A Google Classroom-Based Critical Thinking Program for School Administrators in Chaiyaphum Primary Educational Service Area Office 1

Abstract

This research and development study designed and evaluated a Google Classroom-based program intended to strengthen critical-thinking-oriented learning activity management among doctoral students in educational administration who were also practicing school administrators. The study comprised needs analysis, program design and expert review, pilot testing, and field implementation. The field group consisted of 36 doctoral students. The intervention contained nine sequential modules: prior-experience inquiry, collaborative planning, conceptual understanding, application of critical-thinking principles, workplace practice, supervision and evaluation, feedback and reinforcement, an After Action Review seminar, and reflective professional learning. Instruments included the program and manual, a 60-item achievement test (reliability = .81), performance assessments, an expert evaluation form, and a satisfaction questionnaire. Descriptive statistics, the E1/E2 efficiency indices, an effectiveness index, and paired-samples t tests were used. The program achieved E1/E2 efficiency of 97.10/91.76. Mean achievement increased from 35.08 (SD = 4.38) before the program to 55.06 (SD = 1.79) after it, t(35) = 24.19, p < .001, Cohen's dz = 4.03. The effectiveness index was .8016. The two-week retention mean was 55.75 (SD = 2.38) and did not differ significantly from the posttest, t(35) = 1.41, p = .169. The findings indicate that a structured blend of online study, guided workplace practice, supervision, feedback, and reflection can support advanced professional learning in educational administration. Because the study used one intact cohort without a control group, causal claims should be interpreted with caution.