Scholar: Vol. 12, No. 2 (2020)

Permanent URI for this collection

https://repository.au.edu/handle/6623004553/24243

Browse

Now showing 1 - 20 of 21

The relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China
(2020) Zhai, Xiaowen; Supit Karnjanapun
This study was conducted to identify whether there was a significant relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. The Big Five Inventory, which was originally designed by John and Srivastava (1999), was used for measuring the level of personality of English teachers at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Student Instructional Report II, which was originally designed by Centra (1972), was used for measuring the level of teaching effectiveness of English teachers at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Ninety students participated in this study, which were conducted during the academic year 2018-2019. The data were collected and analyzed by a statistical software program. According to the purpose and hypotheses of the study, different statistical methods were used to analyze the data(e.g., means, standard deviations, and correlational analysis using multiple correlation coefficient). The study showed that the personality of English junior teachers at Dianchi College of Yunnan University contain agreeableness, conscientiousness, extraversion, neuroticism and openness. The study also showed that the level of teaching effectiveness of English teachers at Dianchi College of Yunnan University was effective. The results showed that there was a significant relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China.
The development of an instructional leadership model for outcome-based education at private higher education institutions in Cambodia
(2020) Hoeun, Chhourn Bun; Poonpilas Asavisanu; Merritt, Matthew
The 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.
The effect of parenting dimensions on college adjustment and academic performance: the mediating role of basic psychological needs satisfaction, self-esteem and academic engagement among university students from international programs in Bangkok, Thailand
(2020) Khosravi, Zahra; Mohanan, Santhosh Ayathupady
The primary objective of this study was to investigate the effect of parenting dimensions (warmth, rejection, structure, chaos, autonomy support, & coercion) on university students’ college adjustment and academic performance, being mediated by basic psychological need satisfaction, self-esteem and academic engagement. The participants of the study were 1224 university students (700 females and 524 males), aged between 18 and 25 years, who had attended international degree programs in Bangkok, Thailand. Data for the research were collected using a questionnaire survey that consisted of the following standardized scales, namely Parent as Social Context Questionnaire-Revised (PASCQ-R),Basic Psychological Needs Scale (BPNS), Rosenberg Self-Esteem Scale (RSES),theUniversity Student Engagement (USEI), and College Adjustment Test (CAT). The proposed structural relations model was tested applying Structural Equation Modeling. The reliability and validity of the measures were established by Cronbach’s Alpha and Confirmatory Factor Analysis respectively. The results supported the proposed model’s fit in the data. Specifically, the positive parenting dimensions were found to be positively related to college adjustment and academic performance, being mediated by basic psychological needs satisfaction, self-esteem, and academic engagement. In addition, negative parenting dimensions were found to be negatively related to college adjustment and academic performance being mediated by basic psychological needs satisfaction, self-esteem, and academic engagement. The study's limitations, implications, and avenues for further research are also discussed.
Lesbian parenting experience: an examination of cultural socialization practices and child rearing strategies amongst lesbian mothers in Thailand
(2020) Sudawan Kumar; Pawle, Reginald H.
An increasing number of lesbians in Thailand have entered parenthood, some through the context of formal heterosexual marriage, others through adoption and artificial insemination. As same-sex marriage is illegal in Thailand, accurate statistics have been difficult to acquire on the number of lesbian households. This qualitative study explores the experience of Thai lesbian parents who are within the empty spaces of Thai society, with little or no social and legal support. Seven lesbianparents from six provinces across Thailand were recruited and semi-structured interviews were conducted in this study. Thematic analysis was used to identify emerging themes and critical ethnography was used to expose challenges that resulted from social-political processes of unfairness and injustice. The results indicated that the participants adapt by finding ways to navigate and negotiate these social-political processes. They survive by reinventing,redefining their lives and challenging boundaries and choices that arise from being LGBT. The issues that they struggle with are both specific and non-specific to being LGBT. Through this, Thai lesbian parents continue to celebrate their diverse families which are normal yet different.
The relationship of parents' and teachers' perceptions of students' social-emotional development with their Chinese language learning achievement in Nursery 2 at trilingual International School in Bangkok
(2020) Li, xin; Supit Karnjanapun
The purpose of this research were to examine the level of parents’ and teachers’ perceptions of students’ social-emotional development, and the relationship of the students’ social-emotional development with their Chinese language learning achievement of Nursery 2 (N2) at a trilingual international school in Bangkok. In this research, 81 parents and 28 teachers of 81 N2 students enrolled in the 2017-2018 school year in this school participated. This research followed a quantitative research methodology employing thequestionnaires of parents’ and teachers’ perceptions of students’ social-emotional development, and the N2 Term 3 Chinese language summative assessment of the 2017-2018 school year to determine the level of students’ Chinese language learning achievement.There were four main elements included in this research: the level of parents’ and teachers’ perceptions of students’ social-emotional development, the level of Chinese language learning achievement, and the relationship between students’ social-emotionaldevelopment and their Chinese language learning achievement. In this research, the students’ social-emotional development focused on three areas: paying attention-following direction, self-regulation, communication and interaction. Chinese language learning achievement focused on listening, speaking, communicating, also reading and tracing Chinese characters. There were four main findings: 1) the parents’ perception of students’ social-emotional development was on schedule; 2) the teachers’ perception of students’ social-emotional development was on schedule; 3) the students’ Chinese language learning achievement was exceeding the expectation; 4) there was asignificant relationship of the parents’ and teachers’ perceptions of the students’ social-emotionaldevelopment with their Chinese language learning achievement in N2 level at a trilingual international school in Bangkok.
The 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 Asavisanu
The 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.
The influence of attachment styles on cyberbullying experiences among university students in Thailand, mediated by sense of Belonging: a path model
(2020) Bergersen, Bjorn T.; Varma, Parvathy
The widespread proliferation of technology-driven electronic interactions among humans in recent years has led to a new sense of connectedness. There is also an increasing number of reports of harmful online behavior against other people and negative consequences on users who are involved in such behaviors. Cyberbullyinghas become a frequently used term in current research of online aggression and victimization. This study attempted to investigate the prevalence of cyberbullying experiences among university students in Thailand. Based on a theoretical framework of attachment theory and the belongingness hypothesis, this study also explored whether or not cyberbullying experiences could be predicted by experiences from attachment and belongingness. 249 students at an international university in Bangkok, Thailand participated in the study by completing a survey questionnaire using the Cyberbullying and Online Aggression Instrument (COAI), the Sense of Belonging Instrument-Psychological (SOBI-P), and the Relationship Scales Questionnaire (RSQ).
A comparative study of students' perception towards quality assurance management according to their demographics at a university in Bangkok, Thailand
(2020) Pang, Yanmei; Ye, Yan
The 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.
A 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 Eamoraphan
The 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.
A 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 Eamoraphan
The 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.
A 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 Eamoraphan
This 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.
A 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 Gonzalez
The 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.
A 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 Gonzalez
This 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.
A 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, Thailand
(2020) Palisaka, Gasper; Gonzalez, Orlando Rafael Gonzalez
The 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.
A 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 Abedin
The 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.
A grade-level comparative study of English communication anxiety and English oral skills self-efficacy of English program Grades 7 to 9 students at The demonstration School of Ramkhamhaeng University
(2020) Chakrit Rerkjaraskul; Lynch, Richard
This study investigated students’ perception of English communication anxiety and of English oral skills self-efficacy, and subsequently conducted a grade-level comparison in terms of these variables. The sample of this study consisted of 66 English Program Grades 7 to 9 students at The Demonstration School of Ramkhamhaeng University in the academic year 2018 -2019. The study employed a quantitative research methodology utilizing two questionnaires to collect data. The first questionnaire focused on issues relevant to anxiety, shyness, and physical reactions towards speaking in an English language classroom. The second questionnaire asked students to make judgments about their capabilities to accomplish specific tasks using English in listening and speaking contexts. The quantitative data was analyzed by using descriptive statistics –means and standard deviations, while statistical hypotheses were tested by One-way Analysis of Variance (ANOVA). There were four main findings. First, the respondents had an overall moderate level of English communication anxiety. Second, the respondents had an overall high level of English oral skills self-efficacy. Third, there was not a significant grade-level difference in English communication anxiety. Finally, there was not a significant grade-level difference in English oral skills self-efficacy. The study concludes with recommendations for practice and for future research.
A 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 Thanavisuth
This 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.
The relationship of attitudes toward recreational reading in English and attitudes toward academic reading in English with reading achievement of Grades 3 to 5 English as a foreign language students at an International School in Bangkok, Thailand
(2020) Valenciano, Adelynne T.; Lynch, Richard
The purpose of this study was to determine the relationship among attitudes toward recreational reading in English and attitudes toward academic reading in English with reading achievement of Grades 3 to 5 English as a foreign languageforstudents at an international school in Bangkok, Thailand. The Elementary Reading Attitude Survey (ERAS) was used to collect data from 24 Grade 3 students, 20 Grade 4 students, and 23 Grade 5 students during the first term of 2018-2019. Descriptive statistics such as means, standard deviations, and Pearson product-moment correlation coefficient were used to analyze the data. The findings showed that Grades 3 to 5 students at this school had a high level of attitudes toward both recreational reading in English and academic reading in English. Attitudes toward recreational reading in English were found to correlate significantly with attitudes toward academic reading in English, while reading achievement did not significantly correlate with students’ reading attitudes in English. Recommendations for practice and future research are provided.
A 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, Richard
The 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.
A comparative study of teachers' perception towards professional development according to their demographics in an International School in Pracha Uthit, Bangkok
(2020) Meng, Weichao; Ye, Yan
This 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.