Browsing by Subject "Scholar: -- AU Graduate School of Education Journal -- 2017"
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ItemA comparative study of attitudes toward English as a foreign language learning between upper secondary students in Science-Mathematics and Arts-Language programs at the Demonstration School of Ramkhamhaeng University, ThailandThis study focused on three objectives. The first objective was to determine the level of upper secondary students’ attitudes toward English as a foreign language learning in Science-Mathematics at the Demonstration School of Ramkhamhaeng University. The second objective was to determine the level of upper secondary students’ attitudes toward English as a foreign language learning in Arts-Language at the Demonstration School of Ramkhamhaeng University. The third objective was to compare the students’ attitude toward English as a foreign language learning between students in Science-Mathematics and Arts-Language programs. There were four hundred and thirty one upper secondary students at the Demonstration School of Ramkhamhaeng University participated in academic year 2015. The study used two groups of students that consist of Science-Mathematics and Arts-Language students. In conclusion, the findings indicated that Thai upper secondary students in Science-Mathematics and Arts-Language programs at the Demonstration School of Ramkhamhaeng University had positive attitudes toward English as a foreign language learning. The research result also reviewed that there was no significant difference between the students’ attitudes toward English as a foreign language learning. The study concludes with recommendations for practice and for future research.
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ItemA comparative study of middle school deaf students' perceptions towards vocational internships according to their gender, grade level and family income at the Special Education School of Qujing, ChinaThe purpose of this study was to identify the demographic factors of the deaf students, to determine the deaf students’ perceptions towards vocational internships, and to compare the deaf students’ perceptions towards vocational internships at the Special Education School of Qujing according to gender, grade level and family income in 2015. A total of 147 deaf students (106 male and 41 female), from grade level 7 to vocational high school completed the survey. Statistical measures employed included frequency and percentage, mean and standard deviation, one-way ANOVA and independent samples t-test. The result of this study has indicated that gender difference was not a significant issue to impact students’ perceptions, yet the researcher discovered that students from different grade levels and different extents of family income had significant perception differences. Specifically, students from a higher grade level had higher perceptions than those from lower grade levels. In terms of family income, students from families whose monthly income was lower or included 1000 RMB had lower perceptions than other students. Recommendations for directors, teachers, the school, the students and future researchers are provided.
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ItemA comparative study of primary three students' oral interaction achievement learning through communication games and role play at Burapa English Programme School of ThailandThis study focuses on primary 3 students’ oral interaction achievement at Burapa English Programme School of Thailand (BEST). Forty students participated in this study. The study used a two experimental group design where the sample was divided in two groups. Group A students learning through communication games and role play as a teaching approach, while group B students learning through role play and communication game as another teaching approach. The purpose of this study is to investigate if there is a significant difference of learning English through two different approaches. First approach is learning English through communication games and role play and the second approach is learning English through role play and communication games. The quantitative data acquired from the experimental groups gave the conclusion that, there was a significant difference in the students’ oral interaction achievement. The study concludes with recommendation for practice for teachers; they can implement different ways in teaching English as a foreign language for students to build up confidence in their English verbal skills. The study also gives recommendation for further research.
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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 students' perceptions of expected ICT use and actual ICT use in classroom practices at Nawaminthrachnuthit Bodindecha School, ThailandThe purpose of this study was to determine if students’ perceptions of expected Information Communication Technology (ICT) use were being met. This research study examined grade 10 through 12 students’ perceptions of expected and actual ICT use in three subjects; English, Mathematics and Science. The research was conducted on 9 different classes at Nawaminthrachinutit Bodindecha: three classes for each grade level. Also, one class in each grade level represented the one of the three main programs of study: English; Mathematics; and Science. Through the use of a questionnaire that was created by the researcher, he compared upper secondary students’ perceptions of expected ICT use to their perceptions of actual ICT use. This study is relevant because the Ministry of Education in Thailand is putting forth great effort to implement the curriculum reforms, which emphasize the utilization of ICTs in the teaching and learning process. This research concluded that although the level of upper secondary students perceptions of actual ICT use is high, their perceptions of expected ICT use are not being met in all three subjects examined. Future studies should examine lower secondary students’ and teachers’ perceptions. Courses should be examined individually instead of grouped together by general subject content. Research should be conducted in rural areas of Thailand where ICT is less prevalent. Finally, when expectations are not met it lowers motivation. Future researcher should examine how unmet expectations of ICT use affect student motivation.
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ItemA comparative study of students' satisfaction towards service quality according to their demographics at Angkor Khemera University (AKU) in Kompongspeu Province in CambodiaThis study was conducted to compare students' satisfaction towards service quality according to their demographics at Angkor Khemera University (AKU) in Kompongspeu Province in Cambodia. The collected data were analyzed by Frequency, Percentage, Mean, Standard Deviation, Independent Samples t-test, and One-Way ANOVA. The result found that there were no significant differences of the students’ satisfaction towards service quality according to their demographics (gender, age and grade level) at AKU in Kompongspeu in Cambodia. In general, the total mean score of students' satisfaction towards service quality of AKU in Cambodia was regarded high. However, the mean score of students' satisfaction towards academic aspect was regarded the highest, while the mean score of students' satisfaction towards group size aspect was regarded the lowest.
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ItemA comparative study of teachers' perceptions towards school's professional development according to their demographics at No. 26 Basic Education High School in Mandalay, MyanmarThe main purpose of this study was to compare the significant differences in the teachers’ perceptions towards school’s professional development according to their demographics: age, grade level currently teaching and years of teaching experience at No. 26 Basic Education High School in Mandalay, Myanmar. The participants of this study were 96 teachers from No. 26 Basic Education High School at Mandalay, Myanmar during the academic year 2015-2016. This study was designed as quantitative and comparative study. Data was gathered using the research instrument, 5 Likert scaled questionnaire that consisted of two parts; Part I investigated the participants’ demographics and Part II compared the teachers’ perceptions. The data collected from the survey was analyzed by descriptive statistics; Frequency & Percentage, Mean, Standard Deviation and comparative analysis; One-Way Analysis of Variance (ANOVA). The transformed data of this study showed that teachers from No. 26 Basic Education High School, Mandalay had “positive” perceptions towards their school’s development activities. However, the comparative analysis described that there were no significant differences in the teachers’ perceptions towards school’s professional development according to their demographics: age, and grade level currently teaching and years of teaching experience at No. 26 Basic Education High School in Mandalay, Myanmar. Though the findings revealed no significant differences, it gave some ideas to create a professional development encompassing teachers’ multiple viewpoints in order to professionally organized learning environment where teachers’ wants, needs meet and it will make the students learn successfully.
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ItemThe effect of parental emotional stability among Indian adolescent's psychosocial adjustment in Kerala, IndiaIn India, the emotional stability of the parents has become an increasingly serious societal issue but unfortunately, it is not given importance within the Indian context. To help address this problem, the present study attempted to investigate the influence of perceived parental emotional stability on adolescents’ psychosocial adjustment being mediated by parental bond, family relationship, and parental self-efficacy. The results of the study found that the higher the participants’ perception of their parental emotional stability, the more positive the perception of their family relationship, the higher the perception of their parental self-efficacy and subsequently, the higher is their reported level of psychosocial adjustment. It also found that the higher the participants’ perception of their parental emotional stability, the lower the perception of their parental bonding, the higher the perception of their parental self-efficacy and subsequently, the higher is their reported level of psychosocial adjustment.
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ItemThe influence of goal striving and self-efficacy on life satisfaction, mediated by hope, among Thai working personsThis investigation attempted to examine the influence of goal striving and self-efficacy on life satisfaction, being mediated by hope, among Thai working persons. Data were collected from 523 working persons in the Bangkok area. A self-administered survey questionnaire in Thai was employed for data collection. The questionnaire consisted of the following: a researcher-constructed set of questions to elicit demographic information, the Goal Striving Scale (GSS) to measure the level of goal attainment in various areas of life, the General Self-Efficacy Scale (GSE) to measure optimistic self-belief or self-efficacy, the Adult Trait Hope Scale (ATHS) to measure the global concept of hope, and the Satisfaction With Life Scale (SWLS) to measure global cognitive judgments of satisfaction with one's life. The results of Study I revealed that the Thai versions of the GSS, GSE, ATHS, and SWLS are psychometrically sound and, therefore, reliable and valid for use with Thai participants. In Study II, the fully identified path model demonstrated that both goal striving and self-efficacy have indirect significant influence on the criterion variable of hope and, subsequently, effected a higher level of life satisfaction, whereas only goal striving has direct positive influence on life satisfaction. It was also found that the full indirect model best explains the interrelationships among the core variables.
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ItemPredictive relationships between phonemic awareness, verbal short-term memory, and working memory with spelling achievement among grade 1 students at Thai Christian School, ThailandThis research investigates spelling achievement along with the ability to recognize sounds in words and the capacities to temporarily store and manipulate information in memory. The aims were to determine the levels of phonemic awareness, verbal short-term memory, working memory, and spelling achievement among 114 grade 1 students at Thai Christian School; then, to investigate if there was a predictive relationship with spelling achievement. The level of phonemic awareness was much lower (3rd percentile) than U.S. first grade students (Cummings, Otterstedt, Kennedy, Baker, & Kame’enui, 2011); verbal short-term memory and working memory levels were average; and spelling achievement was in the early to middle stage of letter name-alphabetic spelling, within the expected range for students in kindergarten to the middle of grade 2. A multiple regression analysis found significant positive predictive relationships between phonemic awareness, verbal short-term memory, and working memory with spelling achievement. Spelling achievement findings closely aligned with a developmental model, but students had a wide range of abilities, suggesting a differentiated spelling program based on developmental stages could be beneficial. Recommendations include a direct focus on teaching phonemic awareness skills as well as providing further practice with early spelling features, specifically the need to master final consonants and short vowels. Further research could improve the prediction of spelling achievement by including other measures linked to literacy, such as letter-sound knowledge.
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ItemThe relationship between divison heads' leadership styles and teacher satisfaction at Siam Commercial College of TechnologyThis study aimed to bridge the gap between the minimal literatures in regards leadership styles and job satisfaction. To guide this study, the following two research questions were formulated: (1) what is the relationship between division heads’ leadership style and teacher satisfaction at Siam Commercial College of Technology? (2) what are the influence of each component of division heads’ leadership on teacher job satisfaction? This study included 166 subordinates at Siam Commercial College of Technology. Using a quantitative approach, the participants were asked to answer questions about their division heads’ using the Multifactor Leadership Questionnaire and their job satisfaction using the Job Satisfaction Survey. The results from both of these surveys were computed into the Statistical Package for the Social Sciences (SPSS) software for analysis. Using descriptive analysis to find the means and Pearson correlation coefficient to find the correlation a relationship was found small relationship was found between perception of division heads’ leadership style and teacher job satisfaction; r=.375 for transformational and r=.249 for transactional. These two correlations with job satisfaction both fall under the category of “weak” therefore the researcher determined that there was a slight relationship with perception of division heads’ leadership styles and job satisfaction at Siam Commercial College of Technology. In addition a breakdown of all facets of leadership and job satisfaction were analyzed. The finding showed that subordinates perceived their division heads’ to have a mixture of both transformational and transactional leadership with the subordinates showing a mid-range of job satisfaction. All facets of transformational leadership showed a greater correlation to job satisfaction than to half of the facets within transactional leadership (management by exception (passive) and Laissez-faire).
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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.
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ItemThe relationship between the use of indirect language learning strategies and Chinese language achievement in reading and writing among students in years 7 to 10 at Ascot International School in Bangkok, ThailandThis study aimed to examine the use of indirect language learning strategies and the relationship between those strategies and Chinese academic achievement of year 7 to year 10 students who are learning Chinese as a foreign language at Ascot International School in Bangkok, Thailand. The study followed a quantitative research methodology utilizing two research instruments: the questionnaire of indirect learning strategies for Chinese learning and the unit quizzes of the IGCSE (International General Certificate of Secondary Education) Chinese course. The study was carried out during the second term of academic year 2015-2016 with 91 respondents. The use of indirect learning strategies focused on the use of metacognitive, affective and social language strategies. The Chinese achievement focused on reading and writing achievement. The study resulted in the following main findings. Year 7 to year 10 students used at a high level both metacognitive and social strategies for their Chinese learning. They used affective strategies at a medium level. Also, the use of overall indirect learning strategies was medium. There was a positive significant relationship between the use of metacognitive strategies and Chinese achievement. There was no significant relationship between affective strategies and Chinese achievement. There was a positive significant relationship between the use of social strategies and Chinese achievement. There was a positive significant relationship found between the use of overall indirect learning strategies and Chinese achievement as well. Recommendations for Chinese teachers, students and future researchers are also provided in this study.
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ItemA study of Kindergarten 2 students' English Phonics achievement and their perceptions towards the use of English Phonics online games at St. Mark's International School, ThailandThis study aimed to compare the Kindergarten 2 students’ achievement in English Phonics before and after the use of English Phonics online games and to find out their perceptions towards such games. Eleven Kindergarten 2 students of St. Mark’s International School in the academic year 2015-2016 participated in the two-month study. This research used a mixed method design. A one-group pretest-posttest experiment was conducted to determine if there was a significant difference in the students’ English Phonics achievement before and after using English Phonics online games. In addition, an interview on how the students’ perceived the use of English Phonics online games was done. Analyses showed that Kindergarten 2 students’ English Phonics achievement was very good before the use of online games, and it increased to excellent after the use of online games. Paired Samples t-test revealed that there was a significant difference between the pre- and post-tests scores of Kindergarten 2 students before and after using English Phonics online games at the level of 0.05. The interview results revealed that: 1) all Kindergarten 2 students had positive perceptions towards the use of online games in English Phonics; 2) the students had positive perceptions towards the use of English phonics online games because the games helped them learn how to spell and read and featured animations, colorful and attractive common objects, and interactive/hands-on and game/challenge components. Based on the findings, the use of online games in English Phonics is recommended in teaching and learning English Phonics, especially for young learners. Further relevant studies are also recommended.
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ItemA study of the relationship between use of bilingual strategies and academic performance of Assumption University's learners of FrenchThis study examines the relationship between students’ use of bilingual strategies and their academic performance in the Department of Business French of Assumption University (AU). A quantitative approach was adopted. The study includes a sample of 63 students learning French in AU. A questionnaire was elaborated to collect data about the frequency of use of bilingual strategies and the academic performance of students. Descriptive and correlational statistics, including a Pearson Product Moment computation of correlation, were used to interpret the data and measure the significance of the correlation between the two sets of variables. The results indicated that a high frequency of use of bilingual strategies is correlated with high academic performances. Some recommendations grounded in the results are proposed in conclusion.
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ItemA study on the relationship between teachers' perception of principal's leadership style and teachers' job satisfaction at the selected bilingual school in BangkokThe purpose of this study was to examine the relationship between teachers' perceptions of principal's leadership style and teachers' job satisfaction. The study also investigated the type of teachers’ perceptions of principal leadership style and level of teacher's job satisfaction at the selected bilingual school in Bangkok. The purposive sampling was consisted on 68 foreign teachers working at the selected bilingual school in Bangkok. The instrument used to collect data contained three sections that were adapted from Multifactor Leadership Questionnaire [MLQ] short form and Minnesota Satisfaction Questionnaire [MSQ]. In this study, means, standard deviation and Pearson correlation were the statistical techniques applied in data analysis. Based on the results, the findings indicated that from the teachers' perception of principal's leadership style the principal uses transformational leadership style and the level of teacher's job satisfaction is neutral. According to the correlation analysis, there is a significant relationship between teachers' perception of principal's leadership style and teacher’s job satisfaction at the selected bilingual school in Bangkok. A positive correlation was found between principal's leadership style and teachers' job satisfaction mean score; r = 0.686, Correlation is significant at the 0.01 level. The study recommended administrators of the selected bilingual school to use the study for further research. The study can provide the school with data for several purposes. Since no one has done any research on any one of the selected affiliated schools. It will help administrators be informed of existing problems happening and focus on their type of principal's leadership style. The study was able to help teachers to be able to express their feelings without standing out and it could help increase the level of teacher’s job satisfaction. The selected bilingual school should focus on certain components of leadership style in order to raise the level of teacher's job satisfaction that could be beneficial for the school, teachers and students.
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ItemThe use of a motivational interviewing instrument to enhance academic self-efficacy and academic motivation of undergraduate students at Assumption UniversityThe efficacy of the Brief Academic Motivational Instrument (BAMI) as an intervention in enhancing the academic self-efficacy and academic motivation of university students was tested. The BAMI is a paper based semi-structural Motivational Interviewing (MI) tool that aims to increase student motivation to change studying habits. Participants consisted of 40 undergraduate students, their age ranged from 18 to 32 years old (mean age 21.23), recruited through convenience sampling at Assumption University, Thailand. Participants were randomly assigned to the BAMI experimental group (n=20) and the non-intervention control group (n=20). All participants completed pre and post questionnaires, which the participants self-reported their academic self-efficacy and academic motivation. The investigator went through the BAMI with the experimental group participants after the pretest. All posttests were collected via internet survey 10 days after the pretest. MANOVA for repeated measures analysis was conducted to test the efficacy of the BAMI intervention against a no intervention control group. The results indicated there were no significant differences in academic self-efficacy and academic motivation between the experimental and control group at the posttest, suggesting that the BAMI intervention was ineffective. The insignificant results could be influenced by the timing of the data collection, nature of the sample population, cultural differences, prescreening ineffectiveness, the small sample size and possible language concerns. Further research needs to be conducted in order to further evaluate the effectiveness of the BAMI or similar devices for increasing academic self-efficacy and academic motivation.
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ItemYoung Thai men driving dangerously: a cross-cultural validation study of the Motives for Dangerous Driving Scale (MDDS)The present study was conducted to investigate the cross-cultural reliability and validity of the Motives for Dangerous Driving Scale (MDDS) as a multidimensional measurement tool that can tap into different motives underlying dangerous driving among young Thai male drivers. The sample consisted of 300 participants aged between 18 to 28 years. Exploratory factor analysis yielded a three-factor structure underlying the Thai-based MDDS. These three factors represent three major motives for dangerous driving among young Thai male drivers: ‘driving fast/taking risk,’ ‘confidence in one’s driving skills,’ and ‘disrespect for traffic laws. These three factors are highly similar to the three-factor structure identified for the original Australian-based MDDS. Reliability analysis indicated that the three motives for dangerous driving and their 31 representative items are internally consistent based on their computed Cronbach’s alphas and their items’ IT correlations. Tests of both convergent and criterion-related validity support the conclusion that the Thai-based MDDS is valid by these two criteria.