Browsing by Subject "Scholar: -- Human Sciences -- 2020"
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ItemA comparative study of attitudes toward learning Chinese as a foreign language of Grades 3-4 students at an International School in Samut Prakarn, Thailand( 2020) Chang, Ting-Jung ; Suwattana Eamoraphan ; Chayada ThanavisuthThis study was conductedto investigate 63 Grade 3 and66 Grade 4 students’ attitudes toward learning Chinese as a foreign language (in terms ofaffective, behavioral and cognitive components) at an international school in academic year 2018-2019 in Samut Prakarn, Thailand. It was designed as a quantitative and comparative study. An adopted version of The Attitude toward Learning Chinese as a Foreign Language Questionnaireby Abidin,Pour-Mohammadiand Alzwari(2012)was used for data collection. The questionnaire included three subscales (attitude in terms of affective component, attitude in terms of behavioral component and attitude in terms of cognitive component) to discover the students’ attitudes toward learning Chinese as a foreign language. The data collected from the 129 questionnaires were analyzed by means and standard deviations, a multivariate analysis of variance(MANOVA) and independent samplest-tests. These were used to determine whether there was asignificant difference between Grades 3 and 4 students’ attitudes toward learning Chinese as a foreign language(in terms ofaffective component, behavioral component and cognitive component). The study suggestedthat there was a significant difference between Grades 3 and 4 students’ attitudes toward learning Chinese as a foreign language.
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ItemA comparative study of Grade 6 students' academic achievement and motivation for learning English as a foreign language under cooperative teaching method and traditional teaching method at Watbangchalongnai School, samut Prakan, ThailandThe purpose of this study was to find if cooperative teaching methods in Watbangchalongnai School, Samut Prakan, Thailand, would enhance Grade 6 students’ English academic achievement, measured by their abilities in grammar, reading comprehension, and vocabulary. The study also sought to measure students’ motivation for learning English as a foreign language (EFL). For the purpose of the study, the researcher conducted an intervention experiment for 12 weeks, from December 2018 to March 2019, in which two intact Grade 6 groups were chosen, one as experimental group and the other as control group. During the experiment, subjects in the experimental group (39 students) attended classes based on cooperative teaching method. The control group (39 students), on the other hand, did not carry out any additional activities to traditional teaching method. Tocontrol as many variables as possible, the number of classes per week, duration of each class and components to be taught were all the same in both groups. In order to test the effectiveness of such strategy, two quantitative tools for data collection were used to compile the findings of the study. To begin with, a pre-test and a post-test were administered to measure students’ academic achievement in learning EFL before and after the treatment. Afterwards, a questionnaire was distributed to both groups inorder to measure students’ motivation for learning EFL. The results of the independent samples t-test on a difference of academic achievement revealed a significant difference between the two groups. The sample means showed that subjects in the experimental group increased their academic achievement from the pre-test to the post-test significantly more than subjects in the control group.Results regarding motivation for learning EFL failed to reveal a significant difference between the two groups. The sample means showed that subjects in the experimental group demonstrated high mean scores on motivation for learning EFL, which were statistically similar to those shown by subjects in the control group. Based on the research findings, recommendations for students, teachers, administrators and future researchers are provided.
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ItemA comparative study of Grade 7 students' English reading and writing self-efficacy for learning English as a foreign language according to their academic program at Saint Dominic School, BangkokThe purpose of this study was to determine the level of English reading and English writing self-efficacy for learning English as a foreign language of Grade 7 students according to their Academic Program at Saint Dominic School, Bangkok. There were 181 students studying English as a foreign language, consisting of 53 students from Academic Program 1, 64 students from Academic Program 2, 32 students from Academic Program 3, and 32 students from Academic Program 4, in Grade 7 at Saint Dominic School, Bangkok, in the academic year 2018. This study followed a quantitative research methodology employing a questionnaire developed by Henk and Melnick (1992, 1996) composing of two parts: the Reader SelfPerception Scale used to address the level of English reading self-efficacy, and the Writer Self-Perception Scale used to address the level of English writing self-efficacy. There were three main elements included in the study: the level of English reading self-efficacy, the level of English writing self-efficacy, and the difference among Academic Program. In this study, the self-efficacy focused on English reading and English writing for learning English as a foreign language. The study found that Grade 7 students among Academic Program had high level of English reading self-efficacy, and average level of English writing self-efficacy. Furthermore, there was a significant difference both in English reading and in English writing self-efficacy among Academic Program. The study concludes with recommendations for practice and for future research.
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ItemA comparative study of Grades 10 and 11 students' beliefs towards teacher-centered and learner-centered approaches in English as a foreign language class at Mai Ja Yang High School in Kachin State, MyanmarThe purpose of conducting this study was firstly, to determine Grades 10 and 11 students’ beliefs towards English as a foreign language class at Mai Ja Yang High School in Kachin State, Myanmar. Secondly, to determine whether there were significant differences in Grade 10, Grade 11,and Grades 10 and 11 students’ beliefs towards teacher-centered and learner-centered approaches in English as a foreign language at Mai Ja Yang High School in Kachin State, Myanmar. The respondents were 120 Grade 10 students and 145 Grade 11 students (totaling 265 students) in Mai Ja Yang High School during the academic year 2018-2019. The data obtained were analyzed by descriptive statistics, mean and standard deviation and by dependent samples t-test. The findings of this study indicated that in Mai Ja Yang High School Grade 10 students, on average, held neutral beliefs on teacher-centered approach in English as a foreign language class when the Grade 11 students’ beliefs towards teacher-centered approach in English as a foreign language class was positive.
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ItemA comparative study of high school students' perception towards school environment according to their demographics at an International School in BangkokThis studymainly aimed to compare the high school students’ perceptions towards school environment according to their gender, nationality, grade and years of studying at anInternational School in Bangkok, Thailand. A total of 90 students from grade 10 to 12 got involved in this study. The adapted questionnaire based on Kate (2005) was used to students’ perception towards school environment of 6 indicators including health policies, physical environment, social environment, school-community relation, personal skill building, and access to health services at the selected international school. The collected data was analyzed statistically.The study found the overall level of high school students’ perceptions towards school environment at this international school wereregarded as high,particularly, the highest perception was for Health Policies, and the lowestperception was for School-community Relations.No significant differencesin thestudents’ perceptions towards schoolenvironmentaccording to their gender and gradewere identified, however, significant differences of the students’ perception towards school environment between Non-Thai students and Thai students;between the students studying at the international school of Bangkok for 1-3yearsand 10 years and abovewere determined.
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ItemA comparative study of students' perception towards quality assurance management according to their demographics at a university in Bangkok, Thailand( 2020) Pang, Yanmei ; Ye, YanThe main purpose of this study was to comparethe students’ perception towards quality assurance management at a selecteduniversity in Bangkok, Thailand. By applying the AUN-QA assessment framework and the theory of total quality management, this study identified students’ perception towards 6 categories: 1) top management commitment, 2) academic staff quality, 3) support staff quality, 4) student advice and support, 5) facility and infrastructure and 6) student focus, compared their perceptions according to 3 pieces of demographics. The results of this study indicated that, the students in the target universityhelda relatively positive attitude towards quality assurance management. Furthermore, students'most satisfying quality assurance management was student advice and support. The independent sample t-test showed that there was nosignificant difference of students’ perceptions towards quality assurancemanagement according to students’ gender and nationality, and one-way ANOVA showed that there was no significant difference of students’ perception according to their age. The researcherdiscussed onthe research findings and provided corresponding suggestions to related stakeholders including students, academic staff, support staff, and the top leadership at the selected university in Bangkok, Thailand.
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ItemA comparative study of students' perceptions toward physical education course and their actual behaviors toward physical activities in Grades 10 and 11 in a public high school at Phnom Penh, Cambodia( 2020) Chhang, Mori Thorng ; Forhad, Ziaul AbedinThe purpose of this study was to determine students’ perceptions and their actual behaviors toward physical education course and to investigate if there is a significant difference in students’ perceptions and their actual behaviors in Grades10 and 11 at a public high school in Phnom Penh, Cambodia. Quantitative method and questionnaire was used to collect the quantitative data from 317 students (Grade 10 = 160 and Grade 11 = 157) from the public high school. The questionnaire was adopted from Chi-Kwong (1999) and Alselaimi (2010). Questionnaire was divided into three parts: demographic information, students’ perceptions toward physical education course (personal factor, behavior, environment, and perceived evaluation of curriculum) and students’ actual behaviors toward physical activities. The data was analyzed by using means, standard of deviation, and independent samples t-test for quantitative data related to students’ perceptions and their actual behaviors toward physical activities. The study discovered that both Grades 10 and 11 students had positive perception toward physical education course in that public high school. The results also conveyed that there is no significant difference among the Grades 10 and 11 students in regards their perception toward a physical education course and their actual behaviors toward physical activities.
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ItemA comparative study of teacher competence according to their demographics in Hanzhong High School of Shaanxi Province, ChinaThe main purpose of this research is to identify the level of teacher competence according to teachers’ demographics factors including age, gender, and education background in Hanzhong High School of Shaanxi Province. Five components of teacher competence are pre-instruction, presentation, student learning, learning environment and professionalism. This study used the original questionnaire by Huyen (2003) study, which was adopted it from Medley (1977). All 168 full time teachers were surveyed in this study in Hanzhong High School of Shaanxi Province in the academic year 2018. This study found that there were significant differences about teacher competence according to age and education background in Hanzhong High School of Shaanxi Province. But there is no significant difference about teacher competence according to gender. For five components of teacher competence, teachers got the highest score in professionalism, but teachers have some problems in presentation.
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ItemA comparative study of teachers' perception towards principal's leadership behavior according to their demographics at Pitaka Buddhist Monastic Educational Isntitute, Shan state, Union of MyanmarThis study attempted to demonstrate and compare the teachers’ perception towards principal’s leadership behavior according to their demographic profile at Pitaka Buddhist Monastic Educational Institute (PBMEI). The total participants were 54 monk-teachers involvement and distributed from Buddhist Institute in academic year of 2018. The revised two parts questionnaire were used as a research instrumental tool to meet the research objectives. Questionnaire part one was the demographic profile and the questionnaire part two was path-goal leadership behavior adopted by Indvik (1985). Four styles of path-goal leadership theory such as supportive, directive, participative, achievement-oriented was developed by House (1971) and used as a main theory framework to investigate the principal's leadership behavior. The data analysis used the frequency and percentage, mean and standard deviation, and One-way ANOVA. Regarding to the results found, principal perceived as neutral level of leadership style, neither reward nor intervention consistently related medium to principal behavior by teachers' perspective. Thus, this study confirmed that there were no statistically significant differences of teachers’ perception towards principal's leadership behavior according to their demographics profile.
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ItemA comparative study of teachers' perception towards professional development according to their demographics in an International School in Pracha Uthit, Bangkok( 2020) Meng, Weichao ; Ye, YanThis study was to compare the significant differences in the teachers’ perceptions towards school’s professional development according to their gender, age, nationality, teaching experience and teaching level at aninternational school in Pracha Uthit, Bangkok, Thailand. Sixty-five teachers from the international school were surveyed by questionnaire based on Guskey’s (2000) Professional Development Evaluation model. The results showed that teachers’ perception level towards school’s professional development at the international school was high. Majority of teachers thought their professional learning had positive impacts on students’ learning achievement, and they felt that could gain new knowledge and skills from it. Nevertheless, teachers had relatively low perceptions regarding to the school professional development for students learning outcomes. No significant differences in the teachers’ perceptions towards school’s professional development according to their demographics: gender, age, years of teaching experience and grade level teaching were founded at the international school. However, significant differences of teachers’ perceptions towards their school’s professional development between Thai and Non-Asian existed at the international school inPracha Uthit, Bangkok.
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ItemA comparative study of teachers' self-efficacy for teaching stem subjects and attitudes toward stem education according to gender at Wattana Wittaya Academy, Bangkok, Thailand( 2020) Sunita Sachdev ; Suwattana EamoraphanThe purpose of conducting this research was to determine the level of teachers’ self-efficacy when teaching STEM subjects and their attitudes towards STEM education at Wattana Wittaya Academy in Bangkok, Thailand. A second purpose was to determine whether there was a significant difference in teachers’ self-efficacy for teaching STEM subjects and attitudes toward STEM education according to gender. As a source of data collection, the researcher used Teachers’ Self-Efficacy for Teaching STEM Subjects and Attitudes Toward STEM Education (T-STEM Questionnaire). The respondents were 67 teachers completed the questionnaire. The data obtained were analyzed by descriptive statistics, means and standard deviations and independent samples t-test. The findings of thisstudy were as follows: Teachers had a high level of self-efficacy for teaching STEM subjects. Teachers had positiveattitudes toward STEM education. There was no statistical difference between teachers’ STEM teaching self-efficacy for teaching STEM subjects and attitudes toward STEM education according to gender at Wattana Wittaya Academy, Bangkok, Thailand. Recommendations for practice and future research are provided.
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ItemA comparative study of Thai adult learners' attitudes toward learning Chinese culture in Chinese as a foreign language class among three levels: beginner, intermediate and advanced at a Chinese learning center in Bangkok, Thailand( 2020) Feng, Chinglin ; Suwattana EamoraphanThe aim of this study was to determine Thai adult learners’ attitude toward learning Chinese culture among beginner, intermediate and advanced level, in order to identify whether there was a significant difference among the levels. This study was conducted at a Chinese learning center in Bangkok, Thailand. The study focused on 210 Thai adult learners in a Chinese learning center. They were 100 learners at beginner level, 60 at intermediate level and 50 at advanced level. The researcher used the descriptive statistics and one-way ANOVA to analyze the data. Thai adult learners had positive attitudes toward learning Chinese culture in Chinese as a foreign language class. The result of a one-way analysis of variance showed that there was no significant difference among the three levels: beginner, intermediate and advanced, as the significance was higher than .05 (p > .05). Based on these findings, the researcher gives some suggestions to learners, teachers, school administrators, curriculum developers, and future researchers.
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ItemA comparatives study of students' perceptual learning style preferences and their academic achievement in learning English as a foreign language at Nelson English Language Centre, MyanmarThe purpose of this study was to determine the perceptual learning style preferences of students who are learning English as a foreign language at Nelson English Language School (NELC) in Myanmar during academic year 2018. This study was carried out to investigate the level of students’ academic achievement in learning English as a foreign language and to compare the preferred learning styles with their academic achievement. The research was conducted from 26 May to 28 May, 2018 at NELC in Myanmar. As a major source of data collection, the researcher used Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ). There were 155 students who responded to the questionnaire and respondents’ return rate was 100%. The data collected from the PLSPQ was analyzed by frequency and percentage, means and standard deviations and a one-way analysis of variance (ANOVA). According to this study, the students preferred mixed learning style the most followed by group learning style, kinesthetic learning style, auditory learning style, visual learning style, tactile learning style and individual learning style respectively.
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ItemA correlational study of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at level up academy, Loikaw Township, Kayah State, Myanmar( 2020) Alexander ; Gonzalez, Orlando Rafael GonzalezThe purpose of this quantitative study was to investigate if there was a significant relationship of self-efficacy and perceived parental encouragement for learning English as a foreign language with English academic achievement of Batch 5 and Batch 6 students at Level Up Academy, Loikaw Township, Kayah State, Myanmar. A population sample of 71 students from Batch 5 (34 students) and Batch 6 (37 students), enrolled during the academic year 2017-2018, was chosen for this study. A 32-item questionnaire was used to measure the levels of self-efficacy for learning EFL, including its four subscales (listening efficacy, speaking efficacy, reading efficacy and writing efficacy); an 8-item questionnaire was used to measure perceived parental encouragement for learning EFL; and the levels of English academic achievement were determined using the English subject’s final test. After data collection was done, descriptive statistics (means and standard deviations) and a statistical hypothesis testing (correlational analysis using Pearson’s product moment correlation and multiple correlation coefficient) were carried out to address the research objectives and hypotheses of this study. The research findings indicated that the levels of self-efficacy for learning EFL of both Batch 5 and Batch 6 students were slightly high. It was also found that the level of perceived parental encouragement of Batch 5 students was slightly high, while that of Batch 6 students was moderately high. The English subject’s final test revealed that Batch 5 and Batch 6 students had good English academic achievement. Correlational analysis using Pearson’s product moment correlation suggested that there was a strong, significant and positive relationship of self-efficacy for learning EFL with English academic achievement of Batch 5 and Batch 6 students. However, there was not significant relationship of perceived parental encouragement for learning EFL with English academic achievement of Batch 5 and Batch 6 students. The four subscales of self-efficacy for learning EFL (listening, speaking, reading and writing efficacy) were also strongly, positively and significantly correlated with English academic achievement of Batch 5 and Batch 6 student Level Up Academy, Loikaw Township, Kayah State, Myanmar.
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ItemA correlational-comparative study of Grades 6 to 8 students' mathematics self-efficacy and mathematics anxiety according to their gender and Grade levelat Pan-Asia International School, Bangkok( 2020) Mendi, Murat ; Suwattana EamoraphanThis study was designed to identify middle school students’ mathematics self-efficacy and mathematics anxiety levels at the Pan-Asia International School (PAIS) in Thailand and to determine if there was a significant difference among students’ mathematics self-efficacy and mathematics anxiety levels according to their gender and the grade level, and further aimed out to find out if any statistically significant relationship between their mathematics self-efficacy and the mathematics anxiety exists. The study focused on ninety-four Grade 6-8 students at PAIS in the academic year 2017-2018. The researcher used the Mathematics Self-Efficacy and Anxiety Questionnaire (MSEAQ) to identify their levels of mathematics self-efficacy and anxiety and data organized according to gender and grade levels of students. The data collected from the questionnaire were analyzed descriptively as frequency tables, mean and standard deviations and inferentially by independent samples t-test, one-way ANOVA test, and the method of Pearson Product Moment Correlation coefficient. The results of this study showed that the level of students’ mathematics self-efficacy and anxiety were moderate and there was no significant difference neither between the genders nor among their grade levels. In terms of the association between mathematics self-efficacy and mathematics anxiety, the current study revealed a significant and a strong negative relationship based on the Pearson Product Moment Correlation coefficient at the .05 level.
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ItemA correlational-comparative study of kindergarten 1 students' and their parents' perceptions of parental encouragement for learning English at Panaya Phatthanakan School, Bangkok, ThailandThis study investigated the relationship and significant differences between students’ and parents’ perceptions of parental encouragement for learning English at Panaya Phatthanakan School, Bangkok, Thailand during the 2018 academic year. The research study focused on four objectives: 1) to determine the level of Kindergarten 1 students’ perceptions of parental encouragement for learning English, 2) to determine the level of parents’ of Kindergarten 1 students’ perceptions of parental encouragement for learning English, 3) to determine if there is a significant relationship between Kindergarten 1 students’ and their parents’ perceptions of parental encouragement for learning English, and 4) to determine if there is a significant difference between Kindergarten 1 students’ and their parent’s perception of parental encouragement for learning English. The instrument used in this study was a perceptions of parental encouragement questionnaire given to 56 Kindergarten 1 students and one parent of each of the students. The research found that both students and parents had a very high level of perceptions of parental encouragement. Correlation analysis showed that there was no significant relationship between the students’ and parents’ perceptions of parental encouragement for learning English. Further, the study found that there was a significant difference between Kindergarten 1 students’ and their parents’ perceptions of parental encouragement at Panaya Phatthanakan School, Bangkok, Thailand.
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ItemA correlational-comparative study of motivation and perceived parental encouragement for learning English as a forelign language of Grades 10 and 11 students at Maija Yang High School, Kachin State, Myanmar( 2020) Gam, Hpaudang Awng ; Lynch, RichardThe purpose of this study was to determine the relationship between Grades 10 and 11 students’ motivation and their perception of parental encouragement for learning English as a foreign language and to compare each variable in each grade level at Maija Yang High School, Kachin State, Myanmar. The participants of this study were 265 students from Grades 10 and 11 at Maija Yang High School, Kachin State, Myanmar. This study was designed as a quantitative correlational-comparative study and an adapted version of Gardner’s (2004) Attitude/Motivation Test Battery (AMTB) was used to collect data from 120 Grade 10 students and 145 Grade 11 students during the 2018-2019 academic year. Descriptive statistics means, standard deviations, and correlational analysis (Pearson’s product-moment correlation coefficient) and an independent samples t-test (2-tailed) were used to analyze the data. The study found that Grades 10 and 11 students’ motivation for learning English as a foreign language at Maija Yang High School was moderately low and their perceptions of parental encouragement for learning English as a foreign language was slightly low. Also, a significant positive relationship between motivation and perception of parental encouragement for learning English as a foreign language was found for each grade levels. Furthermore, the findings also indicated that there was no significant difference between Grades 10 and 11 students’ motivation for learning English as a foreign language, and no significant difference between their perceptions of parental encouragement for learning English as a foreign language as well. Recommendations for school, teachers, students, parents and future researchers are provided.
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ItemA correlational-comparative study of perception of ICT use in the classroom and academic achievement of Grades 3 and 4 students in Chinese language class at Prasarnmit Primary School International program in Bangkok, Thailand( 2020) Liu, Sijia ; Gonzalez, Orlando Rafael GonzalezThis study was conducted to identify whether there was a significant difference in perception of ICT use in the classroom between Grades 3 and 4 students learning Chinese as a foreign language at Prasarnmit Primary School International Program (PPiP)in Bangkok, Thailand. Also, this study examined the relationship between the perception of ICT use in the classroom held by these students and their academic achievement in Chinese language class. ICT Use in Learning Chinese Questionnaire, comprised of 13 items using a 5-point Likert scale, was used for measuring the level of perceptions of ICT use in the classroom. Forty-eight students participated in this study, conducted during the academic year 2018-2019. The research findings showed that Grade 3 students held, onaverage, a moderate perception of ICT use in the classroom in Chinese language class, while Grade 4 students held a positive perception instead. The study also showed that the level of academic achievement of Grade 3 students in Chinese language class was satisfactory, while for Grade 4 students was fairly good. The results showedthat there was no significant relationship between perception of ICT use in the classroom and academic achievement of both Grades 3 and 4 students in Chinese language class at PPiP. Also, there was no significant difference in perception of ICT use in theclassroom between Grades 3 and 4 students in Chinese language class at PPiP.
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ItemThe development of a professional learning community model for enhancing the instructional leadership capabilities of middle school teachers in Maoming, Guangdong Province of China( 2020) Hui, Xie ; Poonpilas AsavisanuThe objective of this study was to develop a professional learning community model to enhance the instructional leadership capabilities of middle school teachers. This study focused on middle schools in Maoming, Guangdong province of China. The study utilized a mixed-methods approach which involved both content analysis, interviews and questionnaires. A random sample of 613 middle school teachers participated in the research which examined principals’ capabilities and professional learning communities for enhancing the instructional leadership capabilities of teachers. Multiple regression analysis was used to determine the significant principals’ capabilities and attributes of professional learning communities for enhancing teachers’ instructional leadership capabilities. The final model was developed from the analysis of the data and validated by external experts.The results indicated that there is a gap between the desirable and current instructional leadership capabilities of teachers, principals’ support was insufficient, and the professional learning communities were not working as well as expected. Recommendations include having principals develop their specific capabilities in order to develop teachers’ instructional leadership. Additionally, principals and teachers should work togetherto overcome obstacles and focus joint effort in creating effective professional learning communities in their schools. Professional learning communities are essential to learning and when professional learning communities are well operated, they have the potential to help teachers learn from each other and conduct collaborative work with focus on student learning.
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ItemThe development of an instructional leadership model for outcome-based education at private higher education institutions in Cambodia( 2020) Hoeun, Chhourn Bun ; Poonpilas Asavisanu ; Merritt, MatthewThe main purpose of this study is todevelop an instructional leadership model for outcome-based education which has to be implemented in private higher education institutions in Cambodia. An exploratory sequential mixed-method (quantitative and qualitative) was employed for the study. Five private universities in Cambodia with 211 lecturers and 10 academic administrators participated in the study. Survey was used to collect the quantitative data with lecturers and interview was held to collect qualitative data with the academic administrators. For quantitative data, means, standard deviation and multiple regression were used to analyze the data and for qualitative data, content analysis was employed to analyze the data. The findings of instructional leadership and outcome-based education wereconsistent to the overall framework of the theories. Instructional leadership was found moderately practiced by the academic administrators of the five Cambodian private universities. The current practices of instructional leadership significantly correlated with the current outcome-based education practices. Four dimensions include Professional Development, Supervision of Curriculum Development and Instruction, and A Supportive and Collaborative Environment strongly and significantly correlated with all stages of outcome-based education. Three factors including Funding and Facilities, Cooperation, Culture, and Values, and Qualification, Skills, and Experience were found significantly affected instructional leadership practices. Outcome-based education was not found typically practiced by the selected universities though the quantitative data from survey gave greater mean score while the interviews offered in depth of the current practices. A model of instructional leadership for outcome-based education was developed with two parts: instructional leadership and outcome-based education. The new instructional leadership model is to be implemented by the students, lecturers, academic administrators, and higher education institutions in Cambodia.