Browsing by Subject "Scholar: -- Human Sciences -- 2019"
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ItemA comparative study of attitudes toward English language held by Grades 7-10 students at no.1 Mindat High School, Chin State, MyanmarThe purpose of the study was two-folded: firstly, to determine the levels of attitudes toward learning English, in terms of four subscales (i.e., English language teacher, English language class, English language textbook and English language work), of Grades 7-10 students at № 1 Mindat High School, Chin State, Myanmar; and secondly, to determine if there was a significant difference among Grades 7-10 students at the target school regarding their attitudes toward learning English language in terms of the aforementioned subscales. This quantitative study used the questionnaire originally developed by Uribe, Gutierrez & Madrid (2013), in order to examine students’ attitudes toward English language. The respondents were 529 Grades 7-10 students from № 1 Mindat High School, Chin State, Myanmar, during the academic year 2017-18. The research findings indicated that, on average, Grade 7, Grade 8 and Grade 9 students showed positive attitudes toward English language, whereas Grade 10 students, on average, showed neither positive nor negative attitudes toward English language. A Games-Howell post hoc multiple comparison test revealed a significant difference in attitudes toward English language between students from Grade 7 and Grade 9, Grade 7 and Grade 10, Grade 8 and Grade 9, and Grade 8 and Grade 10. Contrarily, it was not found a significant difference in attitudes toward English language in students from Grade 7 and Grade 8, or Grade 9 and Grade 10. Finally, recommendations for teachers, students, administrators and future researchers are presented.
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ItemA comparative study of attitudes towards bullying and perception towards handling bullying among stakeholders at the international school of Chonburi, ThailandThis study was conducted to compare the attitudes towards bullying and perception towards handling bullying among stakeholders at the International School of Chonburi, Thailand. There were 4 objectives of this study (1) to identify the attitudes towards bullying; (2) to identify perception towards handling bullying; (3) to determine the significant difference of attitudes towards bullying; and (4) to determine the significant difference of perception towards handling bullying; among stakeholders at the International School of Chonburi, Thailand. Three groups of stakeholders in the study were school personnel, parents and students. Attitudes were determined by three factors (1) perceived seriousness (2) is this bullying? And (3) empathy towards victim. Perception towards handling bullying was determined by 5 different strategies used to handle a bullying situation. The population for this study were 22 school personnel, 37 students and 37 parents. Two questionnaires used were the Bullying Attitude Questionnaire-Modified (BAQ-M) and the Handling Bullying Questionnaire (HBQ). School parent and students indicated very high to the three aspects of attitudes towards bullying; whereas, parents indicated high. All three groups reported that they were likely to handle a bullying situation. The study indicated that there was a significant difference at .05 in the attitudes towards bullying among stakeholders. A Post-Hoc analysis was done to identify the group that was different. The difference in attitude came from the parent group which was different from the other two groups. The study indicated that there was no significant difference at .05 in the perception towards handling bullying.
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ItemA 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, ThailandThe 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.
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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 Grades 10 and 11 students' perceptions of English teacher effectiveness in Lai Za High School and Mai Ja Yang High School in Kachin State, MyanmarThe purpose of this study was twofold: firstly, to determine Grades 10 and 11 students’ perceptions of English teacher effectiveness using Danielson’s (2011) framework for teaching model and its domains (i.e., planning and preparation, classroom environment, and instruction) in Lai Za High School and Mai Ja Yang High School in Kachin State, Myanmar; and secondly, to identify whether there were significant differences in Grade 10, Grade 11, and Grades 10 and 11 students’ perceptions of English teacher effectiveness between the same schools. This quantitative study used the Students’ Perceptions of Teacher Effectiveness Questionnaire (SPTEQ, Sprague, 2013). The respondents were 184 Grades 10 and 11 students in Lai Za High School and 220 Grades 10 and 11 students in Mai Ja Yang High School during the academic year 2017-2018. The research findings indicated that, in Lai Za High School, on average, Grade 10 students perceived their English teachers as neither effective nor ineffective, while Grade 11 students perceived their English teachers as effective. In Mai Ja Yang High School, both Grades 10 and 11 students, on average, perceived their English teachers as effective. Independent samples t-tests revealed that there were significant differences in Grade 10 and Grades 10 and 11 students’ perceptions of English teacher effectiveness between Lai Za High School and Mai Ja Yang High School, whereas no significant difference in Grade 11 students’ perceptions of English teacher effectiveness was noted between Lai Za High School and Mai Ja Yang High School.
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ItemA comparative study of parental satisfaction with the quality of education according to their demographics in Palina Kindergarten, Bangkok, ThailandThe main purpose of this thesis was to compare parental satisfaction with the quality of education according to their demographics in Palina Kindergarten, Bangkok, Thailand. The research objectives were (1) to identify parental satisfaction on the quality of education, and (2) to determine if there was a significant difference between parents’ satisfaction with the quality of education according to their demographics. The research was constructed on the theoretical support from customers’ satisfaction, quality of education. In terms of questionnaire, there were two main parts. First part was the parents’ demographic. Second part was the parents’ satisfaction with the quality of education and there were eight indicators of quality of education which was guided from the Interactive School Polls’ Conceptual Model of Parents’ School Satisfaction. It consisted of (1) Physical facilities (2) Teachinglearning and play materials, (3) Safety and Security (4) Teacher-Child Ratio (5) Teacher Quality (6) School Feeding Programme (7) Teaching-Learning Process, and (8) Learning Outcome. A total of 185 surveys were given to the parents, a valid 134 respondents particoated. The result found that the overall level of parents’ satisfaction was high according to the finding analysis and based on five-point likert scale. Each dimension of quality in education presented high. In terms of hypothesis testing, it was found that there was a statistically difference in parents’ satisfaction on the quality of education, according to their age, income and education except the number of children which was no difference in parental satisfaction on the quality of education.
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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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ItemA comparative study of students' attitudes toward learning English as a foreign language according to their instructional strategies preferences at Gateway Learning Center, Hpa-an Township, Karen State, MyanmarThe purpose of this study was to investigate if there was a significant difference between students’ attitudes toward learning EFL according to their preferences for instructional strategies at Gateway Learning Center, Hpa-an Township, Karen State, Myanmar. This research was a quantitative comparative design utilizing two questionnaires: Attitudes Toward Learning English as a Foreign Language Questionnaire (ATLEFLQ) and Instructional Strategies Preferences Questionnaire (ISPQ) to collect data. The data were collected from 203 students in November and December, 2017. The researcher analyzed the data using descriptive statistics (means, standard deviations, frequencies and percentages) and one-way analysis of variance (ANOVA) for statistical hypothesis testing. The findings indicated that the students had positive attitudes toward learning English as a foreign language and the most preferred instructional strategy for learning EFL was mixed instructional strategy, followed by experiential learning, interactive instruction, indirect instruction, direct instruction and finally independent study. There was no significant difference between students’ attitudes toward learning EFL according to their preferences for instructional strategies. Recommendations for students, teachers, administrators and future researchers are provided.
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ItemA comparative study of students' expected andactual perception towards service quality at Jilin Huaqiao University of foreign languages, ChinaThis research attempted to study the student’ expected and actual perception towards the service quality of Jilin Huaqiao University of Foreign Languages by using SERVQUAL model. A total of 120 questionnaires were distributed to second year students who are studying in the full- time program at Jilin Huaqiao University of Foreign Languages. Then 120 questionnaires were valid and used for data analysis using Descriptive Statistics (Agreement and Percentage, Mean and Standard Deviation) and Paired-sample t-test. The questionnaire in this research was adapted from the study A study of Parents’, Perceptions and Satisfactions of Top Ten Known Centers in Bangkok by Saowaluck Ngamdustsadeepirom,(2004).The findings of this study showed that there was a significant difference between students’ expected and actual perception towards service quality at Jilin Huaqiao University of Foreign Languages,China. The actual perception was higher than the expected perception.
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ItemA comparative study of students' motivation for learning English as a foreign language according to their preferences for indirect learning strategies at Nelson English Language Centre, Yangon, MyanmarThe purpose of this study was to examine the difference between the students’ motivation for learning English as a Foreign Language according to their preferences for indirect learning strategies at Nelson English Language Centre in Yangon, Myanmar. This research was designed as a quantitative comparative study. A total of 215 students from Intro, Level 1 and Level 2 at Nelson English Language Centre in Yangon participated in this study research. Data were collected using a survey questionnaire, which was adapted from the international version of Gardner’s Attitude/Motivation Test Battery (AMTB) for motivation and Oxford’s Strategy Inventory for Language Learning questionnaire (SILL) for indirect learning strategies. The collected data were analyzed first through descriptive statistics (i.e., means, standard deviations, frequencies and percentages) and then through inferential statistics (i.e., one-way analysis of variance) for statistical hypothesis testing. The findings indicated that the students’ motivation for learning EFL in Nelson English Language Centre was “High”. Besides, the students preferred metacognitive strategies the most followed by social strategies, mixed strategies and affective strategies. These research findings showed that there was no significant difference between the students’ motivation for learning EFL according to their preferences for indirect learning strategies. The recommendations for teachers, school administrators and future researchers are provided based on the findings of this study.
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ItemA comparative study of teachers' and students' beliefs towards teacher-centered and learner-centered approaches in Grade 12 English as a foreign language class at one governmental senior secondary school in Shaan'xi Province, ChinaThe aim of this study was to determine what were Grade 12 EFL teachers’, and Grade 12 intermediate- and advanced-level students’ beliefs towards teacher-centered approach and learnercentered approach, in order to determine whether there was a significant difference between them. This study was conducted at one governmental senior secondary school in Shaan’xi Province, China. The study focused on 23 Grade 12 EFL teachers, 48 Grade 12 EFL intermediate-level students and 87 Grade 12 EFL advanced-level students of the second semester of academic year 2016-2017 from the target school. The researchers used descriptive and inferential statistics to analyze the data. Among other things, the research findings presented here showed that teachers hold positive beliefs towards both teacher-centered approach and learner-centered approach; both intermediate-level students and advanced-level students hold neutral beliefs towards teacher-centered approach and learner-centered approach, and positive beliefs towards teacher-centered approach and learner-centered approach. The results of the study also showed that there was a significant difference between Grade 12 teachers’ beliefs and Grade 12 intermediate- and advanced-level students’ beliefs towards teacher-centered approach and learner-centered approach in EFL class at the target school, whereas there was no significant difference between Grade 12 EFL intermediate-level and advanced-level students’ beliefs towards both teacher-centered approach and learner-centered approach in EFL. Based on these findings, the researchers gave some suggestions to students, teachers, administrators and future researchers.
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ItemA comparative study of teachers' motivation according to their demographics at Bangkok Christian College, ThailandThe major purpose of this study was to compare teachers’ motivation according to their demographics including gender, age, teaching grade, and year of work at Bangkok Christian College, Thailand. The researcher surveyed teachers’ motivation and their demographics in the academic year of (2016-2017). Herzberg’s motivation-hygiene theory and job satisfaction questionnaire adopted from Ghanbahadur, (2014), was distributed to all the primary teachers at Bangkok Christian College. The results confirmed that teachers’ motivation was regarding as “very high” based on their perception of working at this school. Furthermore, significant differences of teachers’ motivation according to their gender was found. However, there were no significant differences of teachers’ motivation according to their age, teaching grade, and year of work at Bangkok Christian College.
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ItemA comparative study of teachers' perception towards extracurricular activities according to their demographics in giraffe English School Nanjing, ChinaThis study attempted to determine and compare the teachers’ perception towards extracurricular activities according to their demographics in Giraffe English school, Nanjing City, Jiangsu province, China. A total of 75 full time teachers got involved in this study during the academic year 2017. The researcher adopted the questionnaire based on Judith’s (1978) to determine teachers’ perception towards extracurricular activities of 2 indicators including inclusive activities and exclusive activities in Giraffe English School Nanjing China. The study found that the total teachers’ perception towards extracurricular activities were moderate. There were significant differences of teachers’ perception towards extracurricular activities among teachers with different gender, age, work experience and background of study in Giraffe English School.
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ItemA comparative study of teachers' perceptions towards principals' leadership behaviors at Jeyang and Hkachyang Middle Schools in Laiza, Kachin State, MyanmarThe main purposes of this study were: 1) to identify teachers’ perceptions towards principal’s leadership behaviors at Jeyang Middle School; 2) to identify teachers’ perceptions towards principal’s leadership behaviors at Hkachyang Middle School; 3) to compare principals’ leadership behaviors perceived by teachers between Jeyang and Hkachyang Middle Schools in Laiza, Kachin State, Myanmar. The researcher designed this study as a quantitative and comparative study using the questionnaire in two parts. Part one was associated with the teachers’ demographic profile which consisted of five items in terms of age, educational background, teaching Experience, training experiences, and number of year(s) of teaching at current school. In part two, Path-Goal leadership behavior questionnaire from Northouse (2010) which included four dimensions (Directive, Supportive, Participative, and Achievement-oriented) of leadership behaviors was applied to determine teachers’ perceptions of principals’ leadership behaviors at the selected schools.
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ItemA comparative study of teachers' perspectives of the learning through play approach according to their selected demographics at selected international schools in BangkokThe purposes of this study was to identify demographic profiles of the teachers, to determine teachers’ perspectives towards the learning through play approach at selected international schools in Bangkok and to compare teachers’ perspectives towards the learning through play approach from their practice of early years based on their nationalities, years of teaching experience and qualification specialty in 2016. From the total number of 170 preschool and kindergarten teachers working at 17 selected international schools in Bangkok; 93 teachers completed the survey. Statistical measures employed in this study included frequency and percentage, mean and standard deviation and independent samples t-test. The results of this study has indicated that overall teachers had positive perspectives towards the learning through play approach. There were no significant differences of teachers’ perspectives towards the learning through play approach according to their nationalities and years of teaching experience; however, the researcher discovered that there were significant differences of teachers’ perspectives towards the learning through play approach according to their qualification specialty. Teachers with education degree had more positive perspectives towards the learning through play approach than the teachers with non-education degree
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ItemA comparative study on teachers' perceptions towards principal's instructional leadership according to their demographics in USH private school, Mandalay, MyanmarThe main purpose of this study was to identify the demographic profiles of teachers, to determine Teachers’ Perceptions towards Principal’s Instructional Leadership, and to compare Teachers’ Perceptions towards Principal’s Instructional Leadership at USH private School Mandalay according to their gender, age, educational background and work-experiences in 2017. A total of 53 teachers (23 male and 30 female) from USH private school Mandalay completed the questionnaire, it was designed to identify the Teachers’ demographics and their perceptions towards principal’s Instructional Leadership. The questionnaire was adopted from Murphy & Hallinger (1985) Principal’s Instructional Management Range Scale (PIMRS). This research study was designed as a quantitative and comparative study. The data from this research was analyzed by frequency & percentage, mean and standard deviation, Independent Sample t-test and OneWay ANOVA. The study found that the level of Teachers’ Perceptions towards Principal’s Instructional Leadership was moderate. At the significance level .05, there were no significant differences on Teachers’ Perceptions towards Principal’s Instructional Leadership according to their gender, age, Educational background and work-experiences in USH private school Mandalay, Myanmar. This research study would give valuable insight into the role of Instructional Leadership support in shaping teachers, principal and teacher-principal relationship, student achievement and school improvement. It recommended that the Principal must involve his/her Instructional Leadership management on teachers and students such as protecting Instructional time, communicating school goals, monitoring student progress.
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ItemA comparative-correlational study of attitudes toward and motivation for Learning English as a foreign language in Grade 9 students from Akha, Bamar and Shan ethnic Groups at no 2 Basic Educational High School, Keng Tung, Eastern Shan State, MyanmarThe purpose of this study was to determine whether there was a significant relationship between attitudes and motivation of Grade 9 students toward English as a foreign language from the Akha, Bamar, and Shan ethnic groups and to compare both variables among three different ethnic groups at № 2 Basic Education High School, Keng Tung, Eastern Shan State, Myanmar. A total of 199 students participated, and the instrument adapted for this study was the latest version of Gardner’s (2004) Attitude/Motivation Test Battery. Pearson product-moment correlation coefficient was used to examine the relationship between the research variables, and a one-way analysis of variance (ANOVA) was performed to determine if there were significant differences between attitudes and motivation of the participant students. From this study, a positive attitude and high motivation of Grade 9 students toward learning English as a foreign language (EFL) were found, regardless of their ethnic memberships. Also, it was found a statistically strong, positive correlation between attitudes toward and motivation for learning EFL of Grade 9 students in each ethnic group. Furthermore, the findings also revealed a significant difference between attitudes toward EFL of the students, but no significant difference between motivations for learning EFL of the students in all three ethnic groups. Finally, recommendations for teachers, students, administrators and future researchers are presented.
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ItemA comparative-correlational study of years 4 to 6 and years 7 to 9 non-Thai students' motivation and orientation of motivation toward learning Thai at an international school in Bangkok, ThailandThe purpose of this study was to determine if there was a significant difference between Years 4 to 6 and Years 7 to 9 non-Thai students’ level of motivation toward learning Thai, and to determine if there was a significant association between Years 4 to 6 and Years 7 to 9 non-Thai students’ orientation of motivation toward learning Thai at an international school in Bangkok, Thailand. An adapted version of Gardner’s Attitude/Motivation Test Battery (AMTB) was used to collect data from 29 non-Thai students in Years 4 to 6 and 44 non-Thai students in Years 7 to 9 during the second semester of academic Years 2017 – 2018. Descriptive statistics – means, standard deviations, as well as a t-Test, and Pearson’s chisquared test were used to analyze the data. The findings indicated that both Years 4 to 6 and Years 7 to 9 non-Thai students at the target school had slightly low levels of motivation toward learning Thai and both Years 4 to 6 and Years 7 to 9 non-Thai students’ orientation of motivation was instrumental. Motivation for learning Thai between Years 4 to 6 and Years 7 to 9 non-Thai students was not significantly different, while Years 4 to 6 and Years 7 to 9 non-Thai students’ orientation of motivation was found to be significantly associated. Recommendations for school administrators, teachers, and future researchers are provided.
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ItemA correlational-comparative study of self-efficacy for learning Chinese as a foreign language and Chinese academic achievement of Grades 6-10 students according to their Chinese language proficiency levels at a trilingual international school in Samut-Prakarn, ThailandThe purpose of this study was to determine the relationships between selfefficacy for learning Chinese as a foreign language and Chinese academic achievement in four different criteria of Chinese class Phase 3, Phase 4 and Phase 5 (Grade 6-10 student groups) that were divided according to their Chinese language proficiency level, The four criteria were comprehending spoken and visual text, comprehending written and visual text, communicating in response to spoken, written and visual text, and using language in spoken and written form. An adapted version of Motivated Strategies for Learning Questionnaire by Pintrich, Smith, Garcia and McKeachie (1991) was used to collect data from a total of 167 students. The researcher compared the self-efficacy for learning Chinese as a foreign language in Phase 3, Phase 4 and Phase 5 students during the first semester of academic year 2017-2018. Descriptive statistics (means and standard deviations) and inferential statistical procedures (Pearson product-moment correlations and one-way ANOVA tests) were used to analyze the data for this research study. The research found that Chinese proficiency Phase 3, Phase 4 and Phase 5 level students had high levels of self-efficacy for learning Chinese; furthermore, it was found that the level of students’ self-efficacy for learning Chinese correlated significantly with students’ Chinese academic achievement. Recommendations for practice and future research are provided.
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ItemDeath anxiety, coping strategies, and empathy among Thai physicians in Chiang MaiThis study investigates the relationship of years of experience and death anxiety to the empathy of Thai physicians in Chiang Mai toward their patients, as mediated by coping strategies (engaged, disengaged, and both). A total of 143 physicians (ages of 25 and 75) from four hospitals in Chiang Mai, who completed a self-administered questionnaire that was designed to measure the study’s variables, namely demography, death anxiety, coping strategy, and empathy. The results of the study indicate that the years of experience of Chiang Mai’s physicians directly and significantly relate to their reported level of death anxiety and empathy. Meanwhile, death anxiety is indirectly related to empathy when mediated by coping strategies. The results also reveal that physicians with a higher level of death anxiety tended to employ disengagement and coping strategies. Lastly, physicians who utilized all types of coping strategies reported higher levels of empathy toward their patients. These findings suggest that as Thai physicians in Chiang Mai become more anxious about death and feel more empathy toward their patients as they gain professional experience. While contending with death anxiety, they are more apt to employ disengagement or coping strategies; however, an engaged coping strategy is more likely to promote empathy in comparison to other strategies. The implications of these findings may assist physicians in further understanding death anxiety and identifying the most strategy to cope and generate empathy toward their patients.