Scholar: Vol. 9, No. 1 (2017)

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    A study of Kindergarten 2 students' English Phonics achievement and their perceptions towards the use of English Phonics online games at St. Mark's International School, Thailand
    (Assumption University Press, 2017) Parreno, Maria Donna A. ; Suwattana Eamoraphan
    This study aimed to compare the Kindergarten 2 students’ achievement in English Phonics before and after the use of English Phonics online games and to find out their perceptions towards such games. Eleven Kindergarten 2 students of St. Mark’s International School in the academic year 2015-2016 participated in the two-month study. This research used a mixed method design. A one-group pretest-posttest experiment was conducted to determine if there was a significant difference in the students’ English Phonics achievement before and after using English Phonics online games. In addition, an interview on how the students’ perceived the use of English Phonics online games was done. Analyses showed that Kindergarten 2 students’ English Phonics achievement was very good before the use of online games, and it increased to excellent after the use of online games. Paired Samples t-test revealed that there was a significant difference between the pre- and post-tests scores of Kindergarten 2 students before and after using English Phonics online games at the level of 0.05. The interview results revealed that: 1) all Kindergarten 2 students had positive perceptions towards the use of online games in English Phonics; 2) the students had positive perceptions towards the use of English phonics online games because the games helped them learn how to spell and read and featured animations, colorful and attractive common objects, and interactive/hands-on and game/challenge components. Based on the findings, the use of online games in English Phonics is recommended in teaching and learning English Phonics, especially for young learners. Further relevant studies are also recommended.
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    A study on the relationship between teachers' perception of principal's leadership style and teachers' job satisfaction at the selected bilingual school in Bangkok
    (Assumption University Press, 2017) Crisci, Jamie ; Watana Vinitwatanakhun
    The purpose of this study was to examine the relationship between teachers' perceptions of principal's leadership style and teachers' job satisfaction. The study also investigated the type of teachers’ perceptions of principal leadership style and level of teacher's job satisfaction at the selected bilingual school in Bangkok. The purposive sampling was consisted on 68 foreign teachers working at the selected bilingual school in Bangkok. The instrument used to collect data contained three sections that were adapted from Multifactor Leadership Questionnaire [MLQ] short form and Minnesota Satisfaction Questionnaire [MSQ]. In this study, means, standard deviation and Pearson correlation were the statistical techniques applied in data analysis. Based on the results, the findings indicated that from the teachers' perception of principal's leadership style the principal uses transformational leadership style and the level of teacher's job satisfaction is neutral. According to the correlation analysis, there is a significant relationship between teachers' perception of principal's leadership style and teacher’s job satisfaction at the selected bilingual school in Bangkok. A positive correlation was found between principal's leadership style and teachers' job satisfaction mean score; r = 0.686, Correlation is significant at the 0.01 level. The study recommended administrators of the selected bilingual school to use the study for further research. The study can provide the school with data for several purposes. Since no one has done any research on any one of the selected affiliated schools. It will help administrators be informed of existing problems happening and focus on their type of principal's leadership style. The study was able to help teachers to be able to express their feelings without standing out and it could help increase the level of teacher’s job satisfaction. The selected bilingual school should focus on certain components of leadership style in order to raise the level of teacher's job satisfaction that could be beneficial for the school, teachers and students.
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    A comparative study of students' satisfaction towards service quality according to their demographics at Angkor Khemera University (AKU) in Kompongspeu Province in Cambodia
    (Assumption University Press, 2017) Phallip, Yin ; Yan, Ye
    This study was conducted to compare students' satisfaction towards service quality according to their demographics at Angkor Khemera University (AKU) in Kompongspeu Province in Cambodia. The collected data were analyzed by Frequency, Percentage, Mean, Standard Deviation, Independent Samples t-test, and One-Way ANOVA. The result found that there were no significant differences of the students’ satisfaction towards service quality according to their demographics (gender, age and grade level) at AKU in Kompongspeu in Cambodia. In general, the total mean score of students' satisfaction towards service quality of AKU in Cambodia was regarded high. However, the mean score of students' satisfaction towards academic aspect was regarded the highest, while the mean score of students' satisfaction towards group size aspect was regarded the lowest.
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    The relationship between the use of indirect language learning strategies and Chinese language achievement in reading and writing among students in years 7 to 10 at Ascot International School in Bangkok, Thailand
    (Assumption University Press, 2017) Han, Xiao ; Lynch, Richard
    This study aimed to examine the use of indirect language learning strategies and the relationship between those strategies and Chinese academic achievement of year 7 to year 10 students who are learning Chinese as a foreign language at Ascot International School in Bangkok, Thailand. The study followed a quantitative research methodology utilizing two research instruments: the questionnaire of indirect learning strategies for Chinese learning and the unit quizzes of the IGCSE (International General Certificate of Secondary Education) Chinese course. The study was carried out during the second term of academic year 2015-2016 with 91 respondents. The use of indirect learning strategies focused on the use of metacognitive, affective and social language strategies. The Chinese achievement focused on reading and writing achievement. The study resulted in the following main findings. Year 7 to year 10 students used at a high level both metacognitive and social strategies for their Chinese learning. They used affective strategies at a medium level. Also, the use of overall indirect learning strategies was medium. There was a positive significant relationship between the use of metacognitive strategies and Chinese achievement. There was no significant relationship between affective strategies and Chinese achievement. There was a positive significant relationship between the use of social strategies and Chinese achievement. There was a positive significant relationship found between the use of overall indirect learning strategies and Chinese achievement as well. Recommendations for Chinese teachers, students and future researchers are also provided in this study.
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    The effect of parental emotional stability among Indian adolescent's psychosocial adjustment in Kerala, India
    (Assumption University Press, 2017) Joseph, Sindhu ; Varma, Parvathy
    In India, the emotional stability of the parents has become an increasingly serious societal issue but unfortunately, it is not given importance within the Indian context. To help address this problem, the present study attempted to investigate the influence of perceived parental emotional stability on adolescents’ psychosocial adjustment being mediated by parental bond, family relationship, and parental self-efficacy. The results of the study found that the higher the participants’ perception of their parental emotional stability, the more positive the perception of their family relationship, the higher the perception of their parental self-efficacy and subsequently, the higher is their reported level of psychosocial adjustment. It also found that the higher the participants’ perception of their parental emotional stability, the lower the perception of their parental bonding, the higher the perception of their parental self-efficacy and subsequently, the higher is their reported level of psychosocial adjustment.