The objectives of this study were 1) to develop local-based learning activities in an integrated learning unit entitled “The Legend of Phra Yuen Kantharawichai” for grade 5 students; 2) to compare the student’s academic achievement with a criterion of 80%; 3) to compare the students’ historical process skills with a criterion of 80%; 4) to compare the students’ geographic skills with a criterion of 80%; and 5) to assess the students’ local pride. The participants obtained by cluster random sampling method were 34 students of grade 5/2 students studying in the second semester of the academic year 2021, at Mahasarakham University Demonstration School (Elementary). The instruments were 1) a lesson plan; 2) an academic achievement test; 3) a historical process skills assessment form; 4) a geographic skills assessment form; and 5) a measure of local pride. Analysis of the data was percentage, mean score, standard deviation, and t-test. The results of the study showed that 1) the efficiency of the lesson plan was 93.82/84.12, which met the specified 80/80 criteria; 2) the student’s academic achievement was significantly higher than the establishment at the criterion of 80% at a statistical level of .01; 3) the students’ historical process skills were significantly higher than the establishment at the criterion of 80% at a statistical level of .01; 4) the student’s geographic skills were significantly higher than the establishment at the criterion of 80% at a statistical level of .01; and 5) the students’ overall local pride was at the highest level. It was concluded that local-based learning could develop students to achieve academic achievement, historical process skills, and geographical skills that meet the goal and make students feel local pride for learning in history subjects that integrate geography and local content.

Trisikkha principles consisting of morality, concentration, and wisdom discovered by the Lord Buddha, as well as the concept of contemplative education has been applied to learning-teaching management in Thailand for a long time. This research aimed to investigate the implementation of the learning management model based on the Trisikkha principles together with the concept of contemplative education to enhance the characteristics of good citizenship for vocational certificate students of Buriram Polytechnic College, Thailand. The data were collected by means of an evaluation form on characteristics of good citizenship, a learning achievement test, and a students’ satisfaction questionnaire which were employed to twenty-nine students. The descriptive statistics applied to analyze data were mean, standard deviation, and t-test. The results of the study indicated that the students had higher characteristics of good citizenship. In addition, their learning achievement after learning was significantly higher than before learning at the .05 level. Moreover, the overall satisfaction toward the model was at a high level.

This study investigates the implementation of the learning management model based on cognitive development theory to enhance mathematical problem-solving ability for Prathomsuksa 6 students. The sample group assigned by cluster random sampling was thirty Prathomsuksa 6 students of Chumchon Yot Kaeng Songkhro School. The research instruments consist of learning achievement tests and mathematical problem-solving ability tests (pre-test and post-test). The statistical analyses were percentage, mean, standard deviation, and t-test (dependent samples) was employed for testing hypothesis. The results showed that students’ learning achievement after learning with the learning management model was significantly higher than before learning at a statistical level of .05. Also, the students had the mathematical problem-solving ability after learning significantly higher than before learning at a .05 level. When considering in each aspect, it was found that all of the mathematical problem-solving ability after learning was higher than before learning at a statistical level of .05, namely, 1) finding of the problem relationship; 2) writing of mathematical diagrams; 3) problem solving; and 4) traceability.

Small schools usually have insufficient learning materials as well as a shortage of English teachers. Hence, students may not have enough opportunities to learn English. Therefore, this current study aimed to develop a multimedia reading instructional package that can enhance students’ interest and their eagerness to learn English for communication. The participants of this study consisted of 13 first graders from a primary school in Maha Sarakham, Northeastern Thailand by using a simple random sampling. The objectives of this study were: 1) to develop the learning management of English for communication which including a multimedia reading instructional package, 2) to investigate the effectiveness of the English language learning management for communication by using the multimedia pronunciation activity package, and 3) to study the reading ability of the students who learned English for communication using a multimedia pronunciation activity package. The current study was conducted by using One Group Pretest-Posttest Design. The findings found that the effectiveness of the English language learning management plan for communication using the multimedia pronunciation activity package had an efficiency (E1 / E2) of 95.58 / 83.58 which was higher than the specified 80/80 criteria. The results also indicated that the students learning progress was increased by 0.70, or 70%. Moreover, it was revealed in the present study that the elementary school students who learned English for communication using a multimedia pronunciation activity package had an increased ability to read aloud.