Browsing by Subject "Graduate students"
Results Per Page
Sort Options
-
ItemA comparative study on psychology graduate students' learning difficulties and satisfaction from three types of university in ThailandThis study mainly aimed to identify and compare the Psychology graduate students’ learning difficulties and satisfaction from three different types of university in Thailand, including Assumption University, Chulalongkorn University and Burapha University. All 99 students who currently study in Psychology graduate program of three universities during 2013-2014 were used as the sample for this study. The study used descriptive statistics, including frequency, percentage, means, standard divisions, and one way ANOVA to deal with the data. Analyzing of the collected data, the study reported the demographics and other background information of the current Psychology graduate students from three universities; identified their learning difficulties; determined and compared their learning satisfaction from these three different types of University in Thailand. Significant difference of the students’ satisfaction between the private university and the public university was found by the study.
-
ItemThe effects of self-directed learning on the English reading comprehension ability of MBA studentsIn this study, self-directed learning (SDL) refers to practices for English reading comprehension ability of individual students outside of a classroom for 7 consecutive weeks. The objectives were to investigate the effect of SDL on English reading comprehension ability and its effect size; and to explore how SDL improves English reading comprehension ability of the 33 MBA students of Dhurakij Pundit University in Bangkok, Thailand. This research project took the form of an embedded mixed methods design with a variant of the embedded experimental model. Quantitative data were collected by the reading part of TOEIC, and qualitative data by a Learning Summary and Evaluation Sheet, and by the teacher’s reflections. The dependent samples t-test reveals that, on average, the English reading comprehension ability of the subject students before the SDL (M = 12.30, SD = 2.76), and that after the SDL project (M = 13.33, SD = 3.30) is significantly different (p = 0.02). This means that, on average, the English reading comprehension ability of the students in the post-test significantly increases from the pre-test. The effect size is 0.34, which means that its magnitude is “small”. SDL improves reading ability in terms of “increasing awareness of reading strategy use” (51.52%), “developing learning responsibility and effort” (21.21%), “providing freedom to learn” (21.21%), and “building self-confidence to read” (6.06%). Implications and applications are discussed, and recommendations are provided.
-
ItemExploring the relationship between self-directed learning and research competency in graduate students( 2018) Watana VinitwatanakhunThis purpose of this study was to examine the relationship between self-directed learning and research competency in graduate students. The participants were graduate students studying at the master’s degree level in education programs at one institution of higher education. The total number of participants in this study was sixty-five students (N=65). The Self-Directed Learning Rating Scale (SDLRS) developed by Guglielmino (1977, 1991), was used as the main instrument to evaluate graduate students’ self-directed learning readiness. Data pertaining to questions related to the students’ assessment of their research competencies were also obtained. Analysis of the results showed a moderate correlation (r = .45 p < .01) between Self-Directed Learning Readiness and Research Competency. The results indicate that higher levels of Self-Directed Learning Readiness have a positive effect on the reported level of research competencies. The results of this study indicate that inclusion of self-directed learning (SDL) approaches for graduate students may have beneficial results in improving their research competency that can also contribute to the overall quality of research conducted by graduate students.
-
ItemLearner autonomy assessment of English Language Teaching students in an international program in Thailand( 2021) Rosukhon Swatevacharkul ; Nida BoonmaThe objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand. Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.
-
ItemLearner autonomy: attitudes of Graduate students in English language teaching program in Thailand( 2020) Rosukhon Swatevacharkul ; Nida BoonmaThe objective of this study was to explore the attitudes toward learner autonomy of graduate students in English Language Teaching (ELT) international program in Thailand. Attitudes toward definition and importance of learner autonomy, important persons in a learning process, and factors promoting and hindering autonomy development were explored. This study took a form of a qualitative research design using an open-response questionnaire to collect data from 23 participants from China, Myanmar and Thailand. The data were analyzed by thematic content analysis and four themes emerged: 1) Learner autonomy as technical, psychological, and political ability; 2) Perceived value of learner autonomy; 3) Importance of teacher and student in a learning process; and 4) Teachers as a major factor both promoting and hindering learner autonomy.
-
Item
-
ItemThe relationship between self-compassion and academic procrastination being mediated by Shame and AnxietyThis study was conducted to investigate the direct and indirect influences of self-compassion on procrastination among Assumption University students in Thailand. The sample consisted of 200 respondents (male: n=74, 37%; female: n=126, 63%) who voluntarily filled in the study’s survey questionnaire consisting of the State-Trait Anxiety Inventory (STAI- Form Y) to measure anxiety; the Procrastination Assessment Scale for Students (PASS) to measure the level of academic procrastination; the Self-Compassion Scale (SCS) to measure the level of self-compassion, and the Test of Self-Conscious Affect-3 (TOSCA-3) to measure the level of shame. Results from the path analysis indicated that the participants’ reported level of self-compassion was negatively associated with their level of academic procrastination; that is, the higher their level of self-compassion, the lower their reported level of academic procrastination. It was also found that self-compassion had a negative influence on the participants’ reported level of anxiety. Their reported level of self-compassion was not found to have any significant influence on their reported level of shame. Finally, neither shame nor anxiety had a significant influence on academic procrastination. The theoretical and practical implications of these findings are discussed.
-
ItemTuning creativity through eCartooning: a successful blended learning process(The International e-Learning Conference “Empowering Human Capital Through Online Learning Technology”, 2011) Poonsri Vate-U-LanThis paper considers the issues of how to augment student creativity in the blended learning environment of Internet-based digital cartooning or eCartooning and, secondly, the eCartooning characteristics required in implementing such a learning project. The phrase, “Internet-based digital cartooning or eCartooning” refers to online applications which provide the scope for creating, developing, editing, sharing and distributing cartoon stories on the Internet. “ToonDoo” was selected as a pilot web application for this quasi experimental research because of its flexibility and potentiality. The population was all graduate students studying at a selected university in Bangkok, Thailand. The data collecting instruments were 1) an online creativity self-assessment 2) tutorials of eCartooning and 3) a survey of opinions about using eCartooning. The data were analyzed using means, percentiles and paired-samples t-tests. The findings were described both in qualitative and quantitative format. On comparing pre- and post-test scores of creativity, it was found that the creativity scores increased after using eCartooning for two months. The features of web 2.0 technology which were integrated with ToonDoo have significantly generated this form of blended learning.