Browsing by Author "Gonzalez, Orlando Rafael Gonzalez"
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ItemA comparative study of attitudes toward transition from the Singapore National Curriculum in primary level to the UK Cambridge International Curriculum in secondary level held by secondary years 1 to 4 students in English, mathematics and science subjects at an international school in Greater Bangkok, Thailand(Bangkok : Assumption University Press, 2022) Wachiravit Karuensatit ; Gonzalez, Orlando Rafael GonzalezThis quantitative study was conducted to compare, among different secondary year levels, the attitudes toward the transition from the Singapore National Curriculum at the primary level to the UK Cambridge International Curriculum in the secondary level held by Secondary Years 1 to 4 students in three academic subjects (i.e., English, Mathematics and Science) at an international school in Greater Bangkok, Thailand. This study was conducted on 102 students in Secondary Years 1 to 4 in the academic year 2019-2020. The target school follows the Singapore Ministry of Education’s national curriculum at nursery, kindergarten, and primary school levels, while the school follows the UK Cambridge International Curriculum at the secondary level. A questionnaire entitled the Questionnaire for Attitudes Toward Transition from the Singapore National Curriculum in Primary Level to the UK Cambridge International Curriculum in Secondary Level was developed for the data collection. The questionnaire comprised three 15-item sections (one for each subject), coded on a 6-point Likert scale, designed to assess students’ attitude toward the curricular transition in relation to six dimensions; timetable, classwork, homework, assessment, teachers, and textbooks. The data analysis found that the participants’ attitudes toward the curricular transition in English, Mathematics, and Science ranged from slightly negative to positive. A multivariate analysis of variance (MANOVA) revealed that, in the English subject, there was a significant difference between students’ attitudes toward the curricular transition along with all year levels. There was a significant difference in the Mathematics subject between students’ attitudes toward the curricular transition among Secondary Year 1 and Year 2 students and Secondary Year 2 and Years 3 and 4 students. In the Science subject, there was a significant difference between students’ attitudes toward the curricular transition among Secondary Year 1 and Years 3 and 4 students, and Secondary Year 2 and Years 3 and 4 students. Based on the research findings, recommendations for students, parents, teachers, administrators, and future researchers.
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ItemA comparative study of Primary 1 students' attitude toward and achievement in Chinese language class under game teaching method and traditional teaching method at an international school in ThailandThe purpose of this paper was to determine if there were significant differences in the attitude toward and the achievement in Chinese language class between two classes of Primary 1 students, one learning under the game teaching method and the other learning under the traditional teaching method,at an international school in Thailandduringthe academic year 2020-2021.This study was conducted on a convenience sample of 49 Primary 1 students, whose attitude toward and achievement in Chinese language classwas measuredbefore and after an experimental period of three weeks, during which the experimental group (24 students) was taught through the game teaching method, and the control group (25 students) was taught through the traditional teaching method. A 10-item questionnaire, based on the “attitude toward the learning situation”subscale fromthe Attitude/Motivation Test Battery (AMTB; Gardner, 2006), was used for measuring participants’level of attitude toward Chinese language class, while a 35-question test was administered as pre-and post-test to measure participants’ achievement in Chinese language class. The collected data were analyzed using descriptive statistics (means, standard deviations, frequencies,and percentages) and independent samples t-tests. The findings showed thatstudents in the experimental group had a significantly higher attitude toward Chinese language class than students in the control group. However, no significant difference in the gain in achievement in Chinese language class was seen between the experimental and control groups.
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ItemA comparative study of teachers’ self-efficacy for teaching in primary education according to gender, years of teaching experience, and educational background at six church-based primary schools in Northern Shan State, MyanmarThe purpose of this quantitative, comparative study was to determine if there were significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience and educational background, at six purposively chosen church-based primary schools in Northern Shan State, Myanmar. The study was conducted on 127 teachers teaching at the target schools during the academic year 2020-2021. The Teachers’ Sense of Efficacy Scale (TSES, short-form, Tschannen-Moran & Woolfolk Hoy, 2001) was used to measure the levels of self-efficacy for teaching in primary education, including the three subscales (efficacy for student engagement, instructional strategies, and classroom management). A total of 99 out of 127 (77%) teachers completed the questionnaire. After the data collection was done, descriptive statistics (means and standard deviations) and statistical hypothesis testing (multiple analysis of variance, MANOVA) were carried out to address this study’s research objectives and hypotheses. The findings from this study revealed no significant differences in teachers’ self-efficacy for teaching in primary education (in terms of efficacy for student engagement, instructional strategies, and classroom management) according to their gender, years of teaching experience, and educational background.
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ItemA comparative study of technology-based motivation for learning English as a foreign language among Thai learners at Wall Street English Bangkok according to their gender and English language proficiencyThe purpose of this study was to determine the extent to which new technologies, such as the Internet or social media, served as sources of motivation for Thai English language learners to learn English as a foreign language (EFL) at Wall Street English (WSE) Bangkok. The study also sought to compare learners’ technology-based motivation for learning EFL based on their gender and English language proficiency. For these purposes, the researchers adopted a quantitative comparative research design, using a questionnaire that was developed, piloted, validated, and checked for internal consistency. The questionnaire was administered to 214 Thai English language learners from all four levels of proficiency (beginner, pre-intermediate, intermediate, and advanced) from 11 centers of WSE in Bangkok. After splitting the collected data by gender, an independent samples t-test was conducted to assess the significance of the results. At the same time, a one-way ANOVA test was used after splitting the collected data by English language proficiency to determine if there was a significant difference in technology-based motivation for learning EFL among the resulting groups. The research findings indicated that Thai learners were highly motivated to learn English to work with technology more effectively, regardless of their gender or English language proficiency. No significant difference in technology-based motivation for learning EFL between male and female Thai learners was derived from the data analysis. However, in relation to English language proficiency, it was found that the overall technology-based motivation for learning EFL was significantly higher in the beginner group than in the advanced group, as well as in the upper-intermediate group than in the advanced group.
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ItemA comparative study of the perceptions of learning gains of Chinese MBA students in the English and Chinese programs at an International University in ThailandThis quantitative study aimed to investigate whether there was a significant difference in the perceptions of learning gains held by Chinese MBA students, according to their semester and program, at an international university in Thailand. This study's sample comprised 176 Chinese MBA students from the English Program and 128 Chinese MBA students from the Chinese Program. The Questionnaire on Students' Perceptions of Learning Gains (QSPLG) was used to measure the perceptions of learning gains held by the participants at the end of Semesters 1, 2, and 3 of their MBA Program at the target international university. The results of the data analysis indicated that there was no significant difference in the perception of learning gains between Chinese MBA students in the English Program enrolled in Semesters 1, 2, and 3, who were all found to hold a neutral perception of the learning gains they made in the MBA English Program. However, there was a significant difference in the perception of learning gains between Chinese MBA students in the Chinese Program enrolled in Semester 1 and those enrolled in Semester 2. The former group having a significantly more positive perception of the learning gains they made in the MBA Chinese Program than the latter. The obtained research findings provide recommendations for MBA students, professors, administrators, and future researchers.
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ItemA comparative-correlational study of perceived school climate and school life satisfaction of middle and high school students at King Mongkut's Institute of Technology Ladkrabang International Demonstration School(Bangkok : Assumption University Press, 2022) Raz, Frederick Delubiar ; Gonzalez, Orlando Rafael GonzalezThe purpose of this research was to explore the difference in and the relationship between perceived school climate and school life satisfaction of middle and high school students at King Mongkut's Institute of Technology International Demonstration School. The sample of this study consisted of all the middle and high school students who were enrolled in the target school during the academic year 2020-2021. The School Climate Survey was used to measure students' level of perceived school climate, while the School Life Satisfaction Survey was employed to measure the level of students' school life satisfaction. After data collection was done, descriptive statistics (means and standard deviations) and statistical hypothesis testing (one-way ANOVA and correlational analysis using Pearson's correlation coefficient) were carried out to address the objectives and hypotheses of this study. On a scale of 1-5, with 5 being "very positive," no significant difference was found in middle school students' level of perceived school climate (which ranged from a low of 3.33 for Grade 6 to a high of 3.54 for Grade 7). Similarly, on a scale of 1-5, with 5 being "very high," no significant difference was found in middle school students' level of school life satisfaction (which ranged from a low of 3.46 for Grade 6 to a high of 3.73 for Grade 8). There was no significant difference in high school students' level of perceived school climate (which ranged from a low of 3.45 for Grade 9 to a high of 3.64 for Grade 11); however, a significant difference was found in high school students' level of school life satisfaction (which ranged from a low of 3.60 for Grade 9, to a high of 4.03 for Grade 12). A significant, strong, and positive relationship was found between the perceived school climate and the school life satisfaction for middle and high school students. Based on the findings of this study, recommendations are provided for students, teachers, school administrators, and future researchers.
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ItemA correlational study of intensive English program students’ perceptions of teacher rapport and delivery, motivation for learning and academic achievement in the intensive English class at the institute of liberal arts and sciences, Maijayang, Kachin State, Myanmar(Bangkok : Assumption University Press, 2022) Pan, Sut Ngai Htoi ; Gonzalez, Orlando Rafael GonzalezThis quantitative study aimed to investigate whether there was a significant relationship of students’ perceptions of teacher rapport and delivery, motivation for learning, and academic achievement in the Intensive English Program at the Institute of Liberal Arts and Sciences, Myanmar. The population comprised of 48 students in the Intensive English Program (IEP) during the academic year of 2019-2020. The research instruments were the Students’ Perceptions of Teacher Rapport and Delivery Questionnaire (SPTRDQ; Barnes & Lock, 2013), the Questionnaire for Measuring Motivation for Learning English as a Foreign Language (QMMLEFL; Gardner, 2010), and the Intensive English examination. Data collection was analyzed by using descriptive statistics and multiple correlation coefficients. The research findings indicated that the students perceived teacher rapport and delivery in the Intensive English class as good, and their motivation for learning EFL was high. The IEP students were found to have good academic achievement. The results from the correlational analysis revealed significant, moderately strong multiple linear relationships of students’ perception of teacher delivery and motivation for learning EFL with their academic achievement in the Intensive English class, whereas no significant relationship was found between participants’ perception of teacher rapport and their academic achievement.
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ItemA comparative study of attitudes toward English language held by Grades 7-10 students at no.1 Mindat High School, Chin State, MyanmarThe purpose of the study was two-folded: firstly, to determine the levels of attitudes toward learning English, in terms of four subscales (i.e., English language teacher, English language class, English language textbook and English language work), of Grades 7-10 students at № 1 Mindat High School, Chin State, Myanmar; and secondly, to determine if there was a significant difference among Grades 7-10 students at the target school regarding their attitudes toward learning English language in terms of the aforementioned subscales. This quantitative study used the questionnaire originally developed by Uribe, Gutierrez & Madrid (2013), in order to examine students’ attitudes toward English language. The respondents were 529 Grades 7-10 students from № 1 Mindat High School, Chin State, Myanmar, during the academic year 2017-18. The research findings indicated that, on average, Grade 7, Grade 8 and Grade 9 students showed positive attitudes toward English language, whereas Grade 10 students, on average, showed neither positive nor negative attitudes toward English language. A Games-Howell post hoc multiple comparison test revealed a significant difference in attitudes toward English language between students from Grade 7 and Grade 9, Grade 7 and Grade 10, Grade 8 and Grade 9, and Grade 8 and Grade 10. Contrarily, it was not found a significant difference in attitudes toward English language in students from Grade 7 and Grade 8, or Grade 9 and Grade 10. Finally, recommendations for teachers, students, administrators and future researchers are presented.
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ItemA comparative study of Grade 3 students' Chinese character achievement through character structure literacy method and Chinese radical literacy method at an international school in Samut Prakarn, ThailandThe purpose of this study was to determine if there was a significant difference between Grade 3 students’ Chinese character achievement through character structure literacy method (CSLM) and Chinese radical literacy method (CRLM) at an international school in Samut Prakarn, Thailand. This study was conducted on a population sample of 65 Grade 3 students from the target school. The Chinese Character Achievement Test was administered to students and collected in March 2018, to identify students’ Chinese character achievement after an experimental period of five weeks, from January 22nd to March 2nd, 2018, during which the experimental group was taught through CSLM, and the control group was taught through CRLM. The findings suggest that students taught through CSLM (the experimental group) do not statistically differ from students taught through CRLM (the control group), with both literacy methods being found somehow effective when teaching students to learn a Chinese character. Despite the fact that no significant difference in Chinese character achievement was found, a numerical difference in favor of the experimental group versus the control group was observed. Finally, recommendations for teachers, students, administrators and future researchers are presented.
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ItemA comparative study of Grade 6 students' academic achievement and motivation for learning English as a foreign language under cooperative teaching method and traditional teaching method at Watbangchalongnai School, samut Prakan, ThailandThe purpose of this study was to find if cooperative teaching methods in Watbangchalongnai School, Samut Prakan, Thailand, would enhance Grade 6 students’ English academic achievement, measured by their abilities in grammar, reading comprehension, and vocabulary. The study also sought to measure students’ motivation for learning English as a foreign language (EFL). For the purpose of the study, the researcher conducted an intervention experiment for 12 weeks, from December 2018 to March 2019, in which two intact Grade 6 groups were chosen, one as experimental group and the other as control group. During the experiment, subjects in the experimental group (39 students) attended classes based on cooperative teaching method. The control group (39 students), on the other hand, did not carry out any additional activities to traditional teaching method. Tocontrol as many variables as possible, the number of classes per week, duration of each class and components to be taught were all the same in both groups. In order to test the effectiveness of such strategy, two quantitative tools for data collection were used to compile the findings of the study. To begin with, a pre-test and a post-test were administered to measure students’ academic achievement in learning EFL before and after the treatment. Afterwards, a questionnaire was distributed to both groups inorder to measure students’ motivation for learning EFL. The results of the independent samples t-test on a difference of academic achievement revealed a significant difference between the two groups. The sample means showed that subjects in the experimental group increased their academic achievement from the pre-test to the post-test significantly more than subjects in the control group.Results regarding motivation for learning EFL failed to reveal a significant difference between the two groups. The sample means showed that subjects in the experimental group demonstrated high mean scores on motivation for learning EFL, which were statistically similar to those shown by subjects in the control group. Based on the research findings, recommendations for students, teachers, administrators and future researchers are provided.
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ItemA comparative study of Grades 10 and 11 students' perceptions of English teacher effectiveness in Lai Za High School and Mai Ja Yang High School in Kachin State, MyanmarThe purpose of this study was twofold: firstly, to determine Grades 10 and 11 students’ perceptions of English teacher effectiveness using Danielson’s (2011) framework for teaching model and its domains (i.e., planning and preparation, classroom environment, and instruction) in Lai Za High School and Mai Ja Yang High School in Kachin State, Myanmar; and secondly, to identify whether there were significant differences in Grade 10, Grade 11, and Grades 10 and 11 students’ perceptions of English teacher effectiveness between the same schools. This quantitative study used the Students’ Perceptions of Teacher Effectiveness Questionnaire (SPTEQ, Sprague, 2013). The respondents were 184 Grades 10 and 11 students in Lai Za High School and 220 Grades 10 and 11 students in Mai Ja Yang High School during the academic year 2017-2018. The research findings indicated that, in Lai Za High School, on average, Grade 10 students perceived their English teachers as neither effective nor ineffective, while Grade 11 students perceived their English teachers as effective. In Mai Ja Yang High School, both Grades 10 and 11 students, on average, perceived their English teachers as effective. Independent samples t-tests revealed that there were significant differences in Grade 10 and Grades 10 and 11 students’ perceptions of English teacher effectiveness between Lai Za High School and Mai Ja Yang High School, whereas no significant difference in Grade 11 students’ perceptions of English teacher effectiveness was noted between Lai Za High School and Mai Ja Yang High School.