Browsing by Subject "International school"
Results Per Page
Sort Options
-
ItemA comparative study of attitudes toward transition from the Singapore National Curriculum in primary level to the UK Cambridge International Curriculum in secondary level held by secondary years 1 to 4 students in English, mathematics and science subjects at an international school in Greater Bangkok, Thailand(Bangkok : Assumption University Press, 2022) Wachiravit Karuensatit ; Gonzalez, Orlando Rafael GonzalezThis quantitative study was conducted to compare, among different secondary year levels, the attitudes toward the transition from the Singapore National Curriculum at the primary level to the UK Cambridge International Curriculum in the secondary level held by Secondary Years 1 to 4 students in three academic subjects (i.e., English, Mathematics and Science) at an international school in Greater Bangkok, Thailand. This study was conducted on 102 students in Secondary Years 1 to 4 in the academic year 2019-2020. The target school follows the Singapore Ministry of Education’s national curriculum at nursery, kindergarten, and primary school levels, while the school follows the UK Cambridge International Curriculum at the secondary level. A questionnaire entitled the Questionnaire for Attitudes Toward Transition from the Singapore National Curriculum in Primary Level to the UK Cambridge International Curriculum in Secondary Level was developed for the data collection. The questionnaire comprised three 15-item sections (one for each subject), coded on a 6-point Likert scale, designed to assess students’ attitude toward the curricular transition in relation to six dimensions; timetable, classwork, homework, assessment, teachers, and textbooks. The data analysis found that the participants’ attitudes toward the curricular transition in English, Mathematics, and Science ranged from slightly negative to positive. A multivariate analysis of variance (MANOVA) revealed that, in the English subject, there was a significant difference between students’ attitudes toward the curricular transition along with all year levels. There was a significant difference in the Mathematics subject between students’ attitudes toward the curricular transition among Secondary Year 1 and Year 2 students and Secondary Year 2 and Years 3 and 4 students. In the Science subject, there was a significant difference between students’ attitudes toward the curricular transition among Secondary Year 1 and Years 3 and 4 students, and Secondary Year 2 and Years 3 and 4 students. Based on the research findings, recommendations for students, parents, teachers, administrators, and future researchers.
-
ItemA Prototype Instrument for Measuring Service Quality by Generation X Parents: A Case Study at the International School of Macao( 2022) Howard Stribbell ; Somsit DuangekanongThis quantitative research aimed to advance the use of the service quality construct to measure the perceived service quality of K-12 international schools by Generation X parents. It proposed an approach that contextualised previously published scale items for private healthcare into educationally relevant scale items. The revised scale items were developed and confirmed through an Item Objective Congruence Test (IOC) by industry experts. The instrument was tested for reliability through a pilot test and then administered to 499 parents in a school. The results used Exploratory Factor Analysis (EFA) to reduce the complexity of the standard 5 service quality (SERQUAL) factors into 3 factors: Responsibility, Assurance and Professionalism, Empathy and Facilities which accounted for 65% of the variance of the SERVQUAL variables amongst Generation X parents at The International School of Macao. The revised instrument can be used to effectively measure parents’ perception of service quality in an international school setting.
-
ItemPerceptions and attitudes of upper Myanmar students and parents towards online learning: a case study of an internationa school in Mandalay during the COVID-19 pandemic( 2021) Garton, Michael ; Athipat CleesuntornThe aim of this study was to analyse and compare students’ and parents’ perceptions and attitudes towards online learning. The research took place at an international school in Mandalay, currently undergoing a period of online learning due to the Covid-19 pandemic. A seeming widespread disinclination towards this form of instruction lead to a focus on perceptions and attitudes and use of the Technology Acceptance Model. The reason for comparing the generations was to determine whether students, ‘digital natives’, would take more readily to online learning than their ‘digital immigrant’ parents, often deemed members of a ‘missing generation’ in Myanmar. Data and opinions were collected via electronic questionnaires from a total of 305 participants and examined using statistical analysis software. Multiple Linear Regression analyses were carried out to determine the influence of the independent variables, perceived ease of use and perceived usefulness, on attitude in both generations. A t-test was also conducted to compare values between generations. Perceived ease of use and perceived usefulness were shown to be good predictors for attitude in both generations, confirming results of earlier studies. No significant variances could be found in students’ and parents’ attitudes. However, there was a statistically significant difference for perceived usefulness, which contradicted the assumption that students would see more value in online learning than their parents. Opinions provided additional contextual data and highlighted several overriding concerns. Future research should widen the scope and examine actual use and effectiveness of online learning tools.
-
Item
-
Item
-
Item