Sariya Binsaleh

Work place: Faculty of Communication Sciences, Prince of Songkla University Pattani Campus, Pattani, 94000, Thailand



Research Interests: Machine Learning


Sariya Binsaleh is a lecturer at the Computer and Informatics for Management Programme, Faculty of Communication Sciences, Prince of Songkla University Pattani Campus. She has 17 years experiences in Teaching, and she got UKPSF Fellowship award in Mar 2023. She obtained her bachelor's degree in applied mathematics from Prince of Songkla University. She holds the Master of Science in Information Technology and Ph.D. degree in Computer Science from University of Birmingham, United Kingdom. She has been working as Associate Dean in Development and Public Relation for the Faculty of Communication Sciences between 2005-2007, Associate Dean in Research and Information Technology of the faculty between 2007-2008 and Associate Dean, Research and Academics Services between 2008-2012. She has got Award of Excellent in Teaching, Prince of Sonkla University between 2010-2013, Award of Respective Teacher voting by students between 2010-2014 and Award of Outstanding Staff for 2010,2012 and 2013. Recently she got research funding from National Higher Education Science Research and Innovation Policy Council (Sep,2022-Jan,2024), from National Research Council of Thailand –NRCT (Aug,2021-July,2022 and Oct,2022-Apr,2024). Her research is focusing on AI in Education, ICT for aging society and disable people and Machine learning in Tourism.

Author Articles
Unveiling Teachers’ Views on the use of Project-Based Learning: An Epistemic Network Analysis Approach

By Sariya Binsaleh Wannisa Matcha

DOI:, Pub. Date: 8 Apr. 2024

The role of teachers in facilitating learning is undoubtedly important as they are responsible for selecting appropriate instructional approaches. Project-Based learning (PrBL) has gained recognition as an effective teaching approach as it encourages students to think critically, collaboratively, and systematically. PrBL refers to an educational approach that emphasizes student engagement and active learning through the completion of real-world projects. Students are required to acquire information, search, and experiment to solve a specific problem. PrBL is largely adopted by the higher educational level. Limited use in primary schools has been highlighted by much research. The decision to adopt such a method depends on several factors. The main drivers to make such a decision are the teachers’ preference and the readiness for support from the school. The location of the school largely contributes to the readiness, facilities, support, and quality of education. This paper examines the teachers’ point of view on the utilization of PrBL. Comparing the points of view of the teachers who taught in different locations allows us to observe the factors that should be carefully addressed in order to promote the use of PrBL in primary schools. By using both qualitative and quantitative data, this study aims to understand the potential drawbacks preventing from using the PrBL. The data mining techniques were used to discover insights from both types of data including Epistemic Network Analysis (ENA) and sequence mining. ENA employs various mathematical and statistical techniques to analyze and visualize the network structure and dynamics. It can measure the strength of connections, identify central key concepts, and compare the differences in the structure between groups. Sequence mining allows us to observe the pattern of PrBL utilization. The results showed that even though teachers viewed PrBL as a useful approach, not many of them are using it. Also, there are some inconsistencies of knowledge on the steps in the PrBL process. Additionally, teachers often mentioned several problems they faced when using the PrBL. Hence, extra support and knowledge provision are needed, especially for schools located in suburban and rural areas.

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