Browsing by Subject "Students"
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ItemFactors impacting student's behavioral intention to use social media applications for online learningPurpose: Social media applications are powerful learning tools for a new norm of online learning in this era. Therefore, this paper aims to investigate the impacting factors of students’ behavioral intention to use social media applications for online learning. The conceptual framework proposes the causal relationships between attitude, information quality, perceived ease of use, perceived usefulness, service quality, social influence, and behavioral intention. Research design, data, and methodology: A quantitative method was used to distribute questionnaires to 500 students. Nonprobability sampling was adopted by using judgmental sampling, stratified random sampling, and convenience sampling. Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) were used to analyze model fit, reliability, validity and hypotheses testing. Results: Social influence and attitude significantly impact behavioral intention. Furthermore, there are support relationships between perceived ease of use and perceived usefulness, and between service quality and perceived ease of use. Nevertheless, perceived ease of use and perceived usefulness have no significant impact on behavioral intention, and information quality has no significant impact on perceived ease of use. Conclusions: Social media apps developers and education managers should consider the importance of students’ behavioral intention to use social media applications for their effective online learning.
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ItemMiddle school cyberbullying experiences: a case study at a private school in ThailandThe purpose of this study was to compare the differences between male and female perpetration and victimization cyberbullying experiences at an international middle school in Thailand using the Cyberbullying Experience Survey. Comparisons were also made with teacher’s perceptions of student answers. This study also supplied information on the current situation of cyberbullying experiences among students to the school being researched. Data was collected from 79 middle school students and 11 middle school teachers using a Google Form with a 6-level Likert scale. The results showed low levels of cyberbullying activity throughout the sample. However, extreme experiences were reported by outliers from the sample. Recommendations include grades 1–12 cyberbullying classes, school-wide cyberbullying policy, as well as cyberbullying educational support website where students can get help.
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ItemPerceptions and attitudes of upper Myanmar students and parents towards online learning: a case study of an internationa school in Mandalay during the COVID-19 pandemic( 2021) Garton, Michael ; Athipat CleesuntornThe aim of this study was to analyse and compare students’ and parents’ perceptions and attitudes towards online learning. The research took place at an international school in Mandalay, currently undergoing a period of online learning due to the Covid-19 pandemic. A seeming widespread disinclination towards this form of instruction lead to a focus on perceptions and attitudes and use of the Technology Acceptance Model. The reason for comparing the generations was to determine whether students, ‘digital natives’, would take more readily to online learning than their ‘digital immigrant’ parents, often deemed members of a ‘missing generation’ in Myanmar. Data and opinions were collected via electronic questionnaires from a total of 305 participants and examined using statistical analysis software. Multiple Linear Regression analyses were carried out to determine the influence of the independent variables, perceived ease of use and perceived usefulness, on attitude in both generations. A t-test was also conducted to compare values between generations. Perceived ease of use and perceived usefulness were shown to be good predictors for attitude in both generations, confirming results of earlier studies. No significant variances could be found in students’ and parents’ attitudes. However, there was a statistically significant difference for perceived usefulness, which contradicted the assumption that students would see more value in online learning than their parents. Opinions provided additional contextual data and highlighted several overriding concerns. Future research should widen the scope and examine actual use and effectiveness of online learning tools.
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ItemStudents' reactions to teacher written feedback in their compositions at an Giang University, VietnamThis research looks at students' reactions to teacher written feedback in their writing at writing classes of the second year, in the School of Education, An Giang University, Vietnam. Interview and questionnaires were used to collect data. The findings indicate that the teachers' written feedback is legible, understandable and useful. In addition, most of the students desire their teachers to resort to correction codes because they are able to understand them. The students also have some preferences for feedback regarding the types of feedback including grades, error feedback and written comments. Finally, this study also gives some suggestions to help students play an active role in error correction in their writing.
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ItemThe application of UTAUT on eLearning usage among physics students of international schools in Bangkok, Thailand(Bangkok : Assumption University Press, 2023) Mouli, Durga Chandra ; Soonthorn Pibulcharoensit ; Varghese, Manoj MechankaraPurpose: Students have been introduced to eLearning during COVID-19, and it has been continued to have a strong impact on the future use. Therefore, this research aims to identify factors impacting the behavioral intention and use behavior of eLearning among the high school students who have been studying physics in the final two years (Grade 11 and 12) of international schools in Bangkok, Thailand, ascertained by performance expectancy, effort expectancy, social influence, facilitating conditions and habit. Research design, data, and methods: Researchers applied quantitative methods of questionnaire distribution to 500 participants, underlying the sampling techniques of judgmental, stratified random and convenience samplings. Constructs were prior approved by Item Objective Congruence (IOC) Index. Pilot testing of 30 participants with Cronbach’s Alpha reliability test was satisfied. The data were analyzed with descriptive analysis, Confirmatory Factor Analysis (CFA), and Structural Equation Model (SEM). Results: Results indicate the strongest relationship between the behavioral intention and use behavior of eLearning. Furthermore, performance expectancy, efforts expectancy, facilitating conditions, and habit significantly affect behavioral intention. Facilitating conditions and habit have a significant impact on use behavior. Conclusion: This study recommends that schools should improve e-learning system in order to enhance student behavioral intention and use behavior for their future education and career.
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ItemTransforming Classrooms through Game-Based Learning: A Feasibility Study in a Developing CountryThis article reports an exploratory study which investigated attitudes towards the practice of game-based learning in teaching STEM (science, technology, engineering and mathematics) within a Thai educational context. This self-administered Internet-based survey yielded 169 responses from a snowball sampling tech- nique. Three fifths of respondents were female (59.2% or N=100 females and 40.8% or N=69 males). Slightly more than half (55.6%) of the participants were elementary, secondary and university students. An additional second group of thirty-five per cent (N=59) were teachers who were in charge of STEM educational programs. Almost one tenth (9.5%, N=16) were parents. Frequency tables were used to analyze the quantitative data. The qualitative data was derived from a single open-ended question. The study found some divergent opinions that are useful in considering game-based learning for STEM education in Thailand. The overall average attitude towards the usage of game-based learning was very positive (3.92 out of 5, S.D. = 0.80). The study found that the majority of informants preferred that the delivery mode was online through a web browser followed by the mobile mode through an application and the least preferred was the offline mode recorded on CD-ROM (55.0%, 31.4% and 13.6% respectively). Thai was still the most preferred language to be used though both students and parents surveyed had a stronger preference for English and a Thai-English bilingual mode than the teachers. An important finding in this research was that stakeholders expected game-based learning to be integrated into the traditional classroom because of its enhanced learning approach.