Development of an Online Active Learning Model Using the Theory of Multiple Intelligence to Encourage Thai Undergraduate Student Analytical Thinking Skills

This research aim was to create an online active learning (OAL) model using Multiple Intelligence Theory (MIT) to promote Thai undergraduate analytical thinking skills (ATS). Eight experts assisted with their expertise in the model’s development and five for the model’s final assessment. The research tools used consisted of an interview form and a model assessment form. The results showed that the PPICE learning model consisted of nine elements and five steps. The five steps were preparation and problem determination (Step 1), problem analysis (Step 2), study and collect relevant information to practice thinking (Step 3), conclusion and presentations (Step 4), lesson summary and evaluation (Step 5). The expert's assessment of the PPICE Model revealed that overall the model was at its 'best' level (mean = 4.63, SD = .048). Moreover, the experts judged the model's nine components as the 'best' (mean = 4.74, SD = 0.38), with measurement and evaluation second (mean = 4.70, SD = 0.45), and teaching and learning activity processes third (mean = 4.66, SD = 0.48)

A Thai Junior High School Students’ 21st Century Information Literacy, Media Literacy, and ICT Literacy Skills Factor Analysis

As Thailand moves through the 21st Century, the education system and resultant labour force must be prepared for the rapid changes in Thailand’s society, culture, politics, economy, and technologies. Previously, the 21st century framework has identified crucial elements to their future success as information literacy, media literacy, and information and communication technology (ICT) literacy skills. Given this priority, by use of multistage clustering sampling, 600 Thai junior high school students were selected, from which a five-level, 73-item Likert type agreement scale questionnaire was used to collect data from October 2017 to December 2017. The analysis of the student’s skills in information literacy, media literacy, and ICT literacy was conducted with the use of SPSS Version 24 and mean (¯(x )), standard deviation (S.D.), the Kaiser-Meyer-Olkin (KMO) test, and Bartlett's test of sphericity for analysis. Furthermore, a second-order confirmatory factor analysis was undertaken in which AMOS Version 24 software was used. Based on the second order CFA, it was found that the Information, Media and Technology Skills (IMTS) model was composed of three components that corresponded to the empirical data, with the most important element being ICT literacy, followed by media literacy, and finally, information literacy