Doctoral Program Learning Module on Developing Leading Secondary School Teachers in Creative Thinking for Enhancement of Students’ Learning Activities in Thailand
Bibliographic record
Abstract
The purposes of this study were to: 1) create and develop effective doctoral learning module on leading teachers development program to enhance critical thinking for students in secondary schools under the Office of Basic Education Commission, and 2) evaluate the developed module on its efficiency and effectiveness- its congruence of utility, possibility, and appropriateness, learning achievement of learners, learning retention, and the learners’ satisfaction. Samples were 20 Doctoral degree students in Educational Administration and Development and Leadership program, Northeastern University, Khon Kaen Province, Thailand. Statistics used were percentage, mean, standard deviation, effectiveness index, and t-test. The results were: 1) The developed module on learning activity management of leading teachers in simulation situation had 9 Modules: (1.1) Survey of former experience (1.2) Collaboration in planning (1.3) The development of creative teacher conception (1.4) The application of thinking approach (1.5) Practice in classroom (1.6) Supervision, follow up, and evaluation (1.7) Feedback and reinforcement (1.8) Seminar for enhancing strength, and (1.9) Reflection learning. 2) The efficiency and effectiveness of the developed module were: (2.1) The efficiency of 86.53 (E1) /83.29 (E2) which were higher than the committed 80/80 standard, (2.2) The congruence of utility, possibility, and appropriateness were in the highest level ( = 4.69, SD = 0.42), (2.3) The effectiveness index was 0.7397 which meant students gained more knowledge of 73.97%, (2.4) The students had significantly higher learning achievement after learning via the module at the level of 0.05, (2.5) There was no significant differences of learning achievement between after learning and after learning for two weeks which mean the students’ learning retention, and (2.6) The students had satisfaction on the developed module in the highest level ( = 4.52, SD = 0.41).
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".