online in the first semester of the 2021 academic year. The data were collected from online happiness assessment forms completed by the SDU students. Frequencies, percentages, means, and standard deviations were calculated, and t-tests and one-way ANOVA were performed to analyze the data. The results indicated that students’ overall happiness with their online learning was at a moderate level. The students were also satisfied with their studies at a moderate level. They were also moderately proud of the university and were comfortable with online learning, especially regarding the instructors, online instruction, the instructional activities, and lesson content. Students of different genders all enjoyed learning with the online instructional system, as arranged by SDU, at the same level. However, students from different majors, different years, different faculties or schools, different learning campuses or centers, and with different average monthly allowances, enjoyed their online learning at SDU differently.
The objective of this research was to develop and present a model preparing teacher students for the examination to obtain a teacher license in accordance with the competency criteria of the Teachers’ Council of Thailand (TCT). The research comprised the following 5 steps: 1) formulating a conceptual framework; 2) studying the needs and preparation model of teacher students; 3) drafting a model of preparation for teacher students; 4) examining the suitability and feasibility of the model; and 5) presenting the preparation model for teacher students. The sample comprised 124 teacher students of Suan Dusit University, obtained using a specific method. The research instruments used to collect the date were questionnaires and interviews. The data were analyzed to calculate percentages, means, and standard deviations. The results indicated that the model for preparation consists of 6 components: 1) target, 2) goal, 3) objective, 4) main characteristic of model, 5) success factors in using the model (key success), and 6) methods and results after using the model (key result).
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