Scholar: Vol. 5, No. 1 (2013)

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A study of information and communication technology (ICT) utilization in Sunday catechism classes in the archdiocese of Ho Chi Minh City
(Assumption University, 2013) Khoa, Vu Do Anh; Assumption University. Graduate School of Education
The current study was carried out in the context of Church efforts to promote the utilization of ICT in religious activities, especially in catechism education to children and adolescents in the Archdiocese of Ho Chi Minh City. In this day and age, information and communication technology (ICT) has become an important integrated component in every area of people’s lives from the workplace and to the school/educational environment, from social activities to religious practices. The Church acknowledges that these ICT advances provide people with various ways of learning new knowledge, sharing ideas and faith, and expanding means of communicating with other people, creatively and conveniently. This research was conducted in May, 2012. The quantitative research approach was employed by means of a survey questionnaire. Data obtained from 351 lay catechists were statistically analyzed in order to identify the types of ICT used in catechesis classes and, at the same time, to examine gender and age differences in ICT utilization. The results of data analysis revealed the following: (a) lay catechists used different types of ICT to support their teaching practice, with Internet/Catholic websites being the most frequently used ICT tool, followed by mobile phone, and then by desktop/laptop computer; (b) there are no differences within catechists’ gender in the use of ICT tools for catechism activities in catechism classes; and (c) there are no differences among catechists’ ages in the use of ICT tools for catechism activities in catechism classes.
Factors influencing the likelihood of attrition among baccalaureate nursing students at Assumption University of Thailand
(Assumption University, 2013) Su, Thet; Assumption University. Graduate School of Education
Death and dying : an investigation of factors that influence support for euthanasia among Thai people
(Assumption University, 2013) Natalie Chantagul; Assumption University. Graduate School of Education
An application of blake and mouton's leadership styles of seminarians of Saint Joseph major seminary in Ho Chi Minh City diocese during serving at Parish
(Assumption University, 2013) Trong, Pham Van; Assumption University. Graduate School of Education
The purpose of this study was to use the theory of Blake and Mouton’s leadership Grid to measure seminarians’ behaviors in when they served at parishes. The objectives were (1) to determine the leadership styles the seminarians applied during serving at parish; (2) to examine relationship between seminarians’ leadership styles and their demographic profile; (3) to compare the difference in Team leadership styles among age groups, diocese groups, educational attainment groups, and work experience groups. The research method using in this study was quantitative. A Likert scale questionnaire which based on Blake and Mouton’s leadership Grid theory was used to determine leadership styles of 168 seminarians of five classes from three dioceses at Saint Joseph Major Seminary of Ho Chi Minh City diocese. The data from questionnaire was analyzed by using SPSS program. The findings of this study demonstrated that there was a dominant leadership style the seminarians applied during serving at parish; seminarians’ leadership styles were no related to age, diocese, educational attainment, and work experience; Team leadership style of seminarians were no significantly different among age groups, diocese groups, educational attainment groups, and work experience groups.
A study of language learning strategies used by students learning Korean as a foreign language at Wat Makutkasat Secondary School of Thailand
(Assumption University, 2013) Heejin, Yang; Assumption University. Graduate School of Education
Language learning strategies are considered as an important factor for influencing and determining the success of language learning. In order to implement differentiated instruction to meet the diverse need of the learners it is vital to identify individual differences of students learning strategies. In this study, the use of language learning strategies was investigated among Thai student studying Korean as a Foreign Language at Mattayom Wat Makutkasat Secondary School. One hundred and seventy-nine students participated in this study studying Korean as a Foreign Language program in the academic year 2012. The quantitative data was collected by means of a questionnaire. The result indicated that the participants frequently use social strategies and meta-cognitive strategies. In addition, differences in language learning strategies were reported and student preference for strategy use was reported. Specifically in terms of learning strategies, grades 7 and 12 students had higher use of learning strategies than grades 8, 9, 10, and 11 students. And female students had higher use of learning strategies of memory, cognitive, compensation meta-cognitive, and social strategies than the male students. Significant relationship was found between the use of the learning strategies and student achievement. In sum, this research will help more effective teaching and learning with considering individual differences into account.
A study of secondary school students' and teachers' perceptions of and satisfaction with service learning activities at Ruamrudee International School in Thailand
(Assumption University, 2013) Vu, Tin; Assumption University. Graduate School of Education
This study was conducted mainly to examine a service-learning program at RIS by determining students’ and teachers’ perception of the linkage and satisfaction with service learning activities and classroom learning experiences done at RIS. The sample included 254 secondary students and 52 teachers from Ruamrudee International School. This research found differences in students’ and teachers’ perceptions of service learning activities and satisfaction of learning experience statistically significant. Teachers gave a high rating to perceptions and satisfaction than students. A number of suggestions were given by students showing how important that service learning has been in strengthening and enhancing their education. Service Learning has served to enhance the process of making connections with learning in classroom and bringing to life through the experiences of serving and learning. In conclusion, the researcher suggests when constructing service learning activities, consider the needs of students, and elicit the support of teachers and the community partners. It is crucial to have the whole community join force and working together to bring out what is best for all.
A study of teacher utilization of smart board at Pan-Asia International School Bangkok
(Assumption University, 2013) Qun, Chen; Assumption University. Graduate School of Education
The current study was carried out how smartboard can motivate the students to learn more effectively and how smartboard has been used in each subject. Smartboard is an expensive teaching facility. To have it in the school, the teachers should have enough ability to use it and use it properly. Smartboard is a new technology especially in education, not only the teachers are facing to the new technical problems, the students also face to the challenge of new technology. The quantitative research approach was employed by means of a survey questionnaire. Data obtained from 67 teachers were statistically analyzed in order to identify the frequency of smartboard used at Pan-Asia International School and at the same time, to examine gender and grade levels differences in teachers’ utilization to use smartboard. The result of data analysis revealed the following: (a) every subject teacher use smartboard to teach at Pan-Asia International School, almost 4 to 10 hours per week; (b) there is no difference in teachers’ ability to use smartboard regarding teachers’ gender at Pan-Asia International School Bangkok; (c) there is no significant difference in teachers’ ability to use smartboard regarding the grade levels of teaching at Pan-Asia International School Bangkok.
Effectiveness of the incredible years parent training program on the level of anxiety, depression, stress, and self-efficacy of mothers with ADHD diagnosed children in Iran
(Assumption University, 2013) Mitra, Mirfakhraei; Varma, Parvath, jt. auth.; Assumption University. Graduate School of Education
Assessing students' self-efficacy for learning at an International University in Thailand
(Assumption University, 2013) Lynch, Richard; Assumption University. Graduate School of Education
Development of a commitment to lifelong learning among students has become a key objective of education throughout the world. This is particularly the case in university study at both the undergraduate and, more especially, at the graduate levels, where the students are expected to shoulder increasingly greater responsibility for their own learning in both classroom-based and online learning contexts. An important aspect of that responsibility lies in the acquisition of metacognitive self-regulatory skills whereby students are enabled to manage their own learning in a variety of environments. Social cognitive self-regulation theory posits that an individuals’ beliefs in their ability to manage their own learning will be predictive of their active participation in current learning which will in turn be predictive of their commitment to lifelong learning. This paper describes a small scale validation study – prelude to an intended large scale university-wide study - of a questionnaire to measure self-efficacy for university level learning. The original 10-item scale, composed of 2 sub-scales (self-efficacy for information processing and self-efficacy for information finding), was first developed by researchers in Italy in 2007. It was slightly modified for the current study (a further 2-item sub-scale being added to measure self-efficacy for English listening and reading comprehension) and completed by a convenience sample of graduate (M.Ed.) students (n = 38) at an English-medium international university in Thailand. Each of the 3 sub-scales attained satisfactory degrees of internal consistency reliability. As well, in line with selfefficacy theory, correlations between each of the 3 sub-scales as well as the total scale and the respondents’ self-reported expected grades were robust and statistically significant.
A comparative study on student achievement in science through cooperative learning and individual learning at Nantawan International School
(Assumption University, 2013) Hatipoglu, Vahide Gaye; Assumption University. Graduate School of Education
This study compared the differences in student achievement in science between cooperative learning and individualistic learning. The study had four objectives which were to determine 1) if there is an improvement in student achievement in science through cooperative learning, 2) if there is an improvement in student achievement in science through individualistic learning, 3) if there is a significant difference in student achievement in science between cooperative learning and individualistic learning activities, 4) if there is a significant difference in student achievement in science through cooperative learning and individualistic learning activities by year of study in Nantawan International School. The sample of 64 multinational students from the varying levels of primary Year 3 to 6 were given pretests and posttests through both cooperative and individualistic learning style in order to compare student achievement in science in the second semester of the academic year 2011-2012 at Nantawan International School. A major finding of the study was that there was a significant difference in student achievement in science between cooperative learning and individualistic learning activities in all four year levels from Year 3 to 6 in the direction that cooperative learning activities were more effective than individualistic learning activities for achievement in science. There was no significant difference in student achievement in science through both cooperative learning and individualistic learning activities by year of study in Nantawan International School. As a result of findings of this research, cooperative learning is recommended in the teaching/learning process to improve student achievement in science.
Influence of cultural values on emotion regulation and well-being : a study of Thai University students
(Assumption University, 2013) Zohar, Shimon; Assumption University. Graduate School of Education

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