INTERNATIONAL ACADEMIC MULTIDISCIPLINARY RESEARCH CONFERENCE ICBTSSydney2026

Introduction Book

2026-04-01T06:45:48+07:00

Introduction Book

Behavioral Research on Student with Special Needs: Case Study and Solutions

2026-04-01T06:30:11+07:00

This research examines behavioral challenges in students with special needs through a comprehensive case study approach. The study focuses on a student exhibiting frequent classroom departures and resistance to participation in learning activities. Through systematic behavioral assessment, multiple potential contributing factors were identified, including sensory sensitivities, anxiety, attention deficit issues, and possible medical conditions. The research proposes evidence- based intervention strategies including Functional Behavior Assessment (FBA), implementation of visual schedules and structured routines, differentiated instruction tailored to student strengths, sensory breaks and accommodations, positive behavioral supports with reinforcement systems, and collaborative approaches involving special education teams and parents. The findings suggest that comprehensive, student- centered interventions combining environmental modifications, instructional adaptations, and behavioral supports can significantly improve classroom engagement and compliance. The study emphasizes the importance of continuous monitoring and gradual behavioral shaping while fostering emotional regulation skills. Long-term success requires sustained collaboration between educators, specialists, and families to create supportive learning environments that address individual student needs while promoting academic and social development.

Directing the Story: Enhancing L2 Oral Fluency and Narrative Complexity through Student-Generated 360° Content

2026-04-01T06:30:11+07:00

This case study examines how Thai EFL demonstration students in Bangkok develop L2 oral fluency and narrative complexity as they enact the role of “360° narrative directors'' in an AI virtual tour project. Embedded in a thematic English subject, the intervention in the demonstration classroom, guided students through a multi-step workflow, which included the construction of locally relevant themes, creation of 360° images, use of Gemini AI to draft and refine descriptions for six focused-object hotspots, Panoee integration, and delivery of a tour with a simulated tourist for a guided Q&A. Data sources included]; teacher observation notes, written descriptions and scripts, audio and video rehearsal recordings, video of final performances, and short reflections of tool use and learning after the project. Analyses showed many students developed their ability to speak with oral fluency as they bridged fragmented heavily scripted delivery to more continuous speech with clearer sequencing and fewer breakdowns. improvement was also noticeable as they transcended from object listing to constructing clear narratives with audience and purpose focused storylines, causally and temporally interrelating hotspots and positioning her as a visitor to the scene. students used Gemini to create a first draft of their vocabulary and sentence structures, and Panoee to spatially story map the term, and to help them with the flow of their tours. Teachers noted a change from students copying an AI text to leveling and contextualizing AI to suit their own purposes. The data suggests that student generated 360° content, generative AI, and performance based assessment, can help improve oral fluency and narratives. Additionally, it helps develop tourism-oriented English for Specific Purposes language, in the Thai secondary EFL context.

The Development of Honesty, Discipline, and Engagement through English Language Learning among Primary 4 to Primary 6 Students, Primary Department, Demonstration School of Suan Sunandha Rajabhat University

2026-04-01T06:30:11+07:00

Character development has become an important focus in primary education, as academic learning alone may not fully prepare students for the social, emotional, and moral challenges of everyday life. This classroom action research explored how honesty, discipline, and engagement could be encouraged among Primary 4–6 students through English language lessons at the Demonstration School of Suan Sunandha Rajabhat University. The study followed a classroom action research approach using cycles of planning, action, observation, and reflection. Various English learning activities were designed to include character development, such as group work, storytelling, role-play, reflective activities, and small projects. Data were gathered through classroom observations, student behavior records, learning notes, and the teacher’s reflective journal. Simple descriptive statistics and thematic analysis were used to understand the changes observed in students’ behavior. The results showed gradual and positive improvements in students’ honesty, discipline, and engagement. Students became more responsible in completing tasks, followed classroom routines more consistently, and participated more actively in English activities. These findings suggest that English classrooms can provide a meaningful and supportive environment for character development when teachers intentionally include character-building elements in their lessons.

Impact of Community Programs on The Students' Achievement: A Systematic Review

2026-04-01T06:30:11+07:00

Community programs and partnerships between schools and communities have been widely introduced to support students' academic pursuits; however, evidence of their effectiveness is often inconsistent, especially across different program frameworks and levels of involvement. This systematic review seeks to combine existing studies on the impact of organized community-based initiatives on students' academic performance, pinpoint the most effective program formats and engagement techniques, and provide evidence-based recommendations for educators and policymakers, particularly in low-resource and high-need environments. In accordance with PRISMA guidelines, a thorough search was conducted across several academic databases, including ERIC, Scopus, Web of Science, and Google Scholar. Research published from 2019 to 2025 was evaluated based on established inclusion and exclusion criteria. Of 68 records identified, eight peer-reviewed articles met the necessary methodological standards and were included in the final analysis. The results reveal that community programs significantly improve student educational outcomes not only by providing direct academic assistance but also by enhancing motivation, quality of teaching, school atmosphere, and support systems. Furthermore, partnerships integrated into the school curriculum and sustained over time yielded greater academic benefits than loosely structured or brief initiatives. The intensity of engagement characterized by shared leadership, consistent communication, and stable resources emerged as a vital element in the success of the programs. Nevertheless, contextual challenges such as insufficient funding, ineffective leadership, and poor coordination were identified as factors that undermine program effectiveness. In general, this review emphasizes that effectively designed community partnerships can significantly boost student achievement, yet their success relies on intentional structure, integration, and ongoing institutional backing.

The Importance of Teaching Prepositional Idioms Through Explicit Vocabulary Instruction and Interactive Activities to Develop the English Language Skills of Matthayom 3 (Grade 9) Students of the Demonstration School of Suan Sunandha Rajabhat University (A Classroom Action Research)

2026-04-01T06:30:11+07:00

Vocabulary learning is a fundamental component of second language acquisition, as effective communication cannot occur without sufficient lexical knowledge. This classroom action research examined the effectiveness of explicit vocabulary instruction combined with interactive and contextualized activities in teaching English prepositional idioms to third-year middle school students (Grade 9/Matthayom 3). Grounded in theories of direct instruction, vocabulary acquisition, interactional hypothesis, and intrinsic motivation, the study employed a Plan–Act–Observe–Reflect (P-A-O-R) action research cycle. The participants consisted of 94 students aged 14-16 years during the second term. Instructional strategies included the use of authentic comic strips, guessing meaning from context, vocabulary matching games, cooperative learning activities, dialogue construction, and realia. Data were collected through classroom observations, students’ oral and written outputs, and participation in learning activities. The findings indicated that students demonstrated improved comprehension, retention, and the appropriate use of prepositional idioms in both spoken and written communication. The study concludes that integrating explicit vocabulary instruction with interactive, game-based, and contextualized strategies effectively enhances vocabulary acquisition and communicative competence among secondary-level English language learners.

The Development of English Reading Comprehension Skills Using the KWL Plus Technique of Grade 4 Students at Demonstration School Suan Sunandha Rajabhat University

2026-04-01T06:30:11+07:00

The purposes of this research were to study and compare the English reading comprehension achievement of Grade 4 students before and after the implementation of the KWL Plus teaching technique. The sample group consisted of 35 Grade 4 students. The research instruments included: 1) lesson plans based on the KWL Plus technique and 2) a 30-item multiple-choice English reading comprehension test with four options per item. The data were analyzed using mean (????̄ )), standard deviation (S.D.), and t-test for dependent samples. The research findings revealed that the English reading comprehension achievement of Grade 4 students after learning through the KWL Plus technique was significantly higher than before the intervention at the .05 level, which is consistent with the established hypothesis.

The Development of a Democratic Classroom Activity Package to Promote Coexistence Skills among Grade 1 Students Demonstration School Suan Sunandha Rajabhat University

2026-04-01T06:30:12+07:00

The objectives of the research were to (1) develop a set of Democratic Classroom Activities, (2) examine the instructional efficiency of the developed activities, and (3) investigate students’ satisfaction with the activities in promoting coexistence skills among Grade 1 students. The participants consisted of 29 Grade 1 students selected through purposive sampling. The instructional materials were evaluated by experts using the Index of Item– Objective Congruence (IOC). The efficiency of the learning activities was analyzed by comparing in-class activity performance (E1) and post-test achievement (E2) based on the 80/80 criterion. Data analysis included mean scores, standard deviations, and a dependent samples t-test using a pretest– posttest design. A five- point Likert- scale questionnaire was developed to assess students’ satisfaction. aThe results revealed that (1) the Democratic Classroom Activities achieved an efficiency level of 80.09/90.00, exceeding the established 80/80 criterion; (2) students’ mean scores significantly increased from 4.28 on the pretest to 9.03 on the posttest, indicating a statistically significant improvement in coexistence skills at the .05 level; and (3) students reported the highest level of satisfaction with learning through democratic classroom activities, particularly in collaborative participation and shared decision-making (M = 5.42, SD = 0.35). The findings suggest that the Democratic Classroom Activities effectively promote coexistence skills by integrating global citizenship education and 21st- century skills within an active and participatory learning environment.

Using Cooperative Learning Technique to Increase English Language Confidence among Grade 3 Students

2026-04-01T06:30:12+07:00

This action research investigates the effectiveness of cooperative learning techniques in enhancing English language confidence among third-grade students. The study involved 124 students aged 8-9 years from four classrooms who participated in an 8-week intervention program implementing various cooperative learning strategies including Think-Pair-Share, Jigsaw, and Numbered Heads Together. Data were collected through pre- and post-confidence surveys, classroom observations, and performance assessments. Results indicated a significant 45% increase in students' self-reported confidence levels when speaking English, with particularly strong improvements in willingness to participate in classroom activities and peer interactions. The findings suggest that cooperative learning techniques create a supportive learning environment that reduces anxiety and promotes active engagement in English language learning.

The Development of Mathematics Achievement on Exponents by the 5E of Inquiry-Based Learning for Grade 7 English Program Students at Demonstration School of Suan Sunandha Rajabhat University

2026-04-01T06:30:12+07:00

In this research, we apply the 5E inquiry-based learning to investigate grade 7 English program students' mathematics achievement on the topic of exponents. Data were collected during the first semester of the 2025 academic year, with 12 50-minute lessons each. Data was analysed applying arithmetic means and relative gain scores. The results of this research showed that students who studied by using the 5E inquiry-based learning had high levels of relational gain scores.

The Development of Mathematics Achievement on Interest and Value of Money by the KWDL Technique for Grade 11 Students at the Demonstration School of Suan Sunandha Rajabhat University

2026-04-01T06:30:12+07:00

The objective of this research was to compare Grade 11 Students’ Academic Achievement in Mathematical Problem-Solving on Interest and Value of Money before and after instruction using the KWDL technique. The study involved 20 students from classes M.5/1 and M.5/2, selected through purposive sampling. The instruments were three lesson plans using the KWDL technique, conducted over 12 sessions of 50 minutes each, and a 10-item, four-option multiple- choice problem-solving test. The research was conducted during the second semester of the 2024 academic year. Data were analyzed using means and relative gain scores. The results indicated that students who participated in KWDL-based learning activities demonstrated a high level of relative gain in their mathematical problem-solving abilities, with a relative gain score of 57.2.

Development of Learning Achievement on Rectangles Using the KWDL Technique and the Grid-Counting Method through Simulation-Based Multimedia Instruction among Fourth-Grade Students

2026-04-01T06:30:12+07:00

This classroom action research aimed to develop Grade 4 students’ learning achievement in mathematics on the topic of rectangles by employing the KWDL technique together with the Grid-Counting Method through simulation and multimedia, with the achievement criterion set at 60%. The sample consisted of 35 Grade 4 students from the Demonstration School of Suan Sunandha Rajabhat University (Elementary Level) in the first semester of the 2025 academic year, selected by cluster random sampling. The research instruments included lesson plans on rectangles integrating the KWDL technique, the Grid-Counting Method, simulation, and multimedia; multimedia materials consisting of concrete materials such as rectangle models and grid units, as well as technological media including the GeoGebra and Matific websites; and an achievement test on rectangles comprising 10 open-ended items. The data were analyzed using percentage, mean, standard deviation, and the Index of Item Objective Congruence (IOC). The results revealed that the students’ post-learning achievement in mathematics on rectangles exceeded the 60% criterion, which was consistent with the research objectives. These findings indicate that learning management integrating the KWDL technique, the Grid-Counting Method, simulation, and multimedia can effectively enhance mathematics learning achievement among elementary school students.

The Development of Learning Achievement in Analytical Reading through the Implementation of Question-Answer Relationship (QAR) Teaching Strategy among Fifth-Grade Elementary Students

2026-04-01T06:30:12+07:00

This classroom action research aimed to develop analytical reading learning achievement through the implementation of the Question–Answer Relationship (QAR) teaching strategy for fifth-grade elementary students. The objectives of the study were to enhance students’ analytical reading achievement in Thai language and to examine whether students’ learning achievement met the evaluation criterion of 60 percent. The target group consisted of 89 fifth- grade students studying at the Demonstration School of Suan Sunandha Rajabhat University (Elementary Division) in the academic year 2025, selected by purposive sampling. The research instruments included (1) six lesson plans on analytical reading developed using the QAR teaching strategy and (2) an analytical reading achievement test consisting of 20 four- option multiple-choice items administered as pre-test and post-test. The data were analyzed using mean, percentage, and standard deviation to determine students’ analytical reading achievement levels, to compare learning achievement before and after the implementation of the QAR teaching strategy, and to examine students’ achievement in relation to the 60 percent evaluation criterion. The results revealed that after learning through the QAR teaching strategy, students’ post-test scores in analytical reading were higher than their pre-test scores. In addition, the majority of students achieved scores that met or exceeded the evaluation criterion of 60 percent. These findings indicate that the implementation of the QAR teaching strategy effectively enhanced analytical reading learning achievement among fifth-grade elementary students.

Rethinking Language Instruction: Integrating AI Feedback to Develop Critical Writing Skills

2026-04-01T06:30:12+07:00

This study aimed (1) to develop a task-based language teaching model integrated with generative AI-powered feedback to enhance students’ critical writing skills and learning engagement, and (2) to examine the effects of implementing the developed model. Employing a research and development design, the model was constructed through a synthesis of relevant literature and validated by five experts. The developed model was then implemented with 25 Grade 11 students over a seven-week instructional period. Research instruments included an expert interview form, an instructional model evaluation form, lesson plans based on the developed model, and a performance-based critical writing assessment. Quantitative data were analyzed using descriptive statistics (mean and standard deviation) and repeated-measures analysis of variance, followed by post-hoc comparisons. The results indicated that the instructional model was evaluated by experts as highly appropriate and pedagogically coherent. Moreover, students’ critical writing skills showed statistically significant improvement across the intervention period, accompanied by increased levels of learning engagement. The findings suggest that integrating task-based instruction with generative AI-powered feedback and engagement-oriented design can effectively enhance critical writing development and learner engagement in secondary language education.

Application of 5 Mental Powers of Buddhism in Learning Development for Grade 12 of Demonstration School of Suan Sunandha Rajabhat University in 21st Century Learning

2026-04-01T06:30:12+07:00

21st century learning emphasizes critical thinking, analysis, and inspiring students to seek knowledge for problem-solving and teamwork according to Thailand 4.0 education policy. This aligns with Buddhist epistemology which aims to develop wisdom (Paññā) through practice or Bhāvanāmayapaññā, representing the highest level of wisdom beyond wisdom from listening and reading (Sutamayapaññā) as basic level, and wisdom from analytical thinking (Cintāmayapaññā) as intermediate level. The development of wisdom must occur alongside the development of faith (Saddhā), effort (Viriya), mindfulness (Sati), and concentration (Samādhi) according to the Five Mental Powers principle to achieve positive results. Currently, students face problems in: 1) analytical thinking processes, 2) mindfulness in learning, 3) deep understanding of their own roles, 4) self-regulation, and 5) faith and goals to integrate educational learning outcomes. Recommendations for applying the Five Mental Powers in developing learning management include: 1) Faith (Saddhā): Select/develop learning media to build deep faith in learning leading to self-regulation ability; 2) Effort (Viriya): Develop tools and learning procedures leading to mindfulness and concentration, perseverance in seeking knowledge through both deductive and inductive methods; 3) Mindfulness (Sati): Set, supervise, and review learning outcomes by students to develop mindfulness and self-awareness through meaningful critical thinking; 4) Concentration (Samādhi): Create dialogue and conversation between teachers and students promoting learning that emphasizes communication skills, helps students avoid distraction, maintain focused attention during learning, promotes learning inspiration, and uses questioning approaches that stimulate thinking processes and knowledge connection; 5) Wisdom (Paññā): Provide authentic experiences for students leading to learning from practice in real situations, which is wisdom at a higher level.

Enhancing Creativity and Student Engagement in International Art Competitions through Metaverse-Based Art Education

2026-04-01T06:30:12+07:00

This study examines the integration of the Metaverse—specifically through the Spatial platform—into primary school art education and its impact on creativity, engagement, and participation in international art competitions. Virtual art exhibitions featuring award-winning student works were curated to motivate younger cohorts and enhance their artistic development. By leveraging immersive digital environments, avatars, and interactive galleries, students demonstrated increased creative output and stronger motivation to participate in art competitions. Teacher facilitation played a significant role in guiding students through Metaverse-based activities and fostering skill development. The findings indicate that Metaverse integration not only enhances creativity and engagement but also contributes to sustained success in international competitions, thereby strengthening institutional visibility and cultivating early global citizenship.

The Development of Learning Achievement in Chinese Subjects by Using Hanziwu Program for Grade 2 Students, The Demonstration School Suan Sunandha Rajabhat University

2026-04-01T06:30:12+07:00

This study aimed to (1) develop Chinese language skills in the topic Daily Activities (日常活动) using the Hanziwu program and ( 2) examine students’ learning achievement before and after instruction with the program. The participants were 89 Grade 2 students from Suan Sunandha Rajabhat University Demonstration School in the 2025 academic year, selected through purposive sampling. The research instruments included ( 1) the Hanziwu program focusing on Chinese character stroke order, implemented through structured lesson plans, and (2) pretest and posttest achievement measures. Data were analyzed using mean scores, standard deviations, efficiency analysis, and a dependent samples t-test. The results indicated that ( 1) Grade 2 students who learned Chinese character stroke order through the Hanziwu program demonstrated significantly higher posttest achievement than pretest achievement at the .05 level, with mean scores increasing from 3.55 to 9.03 and (2) the instructional efficiency of the Hanziwu-based lesson plans was 77.50/86.67, which approached the established 80/80 criterion. These findings suggest that the Hanziwu program is an effective instructional tool for enhancing Chinese character writing skills and improving learning achievement at the primary education level.

Development of Creative Thinking through Digital Citizenship Activities for Grade 6 Students, The Demonstration School Suan Sunandha Rajabhat University

2026-04-01T06:30:12+07:00

The objectives of this research were (1) to develop creative thinking through digital citizenship activities for grade 6 students which had efficiency according to the criteria, ( 2) to compare academic achievement and ( 3) to study attitude towards learning through digital citizenship activities. The sample group of this research was 33 grade 6 students chosen by purposive sampling. The research tools consisted of an academic achievement test, satisfaction questionnaire. The data was analyzed by using the average ( x ) , standard deviation ( S. D. ) , t-test for dependent samples and level of significance (p value). The results of this research indicated that 1) the academic success of students after learning with promote creative thinking through digital citizenship activities was higher than before the treatment at the statistically significant.05 level. 2) the efficiency of teaching with the IKEAS Model was 78. 11/ 88. 48 according to the efficiency criterion of 80/ 80, and 3) attitude with learning through digital citizenship activities was very high ( x = 4.91, S.D.= 0.08).

The Development of Thai Language Learning Achievement through Active Learning Approaches on "Parts of Speech" for Grade 3 Students

2026-04-01T06:30:13+07:00

This classroom-based experimental study aimed (1) to develop an active learning instructional approach for teaching Thai language to Grade 3 primary school students, and (2) to examine the effects of active learning instruction on students’ learning achievement in the topic of types of words in the Thai language. The participants consisted of 31 Grade 3 students selected through purposive sampling. Research instruments included lesson plans, achievement tests, and observation forms. Quantitative data were analyzed using mean, standard deviation, and dependent-samples t-test. The results revealed that students’ post-test scores were significantly higher than their pre-test scores at the .05 level. The efficiency of the instructional model met the 80/80 criterion, indicating effective learning outcomes.

How to Use Peer Instruction for Student Teachers: A Case Study of Physics for Teacher I

2026-04-01T06:30:13+07:00

This study was to study students' physics learning performance on physics for teachers I and to explore what students' opinions were toward physics class after using Peer Instruction (PI) as an undergraduate compulsory course. This case study was classroom research and quasi- experimental research design. The qualitative and quantitative research approach was used to collect the data in the first semester of 2025 at faculty of education, Suan Sunandha Rajabhat University, Bangkok, Thailand. The inferential statistics was used to analyze the quantitative data. Meanwhile, qualitative data were collected by conducting focus group interview and analyzed by using content analysis. The results showed that students' physics learning outcome scores were significant higher after learning through PI class. Their opinions toward PI class were mostly positive while comparing to tradition class.

A Study of Characteristics of Literate, Intelligent and Cognitive Learners for Students of Mathematics Major, Faculty of Education, Suan Sunandha Rajabhat University

2026-04-01T06:30:13+07:00

This research aims to study the characteristics of literate, intelligent and cognitive learners for students in mathematics, Faculty of Education, Suan Sunandha Rajabhat University. The samples used in this research were 39 third-year students enrolled in the second semester of the academic year 2024 by cluster random sampling, from population to students in mathematics major. The researchers collected data from the literate, Intelligent and cognitive assessment during learning management with problem base learning (PBL). The results showed that 1) characteristics of literate learners of target group was in the good level with the mean of 4.37 and S.D. at 0.74. Communicating, collaborating on work there's a focus. Leaners are ready to learn all the time and study the information obtained from the classroom to solve problems and research information from modern sources. They use them to synthesize and link them to problems, but they cannot be solved, but the answers are not good enough. 2) Characteristics of intelligent learners of target group was in the fair level with the mean of 2.32 and S.D. at 0.62. They showed the problems to deal with the problems appropriately. Be financially well-rounded and apply it to problems. Problems can be linked to certain social contexts, or aware of changes in society and certain world contexts. And 3) characteristics of cognitive learners of target group was in the fair level with the mean of 2.13 and S.D. at 0.62. They are understanding problems and find solutions, be able to think, analyze problems correctly, and tell them about the limitations of problems or how to solve them. In addition, the students have characteristics of literate, intelligent and cognitive learners exceeded the 60 percent threshold at the 0.05 significant level.