Browsing by Subject "Grade 3 students"
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    A comparative study of students' motivation and perception of parental encouragement for learning english
    (Bangkok : Assumption University Press, 2022) Napatr Pumhiran ; Chayada Thanavisuth
    Purpose: The purpose of this quantitative comparative study was to determine whether there were significant differences among Grades 3-5 students’ motivation and perception of parental encouragement for learning English at an International School in Nonthaburi, Thailand. Research design, data and methodology: A total of 102 students participated in this study. The research instrument was the Motivation and Perception of Parental Encouragement for Learning English Questionnaire (MPPEFLEQ) which was adapted from the international version (2004) of Gardner's Attitude/Motivation Test Battery (AMTB). Results: The results showed that there was a significant difference in both motivation and perception of parental encouragement for learning English among Grades 3-5 students at International School in Nonthaburi, Thailand. Conclusions: The results indicated that there were significant differences between students’ drive for learning English and parental support for learning English among Grades 3-5 students at an International School in Nonthaburi, Thailand.
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    A correlational study of student engagement and attitudes toward learning english with english academic achievement
    (Bangkok : Assumption University Press, 2022) Sumit Pradhan ; Chayada Thanavisuth
    Purpose: The purpose of this quantitative study was to determine whether there was a significant relationship between student engagement and attitudes toward learning English with English academic achievement of Grade 3 students at an international school, Thailand. Research design, data and methodology: A total of 115 students participated in this study. The first research instrument was the Student Engagement and Attitudes Toward Learning English Questionnaire (SEATLEQ). It consisted of the Engaged Learning Index (ELI): Student Engagement to determine the level of student engagement; and Attitudes Toward Learning English Questionnaire (ATLEQ) to determine students’ attitudes toward learning English. The second research instrument was the English Final Test for Grade 3 students to analyze their English academic achievement. Results: The findings indicated that Grade 3 students at the target school had an overall high engagement level for learning English. While the overall level of attitudes toward learning English was interpreted as partially positive. The English Final Test depicted that students had a good level of English academic achievement. Conclusions: The results specified that there was a strong, positive, and significant relationship between student engagement and attitudes toward learning English with English academic achievement of Grade 3 students at an International School in Thailand.
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    A 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, Thailand
    (Bangkok : Assumption University, 2019) Wu, Chih-Min ; Gonzalez, Orlando Rafael Gonzalez
    The 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.