Browsing by Subject "Academic achievement"
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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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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 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 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 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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