Journal of Graduate School of Management Studies of Sripatum University Khon Kaen Campus

Full Issue

2026-01-04T11:06:49+07:00

Full Issue

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2026-01-04T11:56:14+07:00

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Appendix

2026-01-04T16:11:12+07:00

Appendix

Guidelines for Preventing Burnout of Assistant Teachers under the Khon Kaen Educational Service Area Office 1 by Conducting User Experience Research

2025-04-23T12:50:33+07:00

This research aimed to 1) examine the level of burnout, its causes, needs, and preventive guidelines regarding burnout among assistant teachers by conducting user experience research, 2) develop guidelines to prevent burnout among assistant teachers, and 3) assess the appropriateness, feasibility, propriety and satisfaction with the proposed burnout prevention guidelines. This research included three phases. In the first phase, a literature review and user experience study were conducted to explore the level of burnout, its causes, needs, and preventive guidelines regarding burnout among assistant teachers. The participants included 10 assistant teachers under the Khon Kaen Primary Educational Service Area Office 1 in the academic year 2024, selected through snowball sampling. All participants met the criteria for experiencing burnout. In the second phase, a burnout prevention guideline was designed based on the insights gained in phase one and synthesized using information from five experts. In the third phase, the appropriateness, feasibility, and propriety of the proposed guidelines were evaluated by five experts, and satisfaction with the burnout prevention guidelines was studied among 142 assistant teachers. The research instruments included 1) a burnout assessment form, 2) a semi-structured interview form, 3) an evaluation form for the appropriateness, feasibility, and propriety of the burnout prevention guidelines, and 4) a satisfaction questionnaire. Data were analyzed using mean and standard deviation.

The findings revealed that 1) all 10 assistant teachers showed scores indicating burnout, 2) the burnout prevention guidelines consist of four dimensions: physical, social, psychological, and spiritual, each dimension includes three preventive guidelines, with each guideline presented based on the roles of both school administrators and teachers, and 3) the appropriateness, feasibility, and propriety of the guidelines were rated at the highest level ( = 4.92, = 0.11), and the satisfaction level was also rated at the highest level ( = 4.50, = 0.91).

A Comparative Analysis of Gender-Based Differences in Vocabulary Learning Strategies among Graduate Students

2025-03-13T14:12:52+07:00

This study investigated vocabulary learning strategies (VLSs) employed by graduate students in English for Academic Purposes (EAP) contexts, focusing on gender-based differences. Drawing on Schmitt’s taxonomy, the research adopted a descriptive design to examine the frequency and variation in strategy use among 49 graduate students at a university in Northern Thailand. Data were collected via a 41-item questionnaire and analyzed using descriptive statistics and Fisher’s Exact Test. Results revealed that affective strategies, such as using multimedia materials ( = 3.32), cognitive strategies, like notetaking ( = 3.29), and determination strategies, such as dictionary consultation ( = 3.20), were most frequently employed. Conversely, memory strategies like flashcard use were less favored. Although females showed slightly higher use of affective and social strategies, the statistical analysis revealed no significant gender differences in VLSs preferences.

These findings align with recent research emphasizing individual academic needs and contextual factors as more influential than demographic variables. This study recommends that curriculum design for English for Academic Purposes (EAP) courses emphasize using self-regulated learning strategies responsive to specific tasks and learning contexts. It also offers suggestions for curriculum development and outlines directions for future research.

Editorial Note

2026-01-04T11:32:50+07:00

Editorial Note

Content

2026-01-04T16:05:13+07:00

Content

Neurolinguistics and Chinese Language Learning Management

2025-08-18T10:39:24+07:00

This article presents the concepts and applications of neurolinguistics in the teaching and learning of Chinese as a second language, a language that possesses distinctive sound systems, characters, and grammatical structures different from those of Indo-European languages. Through a synthesis of relevant research, the study explains the relationship between language learning processes and brain mechanisms, leading to practical applications in classroom instruction. The findings indicate that designing Chinese language learning strategies aligned with cognitive processes of brain encoding and memory can effectively enhance learners’ Chinese communication skills in a sustainable and optimal manner. In addition, the article proposes a five-step instructional framework for integrating neurolinguistic principles into Chinese language teaching, namely: (1) setting learning goals, (2) learning linguistic structures, (3) practicing the integration of information and sensory modalities, (4) demonstrating learning outcomes, and (5) assessing Chinese language proficiency through self-reflection and peer evaluation. This framework provides practical guidance for teachers to apply in classroom settings, thereby fostering more effective and meaningful language learning experiences for students.

Letter Grade Assessment and Learning Engagement in Higher Education: Theory and Practice

2025-07-16T11:22:22+07:00

Letter Grade Assessment serves as a crucial evaluation of students' learning outcomes, directly linked to measurement theories. However, many instructors lack a clear understanding of grading procedures. This raises the question: should educators use norm-referenced or criterion-referenced grading? Unfortunately, improper letter grading practices persist, leading to adverse effects on educational outcomes. For instance, a student deserving an A may instead receive a B, and vice versa.

Letter Grade Assessment is a process integral to evaluating learning outcomes within the broader cycle of learning engagement. Instructors conducting these assessments must understand this cycle, which is not overly complex. While some educators may already be familiar with the procedure, clarity in its application is essential for effective grading.

Effective learning engagement requires careful design, which consists of three key components: instructional objective design, teaching and learning design, and learning outcome assessment design. A solid understanding of relevant theories for each component is essential, as this knowledge leads to more effective learning engagement and accurate Letter Grade Assessments.

The Development of Project Evaluation Designs

2025-05-17T13:02:37+07:00

Project evaluation is a process of judging value (quality and utility) of the project with the goals of using information from the evaluation to develop the project to have high value sustainability in society, If there is continuous operation of that project. Project evaluation yields valuable information and reliable. It is necessary to apply the research process to conduct the evaluation, with evaluation designs to suit the nature of the project, information utilization, and the changing social contexts.

This article systematically analyzes and synthesizes concepts and procedures for designing project evaluations which has developed continuously from past societies to today's society.