Learning Innovation to Enhance Creative Young Entrepreneurial Skills in Schools of Kanchanaburi Province
Bibliographic record
Abstract
The objectives of this research were to 1) study the basic data of learning innovation to enhance creative young entrepreneurial skills in schools of Kanchanaburi Province, 2) develop the learning innovation to enhance creative young entrepreneurial skills in schools of Kanchanaburi Province, 3) implement the learning innovation to enhance creative young entrepreneurial skills in schools of Kanchanaburi Province, and 4) evaluate the learning innovation to enhance creative young entrepreneurial skills in schools of Kanchanaburi Province. The Research and Development design (R&D) and Appreciation Influence Control technique (AIC) were used for developing the learning innovation to enhance creative young entrepreneurial skills in schools of Kanchanaburi Province. The target group was 59 secondary students in Kanchanaburi Province. The research instruments were interview questions, a questionnaire to confirm the innovation quality, an evaluated form of creative young entrepreneurial skills, and a satisfaction questionnaire for learning innovation. The data were analyzed by frequency, percentage, mean, standard deviation, and content analysis. The finding revealed that: 1) Basic data of learning innovation to enhance creative young entrepreneurial skills in schools found that learning model to enhance entrepreneurial skills comprised professional-based education, skill-based learning, work-based education, work-based learning, project-based learning, and practice-based learning etc.; 2) Learning innovation to enhance creative young entrepreneurial skills in schools, Kanchanaburi Province was composed of input, process and output aspects; 3) Learning innovation to enhance creative young entrepreneurial skills in schools, Kanchanaburi Province trial showed that creative young entrepreneurial skills were at high level in overall and in each aspect; and 4) the evaluation of learning innovation to enhance creative young entrepreneurial skills in schools of Kanchanaburi Province found out the opinion for learning innovation was at high level in overall and each aspect.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".