Scholar: Vol. 11, No. 1 (2019)
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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 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' 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 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 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 development of an academic leadership model for higher education in IndiaAcademic leadership is one of the major factors that can address the challenges of 21st century and subsequently enhance the quality of higher education. The aim of this study is to develop a model of academic leadership for higher education in India for which it has employed a sequential mixed methods strategy. Qualitative data gathered from the research literature is analyzed by recursive interim content analysis to explore academic leadership. The findings of content analysis are used to develop research instruments. The survey questionnaires collect quantitative data to identify expected and current academic leadership practices in India. Qualitative data is collected through semi-structured interviews. A mix of quantitative and qualitative data is arranged sequentially with the help of Priority Need Index (PNI) technique to determine the criticality and urgency of each component. A model has been developed as an output of the study. It has 14 academic leadership constructs presented under three major facets. The constructs are the key enablers to effective academic leadership. (1) organizational leadership: institutionalizing environmental sustainability, ensuring accountability, setting direction, building networks and relationships, managing diversity and promoting collaboration; (2) leading academics: faculty development, teaching and learning, academic freedom; (3) personal attributes: emotional competencies, knowledge, academic credibility and cognitive capabilities. The model is expected to be a stronghold for the existing and guideline for aspiring academic leaders to handle complex and challenging 21st century higher education institutes.
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ItemA development of student leadership characteristic practice model at normal universities in Hebei Province, ChinaStudent leadership development provides students with opportunities to demonstrate and cultivate their leadership characteristics. In this research, the main purpose was to create a model for the development of student leadership characteristic practice at Normal Universities in Hebei Province of China. It applied both qualitative and quantitative methods. The researcher applied the content analysis about desirable student leadership characteristics in higher education. Skills, knowledge and attitude were crucial components of student leadership development, and the accomplished results of content analysis were validated by twenty-one experts. The researcher utilized survey questionnaires for data collection of 377 students, 243 teachers and 37 top-level administrators. The results of questionnaires, combined with interview data collection of 52 market employers of internship together as a reference revealed the areas that need urgent improvements. Student leadership theories and initial findings of first and second objective derived a preliminary model, after the experts’ validation and discussion; the researcher modified the nascent model until it became the final model. In the following step, the period of implementation included three months, which comprised student leadership conferences, local community service outreach, empowering leaders’ camp, co-curricular activities, and evaluation and feedback of student leadership characteristic practice, these called intervention program was developed based on the model. The results of differences between pre-test and post-test, which contained a total of 50 participants, proved that the model was undoubtedly effective with long-term significance. Eventually, the final model and the leadership training offered a potential programmatic option to help develop students as outstanding leaders.
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ItemThe influence of extraversion and neuroticism on self-esteem and life satisfaction mediated by Facebook use among Thai MillennialsFacebook is the number one social networking site in the world that people engage in the most. Its popularity has reached epidemic proportions and it leaves many questions unanswered as to whether it is good or bad for users’ psychological health, especially for Millennials who engage in Facebook more than any other activity in their lives. The current investigation attempted to explore the direct and indirect influences of the personality traits of extraversion and neuroticism on self-esteem and life satisfaction, being mediated by Facebook use among Thai Millennials. The results indicate that extraversion and neuroticism showed no significant indirect influences on the self-esteem and life satisfaction of Thai Millennials, being mediated by their Facebook use. However, both extraversion and neuroticism were found to have positive direct relationships with self-esteem and life satisfaction. Moreover, there is a positive correlation between Facebook use and extraversion but not with neuroticism. Additionally, the amount of Facebook use has no link to either self-esteem or life satisfaction and that using Facebook does not change how Thai Millennials feel about themselves and their state of life satisfaction.
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ItemLearning styles and attitude towards e-learning among university undergraduate students in international programs in Bangkok ThailandThe purpose of this study is to investigate the relationship between learning style in terms of instructional preference, social interaction, information processing and personality in e-learning in terms of visual, auditory and tactile; and attitude towards e-learning among undergraduate students in international program in Bangkok Thailand. A total of 300 respondents participated in a demographic questionnaire survey using the Learning Style Scale, Learning Style Inventory-Likert and E-learning Acceptance Scale for data collection. Regression Analysis was utilized to analyze the collected data. The result of the study finds that there is a relationship between learning styles and attitude towards elearning among undergraduate university students in international programs in Bangkok Thailand in terms of instructional preference, information processing as well as visual and tactile personality style.
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ItemA model for content and language integrated learning for English programs in Saint Paul De Chartres Schools in ThailandTeaching and learning practices were examined across three English programs in St Paul De Chartres Schools in Thailand to develop an effective CLIL framework, for teaching and learning math, science and social studies. Quantitative & qualitative data collection methods were employed including content analysis of documents and websites. Findings from this revealed that for any CLIL plan to be successful, eight key administrative and teaching practices have to be planned for and in advance of teaching these content subjects. These eight constructs relate to the best methods for teaching content where English is a foreign language and lead to more successful teaching of these subjects. It begins by integrating the language and content curriculum, where content and language teachers communicate, cooperate and prioritize their content and language items so that students receive planned language content support lessons prior to and during content subjects through differentiation, critical thinking skills, questioning and by the use of appropriate materials. Questionnaires for teachers and students and interview data from teachers and program leaders were also employed and the results revealed mostly low scores for these constructs. The findings provide a suitable framework to bridge the gap between these constructs and their results. Further to this, the study suggests a model could contribute to increased academic support for student’s content development of subjects where language teachers preload students with appropriate academic background language knowledge and study skills that they can build on as an aid, prior to and during the periods of content study.
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ItemA qualitative look into the lives and aspirations of street children in Ho Chi Minh CityThe following paper presents a phenomenological view of Street children’s future aspirations in Ho Chi Minh City, Vietnam (HCMC) in 2018. Information was collected addressing general background data, their experiences of living on the street, and the reasons for and how they came to be living on the streets. The subjects studied comprised 3 male and 3 female street children living in Ho Chi Minh City, Vietnam. Phenomenological interviews were generated using a variety of quantifiable data techniques. They included: in-depth interviews of participants (street children), in-depth interviews of adult individuals in the children’s lives, questionnaires, and observation. The results of the study show a correlation between poverty, broken homes, abuse, limited schooling, and at times, human trafficking. Participants often displayed avoidance or aggression when confronted with uncomfortable or taboo topics. Possible symptoms relating to mental disorders displayed were: depression, generalized anxiety, attachment disorders, aggression, criminality, frustration and hopelessness. The children were drawn to foreigners as a means to earn money, either through sales of trinkets or through scams or begging. As such, the participants generally displayed exaggerated friendliness, superficial connections, and forward mannerisms with adult speaking patterns. All the children had aspirations and perhaps unrealistic goals for the future.
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ItemRelationship between attachment styles and cluster B Personality disorders among adult males and females diagnosed with the disorder in Qeshm Island, Iran(Bangkok : Assumption University, 2019) Sagha, Mitra Zerang ; Varma, Parvathy ; Yadegarfard, MohammadrasoolThe current study attempted to examine the relationship between the three attachment styles (secure, anxious/ambivalent, and avoidant) and the four Cluster B personality disorders (borderline, antisocial, narcissistic, and histrionic) among males and females diagnosed with the disorder in the island of Qeshm, Iran. A total of 80 adult male and female patients diagnosed with Cluster B personality disorder, aged between 18 and 65 years, were referred by 28otmail28ed28 centers, psychiatric clinics, and hospitals in Qeshm Island, Iran for participation in this research study. The participants were asked to complete the Adult Attachment Inventory (AAI) and the Millon Clinical Multiaxial Inventory (MCMI). Data analysis involved both descriptive and inferential statistics including reliability analysis, means, and standard deviations for the computed factors, GLM multivariate analysis of variance (MANOVA) to test for gender differences, and multiple regression analysis. The results revealed that none of the three attachment styles significantly predicted any of the four Cluster B personality disorders. Additionally, no overall gender difference was found in the seven variables combined. Implications, limitations, and avenues for future research are presented.
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ItemThe relationship between teachers' perception of the head teacher's leadership style and teachers' job satisfaction at an international school in Bangkok The purpose of this study was to examine the relationship between the teachers’ perception of the Head Teacher’s leadership style and the teachers’ job satisfaction at a selected International School in Bangkok, Thailand. The researcher conducted a quantitative study to answer the research questions and test the research hypothesis; there is a significant relationship between the teachers’ perception of the Head Teacher’s leadership style and job satisfaction. The results indicated the teachers’ did not perceive the Head Teacher to use a transformational leadership style. The teachers showed they were neither satisfied nor dissatisfied. Finally, the analysis indicated that there was no significant relationship between the teachers’ perception of the Head Teacher’s leadership style and their level of job satisfaction. The researcher recommended that the Head Teacher should act more as a mentor or a coach to the teaching staff. Also a more collaborative culture should be fostered amongst staff.
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ItemThe relationship of motivation for learning Chinese and perception of parental encouragement for learning Chinese with Chinese academic achievement of Grade 3, Grade 4, and Grade 5 students at ain international school in ThailandThe purpose of this study was to determine the relationships between Grade 3, Grade 4, and Grade 5 students’ level of motivation for learning Chinese, perception of parental encouragement for learning Chinese with their Chinese academic achievement at an international school in Thailand. An adapted version of attitude/motivation test battery was used to collect data from 55 Grade 3 students, 52 Grade 4 students, and 48 Grade 5 students during the second semester of academic year 2016 – 2017. Descriptive statistics – means, standard deviations, and multiple correlation coefficients were used to analyze the data. The findings suggested that Grade 3, Grade 4, and Grade 5 students at this school had high levels of motivation for learning Chinese and high levels of perception of parental encouragement for learning Chinese. Motivation for learning Chinese was found to correlate significantly with students’ Chinese academic achievement, while parental encouragement for learning Chinese did not significantly correlate with students’ Chinese academic achievement.