Scholar: Vol. 5, No. 2 (2013)
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ItemA comparative study on students value education achievement between two teaching styles : multimedia teaching style and traditional teaching style at Saint Louis School Chachoengsao, Thailand(Assumption University, 2013) Witthaya Thepkom ; Assumption University. Graduate School of EducationThe purpose of this study was to compare the students’ value education achievement taught by multimedia teaching style and traditional teaching style at Saint Louis School Chachoengsao, Thailand. Before conducting the teaching the pre-test was given to measure the students’ learning level with the selected 99 students out of 277 students who were studying Value Education in the 12th grade during the first semester of academic year 2013 at Saint Louis School Chachoengsao, Thailand. The study was conducted with two groups of students with two different teaching styles they were 50 students as the control group taught by traditional teaching style and 49 students as the experimental group taught by multimedia teaching style since both groups were basically in the similar studying environment, learning level based upon the pre-test result and studying in the same study program. After conducting the teaching, the post-test was given to students in both groups in order to compare their achievement in value education. The Independent Sample t-test (two-tailed) was used to analyze the data gathered from the post-test score. The result showed that there was a significant difference in students’ value education achievement taught by multimedia teaching style and traditional teaching style since the students who were taught by multimedia teaching style gained higher mean score of the post-test than students taught by traditional teaching style which implied that the students’ achievement in value education after being taught by multimedia teaching style found to be more effective than being taught by traditional teaching style. There was no significant difference in students’ value education achievement taught by multimedia teaching style and traditional teaching style according to gender neither in control group nor experimental group which implied that gender was not significantly different in the students’ value education achievement whether being taught by multimedia teaching style or traditional teaching style. There was a significant difference in students’ value education taught by multimedia teaching style and traditional teaching style according to grade point average (G.P.A) in the group of students that taught by traditional teaching style which implied that students who got higher G.P.A were still effective on their performance than students who got lower G.P.A. Finally, there was no significant difference in students’ value education taught by multimedia teaching style and traditional teaching style in the group of students that taught by multimedia teaching style which implied that all students benefitted equally with the use of multimedia teaching style concerning to their value education achievement whether they got lower or higher G.P.A. Multimedia teaching style can help all students of different learning levels improve their value education achievement equally.
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ItemA path analytic study of the direct and indirect influences of social support, self-esteem, and self-efficacy, being mediated by coping style, on the academic performance of Myanmar adolescent double orphans in Shan StateThe present study examined the direct influences of social support, self-esteem, and selfefficacy on academic performance, as well as their indirect influences, being mediated by problemfocused coping and emotion-focused coping among double orphans aged 11 to 15 years residing in orphanages in Shan State, Myanmar. A total of 277 middle school students recruited from 18 orphanages via systematic sampling participated in the study by voluntarily responding to the study’s questionnaire. Path analysis indicated that for the double orphans in the study, only their reported level of self-efficacy were found to have a direct influence on their academic performance. The findings yielded no significant indirect influences, being mediated by the variables of problem-focused and emotion-focused coping style, for the three exogenous predictor variables of social support, self-esteem, and self-efficacy on the respondents’ academic performance. The study’s findings were discussed in terms of the implications they hold for how double orphans in Myanmar cope with stressors they encounter in their lives.
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ItemA comparative study of the teaching volunteers' perecptions toward leadership styles and organization culture at Shanan Education Networking Group (SENG), Northern Shan State, MyanmarThe purpose of this study was to compare the teaching volunteers’ perceptions toward leadership styles and organizational cultures in SHANAN Education Networking Group (SENG), Northern Shan State, Myanmar. The study focused on teaching volunteers from the five (5) selected community-based education centers in Northern Shan State, under the SHANAN Education Networking Group, Myanmar. The sample was composed of eighty-five (85) teaching volunteers in SENG. The main source of the data was a set of questionnaire that covers teaching volunteers’ demographics, leadership styles and organizational culture. The collected data were analyzed by using the descriptive statistics, Frequency percentage, Standard deviation Mean, and One-way ANOVA. The study found that Democratic leadership style was the most perceived leadership style of teaching volunteers at SHANAN Education Networking Group, Northern Shan State, Myanmar. The teaching volunteers’ perceptions toward Organizational culture were at “Positive level,” which means that they were positive perceptions towards the Organizational culture of SHANAN Education Networking Group, Myanmar. The research found there was no significance difference between teaching volunteers’ leadership styles and their perceptions toward organizational culture. No matter what leadership styles teaching volunteers were used, their perceptions toward organizational culture were the same.