Scholar: Vol. 6, No. 1 (2014)

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Now showing 1 - 5 of 5
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    A comparative study on psychology graduate students' learning difficulties and satisfaction from three types of university in Thailand
    This study mainly aimed to identify and compare the Psychology graduate students’ learning difficulties and satisfaction from three different types of university in Thailand, including Assumption University, Chulalongkorn University and Burapha University. All 99 students who currently study in Psychology graduate program of three universities during 2013-2014 were used as the sample for this study. The study used descriptive statistics, including frequency, percentage, means, standard divisions, and one way ANOVA to deal with the data. Analyzing of the collected data, the study reported the demographics and other background information of the current Psychology graduate students from three universities; identified their learning difficulties; determined and compared their learning satisfaction from these three different types of University in Thailand. Significant difference of the students’ satisfaction between the private university and the public university was found by the study.
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    (Assumption University, 2014) Poonpilas Asavisanu ; Nathara Mhunpiew
    Factors affecting student retention were examined in the context of international programs at Thai private higher education institutions for the development of a leadership strategy to affect retention. A mixed-methods study involving both quantitative and qualitative aspects was employed to determine factors affecting student retention and current practices utilized. Students, faculty and administrators of international programs were surveyed and interviewed to obtain data for this study. Results indicated that retention of students in international programs at Thai private universities were influenced by academic, social, advising, and financial issues as well as levels of degree commitment, scholastic conscientiousness and academic efficacy. Current practices utilized included academic remediation, tutoring, advising, and student monitoring systems. These findings suggest that implementation of practical interventions supported by retention research and leadership commitment to increasing academic improvement will benefit students and have an impact on student retention.
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    (Assumption University, 2014) Khun Seng ; Nathara Mhunpiew
    The development of instructional leadership model is created to elevate the quality of teaching and learning for schools in the Kachin area of Myanmar. The study attempted to answer the research questions such as (1) what are the desirable characteristics of instructional leadership and the needs for school improvement?, (2) what are the current practices of the instructional leadership in schools?, (3) what are the expectations of the instructional leadership in schools?, and (4) what is the development of instructional leadership model that can be applied at the system of schools in the Kachin area of Myanmar? The researcher applied content analysis to the first step of study. The result showed ten factors of instructional leadership and four factors of transformational leadership which were used for developing the research instruments, questionnaire and interview questions. The questionnaires were distributed to 348 teachers and 16 headmasters at the schools in the Kachin area of Myanmar. The interview was conducted with three education officers and a director of central education department for the developing of the model. The findings indicated the priority of instructional leadership issues that need to be developed, such as motivation for teachers and students, managing teaching and learning, developing collaborative culture, relationship with other countries and inside the country and professional development for headmasters and teachers. These issues can be developed by application of an instructional leadership model at schools in the Kachin area of Myanmar.
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    The impact of strategy training on Assumption University's learners of French
    Research in second language learning has shown that learners who use learning strategies are more likely to achieve effective learning, and has highlighted the importance of strategy training in language education. The principal objective of this research is to evaluate the impact of a 14 hours training module to language learning strategies integrated in a conversation class for the benefit of Assumption University’s students of French. The research was organized in three stages: (1) an identification of the language learning strategies used most commonly by a sample of 25 Assumption University’s learners of French. The data were collected through the Oxford’s (1990) Strategy Inventory for language learning (SILL) questionnaire. (2) The implementation of strategy training elaborated from the Cohen’s (1998) Strategy-Based Instruction (SBI) model and adapted to students of French. (3) An evaluation of the impact of the training through a second administration of the SILL questionnaire to the participants at the end of training. The evaluation showed an overall increase in the mean scores strategy uses. It is hoped that this research will provide teachers with tools that will enable them to help students become more effective and independent language learners, and offer new perspectives on strategy training in second and foreign language class.
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    A study of the relationship between leadership style and knowledge management in Pan-Asia international school
    This study examined the relationship between leadership and knowledge management in Pan-Asia International School. The hypothesis of this study is that there is a significant relationship between leadership style and knowledge management. The study included a sample of 35 teachers from a population of 49 teachers in this International School. Questionnaires were used as the research instruments to collect the demographic profile and to measure leadership style and knowledge management. Therefore, the research design of this study is quantitative. Descriptive method was used to identify leadership style of administrators and knowledge management of school and Pearson’s Product Correlation method was used to examine the relation of leadership style and knowledge management. According to the major research findings of this study, the teachers from PAIS perceived that their administrators have high transformational leadership style and they tend to agree that they perceive school knowledge managements. Moreover, regarding the relationship between total average of two leadership styles and knowledge management, the research finding showed that transformational leadership style is positively and significantly related to the knowledge management (p < 0.05).