Browsing by Author "Lynch, Richard"
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ItemA comparative study of Grade 5 students' word stress competence under multisensory and listen and repeat teaching approaches in English as a foreign language class at a public school in Bangkok, ThailandThis study aimed to determine the level of word stress competence of Grade 5 English as a foreign language students taught through multisensory. To listen and repeat teaching approaches and determine whether there was a significant difference in the gain in word stress competence from the pre-test to the post-test among students taught in English as a foreign language class at a public school in Bangkok, Thailand. The research was a quasi-experimental study conducted on two groups. The experimental group (Class 5/2) used the multisensory teaching approach. The other group was the control group (Class 5/1), using the listen and repeat teaching approach in the 2019 academic year. The research instrument utilized was the pre-post test of word stress competence developed by the researcher. The scores were analyzed using standard deviations and an independent samples t-test (two-tailed). The study’s findings revealed a significant difference in the gain in word stress competence from the pre-test to the post-test between students in the experimental and control groups. Students taught through the multisensory approach achieved higher than those taught through listening and repeat.
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ItemA comparative-correlational study of upper elementary and middle school students' perceptions of parental influence and self-efficacy for learning mathematics with mathematics academic achievement at Pan-Asia International School, Bangkok, ThailandThe purpose of this study was to investigate whether there was a significant relationship between perceived parental influence and self-efficacy for learning mathematics with mathematics academic achievement and also whether there was a significant difference in perceived parental influence on learning mathematics and in students' self-efficacy for learning mathematics for upper elementary and middle school students at Pan-Asia International School Bangkok, Thailand. The research was conducted among 41 upper elementary students and 49 middle school students enrolled in the academic year 2020 - 2021. The Students' Perceptions of Parental Influence and Self-Efficacy for Learning Mathematics Questionnaire was used to collect data to measure students' levels of perceived parental influence and self-efficacy for learning mathematics. The November 2020 Measures of Academic Progress (MAP) mathematics scores were used to determine the students' mathematics academic achievement. Descriptive statistics such as means, standard deviations, independent samples t-test, and multiple correlation coefficient analysis were used to analyze the data. A multiple correlation coefficient analysis revealed there was a significant, positive, and moderately strong multiple correlations between self-efficacy for learning mathematics and mathematics academic achievement for both upper elementary and middle school students. However, there was a very weak and positive correlation between upper elementary students' perceptions of parental influence on learning mathematics and mathematics academic achievement. It also indicated that there was a very weak and negative correlation between middle school students' perceptions of parental influence on learning mathematics and mathematics academic achievement. Independent samples t-test revealed that there was a significant difference between the upper elementary and middle school students' perceptions of parental influence on learning mathematics, while no significant difference between the upper elementary and middle school students' self-efficacy for learning mathematics.
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ItemA correlational-comparative study of Grade 4, Grade 5, and Grade 6 students' self-efficacy for learning and performance in integrated subjects with their academic achievement in a mother tongue-based multilingual education context in 5 SJN-CBE Schools in Northern Shan State, MyanmarThe purpose of this quantitative study was to investigate whether there was a significant relationship between self-efficacy for learning and performance in integrated subjects of Grade 4, Grade 5, and Grade 6 students and their academic achievement in 5 SJN-CBE Schools, Northern State, Myanmar. An adapted version of the Motivated Strategies for Learning Questionnaire by Pintrich, Smith, Gracia, and McKeachie (1991) was used to collect data from a total of 433 students; 117 Grade 4 students, 159 Grade 5 students, and 157 Grade 6 students. The subjects' final assessment results were used to determine the integrated subjects' academic achievement levels. The researcher also compared the self-efficacy for learning and performance in integrated subjects among Grade 4, Grade 5, and Grade 6 students. Descriptive statistics (means and standard deviations) and statistical hypothesis testing (correlational analysis using Pearson product-moment correlation and one-way ANOVA) were used to analyze the data. The research findings indicated high levels of self-efficacy for learning and performance in integrated subjects of Grade 4,Grade 5, and Grade 6. The integrated subject's final assessment result revealed that grade 4, Grade 5, and Grade 6 students had good academic achievement. Pearson product-moment correlation suggested that self-efficacy for learning and performance in integrated subjects of Grade 5 and grade 6 students and their academic achievement were significantly positively correlated; in contrast, there was no significant relationship between students' self-efficacy for learning and performance in integrated subjects of Grade 4 students and their academic achievement. The findings indicated a significant difference in self-efficacy for learning and performance in integrated subjects between Grade 4 and Grade 5. Still, there was no significant difference between Grade 4and Grade 6 students and between Grade 5 and Grade 6 students.Recommendations for students, teachers, parents, implementers and administrators of SJN-CBE, and future researchers are provided.
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ItemAssessing students' self-efficacy for learning at an International University in ThailandDevelopment of a commitment to lifelong learning among students has become a key objective of education throughout the world. This is particularly the case in university study at both the undergraduate and, more especially, at the graduate levels, where the students are expected to shoulder increasingly greater responsibility for their own learning in both classroom-based and online learning contexts. An important aspect of that responsibility lies in the acquisition of metacognitive self-regulatory skills whereby students are enabled to manage their own learning in a variety of environments. Social cognitive self-regulation theory posits that an individuals’ beliefs in their ability to manage their own learning will be predictive of their active participation in current learning which will in turn be predictive of their commitment to lifelong learning. This paper describes a small scale validation study – prelude to an intended large scale university-wide study - of a questionnaire to measure self-efficacy for university level learning. The original 10-item scale, composed of 2 sub-scales (self-efficacy for information processing and self-efficacy for information finding), was first developed by researchers in Italy in 2007. It was slightly modified for the current study (a further 2-item sub-scale being added to measure self-efficacy for English listening and reading comprehension) and completed by a convenience sample of graduate (M.Ed.) students (n = 38) at an English-medium international university in Thailand. Each of the 3 sub-scales attained satisfactory degrees of internal consistency reliability. As well, in line with selfefficacy theory, correlations between each of the 3 sub-scales as well as the total scale and the respondents’ self-reported expected grades were robust and statistically significant.
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ItemA comparative study of grade 12 students' motivation for learning science and social science according to gender at Escola Secundaria 5 de Maio in Dili, Timor-LesteIn the learning process, motivation is considered as the main component that encourages learning activity and empowers the process of learning to achieve learning goals. Motivation itself includes one's sense of intrinsic and extrinsic goal orientation, the impression and value of task, control of learning beliefs and self-Cognitive Theory of Motivation for learning. Although the gender gap continues to exist in all aspects of life, in education several studies on motivation for learning showed that the gender gap is gradually decreasing in the learning of science and social science. This research aimed to find out the level of grade 12 students' motivation for learning science and social science and to investigate that if there was any significant difference according to their gender at Escola Secundaria 5 de Maio in Dili, timor-Leste. The participants were 226 students among 537 students majoring in science and social science. This study utilized a questionnaire as the instrument for data collection and the collected data were analyzed by frequency, percentage, mean, standard deviation, and independent samples t-test. The research findings indicated that the level of students' motivation for learning science and social science was very high. Also, there was no significant difference between male and female students' motivation for learning science and social science. The students also showed high average of overall motivation scales. The paper concludes with recommendations for practice and for future research.
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ItemA comparative study of Grade 6 science students' academic achievement under teacher-centered learning method and inquiry-based learning method at Panchasap School, Bangkok, ThailandThe purpose of this study was to compare grade 6 science students’ academic achievement under two different teaching methods at Panchasap School, Bangkok, Thailand. The two methods were teacher-centered learning method and inquiry-based learning method. The research included five objectives. Objective one was to determine the students’ academic achievement under teacher-centered learning method in pre-test and post-test. Objective two was to determine if there was a significant difference between pre-test and post-test under teacher-centered method. Objective three was to determine students’ academic achievement under inquiry-based learning method in pre-test and post-test. Objective four was to determine if there was a significant difference between pre-test and post-test under inquiry-based learning method. Objective five was to determine if there was a significant difference in academic achievement in science between teacher-centered learning method and inquiry-based learning method. Two groups of Grade 6 students at Panchasap School, Bangkok, Thailand were used for this research study. The sample size of this study was 83 students where 42 students were under the teachercentered learning method and 41 students were under the inquiry-based learning method. The data were collected by using a pre-posttest. The pre-post test scores were analyzed by means, standard deviations, paired samples t-test and an independent samples t-test (two-tailed). The findings of the study indicated a significant difference between teacher-centered learning method and inquiry-based learning method at a significance level of .05. Students achieved higher when exposed to inquiry-based learning method.
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ItemA comparative study of Grade 8 science students’ academic achievement under teacher-centered learning method and Inquiry-based learning method at the demonstration school of Ramkhamhaeng University in Bangkok, Thailand( 2021) Mohammadi, Negar ; Lynch, RichardThe purpose of this study was to compare students’ academic achievement under two different teaching methods which were teacher-centered learning method and inquiry-based learning method. Two groups of Grade 8 students of The Demonstration School of Ramkhamhaeng University (DSRU), Bangkok, Thailand comprised the sample for this research. The study was conducted over a period of seven weeks from February 2019 to April 2019. The science achievement scores were analyzed by means, standard deviations, a paired sample t-test and an independent samples t-test (one-tailed). The findings of the study did not show a significant difference between teacher-centered learning method and inquiry-based learning method. Recommendations have been suggested for the school, teachers, students and future researchers.
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ItemA comparative study of Grades 7 and 8 students’ attitudes toward grammar-translation method and communicative language teaching in learning English as a foreign language at a private Catholic school In BangkokThis study aimed to investigate and determine whether there was a significant difference between Grades 7 and 8 students’ attitudes toward grammar-translation method (GTM) and communicative language teaching (CLT) in learning English as a foreign language at a private Catholic school in Bangkok. The study utilized a quantitative comparative research design. The Attitudes Toward Grammar-Translation Method and Communicative Language Teaching Questionnaire was adapted and used to collect the data from Grades 7 and 8 students in January, 2020. There were 152 Grade 7 and 173 Grade 8 students who responded to the questionnaire. The collected data was analyzed first through descriptive statistics (means and standard deviations) and then through inferential statistics (dependent and independent samples t-test). The findings of the current study revealed that overall, Grades 7 and 8 students had slightly positive attitudes toward GTM and positive attitudes toward CLT in learning EFL. The findings also indicated that there was a significant difference between Grades 7 and 8 students’ attitudes toward GTM and CLT. Furthermore, the findings showed that there was a significant difference between Grades 7 and 8 students’ attitudes toward GTM while there was no significant difference between their attitudes toward CLT in learning EFL. Recommendations for students’ support, teaching strategies, and future research are provided.
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ItemA comparative study of matriculation students' motivation for learning mathematics according to gender in five Burmese Migrant Learning Centers in Mae Sot, ThailandAmong the several components of motivation for learning, the individual's sense of goal orientations, the impression and value of learning tasks, control of learning beliefs and perceptions of personal self-efficacy for learning are important components of the Social Cognitive Theory of Motivation for Learning, which provides the theoretical framework for this study. A number of studies have found that the gender gap in mathematics is highly correlated to perception of the culture of gender inequality in a society. The objectives of this study were to measure the levels of the matriculation students' motivation in learning mathematics and to investigate if there was any difference according to gender in five Burmese Migrant Learning Centers in Mae Sot. One hundred seven students (51 male and 56 female), aged 15-29 years, participated in the survey. The results of this study showed that the differences between genders on average motivation in learning mathematics were small among the migrant learning centers' matriculation students. However, female students had a lower level in overall motivation, higher motivation in control of learning beliefs and lower motivation in the factor of perceived self-efficacy. The reasons for this are likely culturally rooted and sustained. Traditionally, in Burmese culture, boys are regarded and treated as being superior to girls. This cultural perspective most likely affects the girls' motivation and self-confidence in their learning. The article concludes with recommendations for practice and for future research.
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ItemA comparative study of motivation and perceptual learning style preferences for learning Chinese as a foreign language amond Grade 5 to Grade 8 students of Concordian International School, ThailandThe purpose of this study was to examine the level of overall motivation, intrinsic and extrinsic goal orientations, perceptual learning style preferences, and to determine the motivation and perceptual learning style preference differences among 169 grades 5-8 students learning Chinese as a foreign language at Concordian International School in Bangkok, Thailand, during the first semester of the academic year 2015-2016. The study employed a quantitative research methodology utilizing a questionnaire to collect data. There were four main findings. First, the level of overall motivation for learning Chinese as a foreign language among grade 5 to grade 8 students was high, with the level of intrinsic goal orientation being moderate; and the level of extrinsic goal orientation being high. Second, kinesthetic, tactile and group learning style preferences were major, while visual, auditory and individual were minor learning style preferences. Third, there was no significant difference of overall motivation in Chinese as a foreign language learning according to grade levels, with no significant difference of intrinsic goal orientation according to grade levels and no significant difference of extrinsic goal orientation in Chinese as a foreign language learning according to grade levels. Finally, there was a significant difference of perceptual learning style preferences in Chinese as a foreign language learning according to grade levels. The study concludes with recommendations for practice and for future research.
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ItemA comparative study of student academic achievement and satisfaction in grade 4 science under traditional instruction and cooperative learning instruction methods at Sarssas Witaed Bangbon School, ThailandThe National Education Act of B.E. 2542 (1999) as well as the Basic Education Core Curriculum of 2008 emphasize the importance of both the acquisition of the English language in present Thai society, as well as the development of 21st century skills for all Thai children. Furthermore, the Thai Ministry of Education supports and encourages cooperative learning as a way to create appealing, motivating, and meaningful learning. Unfortunately, this vision is often not shared by schools in Thailand, which prefer a more traditional instructional method. This comparative study aimed at measuring academic achievement as well as student satisfaction under two instructional methods - traditional instruction and cooperative learning instruction. The research was conducted in science grade four at Sarasas Witaed Bangbon School, Bangkok, Thailand. Science as a school subject is ideal for the implementation of cooperative learning. Indeed, science literacy develops critical thinking, analysis, and cooperative skills. A total of 122 students took part in this study over a period of six weeks during the second semester of the school year 2015. The research included six objectives. Objectives one and two were to determine student academic achievement under traditional instruction and cooperative learning instruction methods. Objectives three and four were to determine student satisfaction under traditional instruction and cooperative learning instruction methods. Finally, objectives five and six were to compare the results between the instructional methods in order to determine if an instructional method was more efficient and/or appealing. The findings of this study suggested that academic achievement of the cooperative learning group did not improve significantly. Student satisfaction was higher for the cooperative learning group than the traditional instruction group. Recommendations for school administrators and future researchers are provided.
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ItemA comparative study of student motivation and academic achievement in Grade 8 science under teacher-centered and student-centered instructional methods at Triamudomsuksa Pattanakarn School, ThailandThe purpose of this comparative study was to compare academic achievement and student motivation under teacher-centered and student-centered instructional methods in science grade eight at Triamudomsuksa Pattanakarn School, a government school located in Bangkok, Thailand. A total of 59 students took part in this study over a period of seven weeks. The research involved six objectives. Objectives 1 and 2 were to determine student motivation under teacher-centered and student-centered instructional methods. Objectives 3 and 4 were to determine student academic achievement under teacher-centered and student-centered instructional methods. Objective 5 was to compare student motivation between the two instructional methods. Finally, Objective 6 was to compare student academic achievement under the two instructional methods. The findings of the study suggested that the instructional methods did not differ significantly in terms of student achievement. Student motivation was higher for the student-centered group than the teacher-centered group.
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ItemA comparative study of students' attitudes toward learning English as a foreign language according to their instructional strategies preferences at Gateway Learning Center, Hpa-an Township, Karen State, MyanmarThe purpose of this study was to investigate if there was a significant difference between students’ attitudes toward learning EFL according to their preferences for instructional strategies at Gateway Learning Center, Hpa-an Township, Karen State, Myanmar. This research was a quantitative comparative design utilizing two questionnaires: Attitudes Toward Learning English as a Foreign Language Questionnaire (ATLEFLQ) and Instructional Strategies Preferences Questionnaire (ISPQ) to collect data. The data were collected from 203 students in November and December, 2017. The researcher analyzed the data using descriptive statistics (means, standard deviations, frequencies and percentages) and one-way analysis of variance (ANOVA) for statistical hypothesis testing. The findings indicated that the students had positive attitudes toward learning English as a foreign language and the most preferred instructional strategy for learning EFL was mixed instructional strategy, followed by experiential learning, interactive instruction, indirect instruction, direct instruction and finally independent study. There was no significant difference between students’ attitudes toward learning EFL according to their preferences for instructional strategies. Recommendations for students, teachers, administrators and future researchers are provided.
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ItemA comparative study of students' motivation for learning English as a foreign language according to their preferences for indirect learning strategies at Nelson English Language Centre, Yangon, MyanmarThe purpose of this study was to examine the difference between the students’ motivation for learning English as a Foreign Language according to their preferences for indirect learning strategies at Nelson English Language Centre in Yangon, Myanmar. This research was designed as a quantitative comparative study. A total of 215 students from Intro, Level 1 and Level 2 at Nelson English Language Centre in Yangon participated in this study research. Data were collected using a survey questionnaire, which was adapted from the international version of Gardner’s Attitude/Motivation Test Battery (AMTB) for motivation and Oxford’s Strategy Inventory for Language Learning questionnaire (SILL) for indirect learning strategies. The collected data were analyzed first through descriptive statistics (i.e., means, standard deviations, frequencies and percentages) and then through inferential statistics (i.e., one-way analysis of variance) for statistical hypothesis testing. The findings indicated that the students’ motivation for learning EFL in Nelson English Language Centre was “High”. Besides, the students preferred metacognitive strategies the most followed by social strategies, mixed strategies and affective strategies. These research findings showed that there was no significant difference between the students’ motivation for learning EFL according to their preferences for indirect learning strategies. The recommendations for teachers, school administrators and future researchers are provided based on the findings of this study.
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ItemA comparative study of students' motivation for learning English as a foreign language and their preferences for instructional strategies in Grades 9-12 at Pan-Asia international school, Bangkok, ThailandThis study focused on Grades 9-12 at Pan-Asia International School in the academic year 2016. The main purposes of this study were: 1) to determine the level of students’ motivation for learning English as a foreign language (EFL); 2) to determine the students’ preferences among five instructional strategies for teaching EFL; 3) to compare the students’ motivation for learning social studies according to their preferences for instructional strategies. The study was designed as a quantitative and comparative study using two questionnaires: a motivation questionnaire and an instructional strategies preferences questionnaire. The respondents were 123 EFL students during the academic year 2015-2016 in PAIS. The data collected by the 2 questionnaires was analyzed first by descriptive statistics, frequency & percentage, mean, standard deviation and then by inferential statistics, i.e., a One-way Analysis of Variance (ANOVA). The results of this study indicated that student motivation for learning EFL in Grades 9-12 was high. Among the five motivation subscales, task value, control of learning beliefs, extrinsic goal orientation, self-efficacy for learning & performance were all high, but intrinsic goal orientation was moderate. For the five instructional strategies preferences, 26.8% of the students preferred experiential learning, 20.3% preferred indirect instruction, 18.7% preferred interactive instruction, 17.9% preferred independent study and 16.3% preferred direct instruction. The research indicated that there was no significant difference between the students’ motivation for learning EFL according to their preferences for instructional strategies in Grades 9-12 at PAIS.
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ItemA comparative study of students' motivation for learning social studies according to their preferences for instructional strategies at the Escola Secundaria Catolica de Sao Jose Operario in Dili, Timor-Leste(Digital Production Press, Assumption University, 2016) Gama, Gaspar Florindo Noronha ; Lynch, RichardThis research was conducted at the Escola Secundaria Catolica de Sao Jose Operario in Dili, Timor-Leste in the school year 2014. The purposes were: 1) to determine the level of students' motivation for learning social studies; 2) to determine the students' preferences among five instructional strategies; 3) to compare the students' motivation for learning social studies according to their preferences for instructional strategies. This study used a questionnaire, including 5 motivation subscales (intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, and self-efficacy for learning & performance), and 5 instructional strategies subscales (direct instruction, indirect instruction, experiential learning, independent study, and interactive instruction). The sample was 178 students in grade 10 and grade 11. The findings indicated that motivation was high overall in both grade 10 and grade 11, and that the students' most preferred instructional strategies were direct instruction, interactive instruction and independent study. There was no significant difference between students' motivation for learning social studies and their preferences for instructional strategies. The article concludes with recommendations for both practice and future research.