AU Virtual International Conference Entrepreneurship and Sustainability in the Digital Era: Vol. 2, No. 1 (2021)

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    The relationship between teachers’ perceptions towards principal’s transformational leadership and their organizational commitment in Yuehe Town Junior High School, China
    (Bangkok : Assumption University Press, 2021) Chen, Jinxue
    The purpose of this study is to explore the relationship between teachers’ cognition of principals’ transformational leadership and their organizational commitment in Yuehe Town Junior High School, Tongbai County, Henan Province, China. This study took 65 full-time teachers as the research object and conducted a questionnaire survey. Means and standard deviations are used to determine teachers’ cognitive level of school principals’ transformational leadership and organizational commitment, and the Pearson product correlation number is used to analyze the relationship between teachers’ perceptions towards principal’s transformational leadership and their organizational commitment. In order to analyze the relationship between the two variables, Pearson product moment correlation coefficient was used, the results show that the teachers of the target school hold a relatively positive attitude towards the principal’s transformational leadership, and the level of their organizational commitment was high. Pearson correlation test shows that there is a significant correlation between junior high school teachers’ cognition of principals’ transformational leadership and their organizational commitment in Yuehe Town Junior High School, Henan Province, China.
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    A correlational-comparative study of burmese high school students’ motivation and academic achievement in English as a foreign language class
    (Bangkok : Assumption University Press, 2021) Mu, Bu ; Gonzalez, Orlando
    The purpose of this quantitative study was to determine whether there was a significant relationship between motivation for learning English as a foreign language (EFL) and English academic achievement, and a significant difference in motivation for learning EFL, in terms of motivational intensity, desire to learn English, and attitudes toward learning English, between Grades 10 and 11 students at Mungmyit Sinli IDPs High School, Kachin State, Myanmar. A total of 225 students participated in this study. Motivation-related data were gathered through administering a survey questionnaire adapted from the international version of Gardner’s (2010) Attitude/Motivation Test Battery, while the English students’ monthly test scores were considered to measure participants’ English academic achievement. From the statistical analysis of the collected data, it was found that there was no significant relationship between Grade 10 students’ motivational intensity and desire to learn for learning EFL with their English academic achievement, while their attitudes toward learning English were found to have a significantly weak relationship with their English academic achievement. On the other hand, the results revealed that there was no significant relationship between Grade 11 students’ motivational intensity, desire to learn English and attitudes toward learning English with their English academic achievement. Besides, it was also found that there was a significant difference in motivational intensity between Grade 10 and Grade 11 students, while no significant difference was found in their desire to learn English and attitudes toward learning English. Based on these findings, recommendations for teachers, students, school administrators and future researchers are provided.
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    A comparative study of Grades 10 and 11 students’ motivation for learning English as a foreign language under gamification and teacher-centered activities at a private School in Bangkok
    (Bangkok : Assumption University Press, 2021) Natnapa Polsan
    The purpose of the study was to compare motivation for learning English as a foreign language under gamification and teacher-centered activity of Grade 10 and Grade 11 students at a private school in Bangkok, Thailand. The study was included seven objectives and was conducted during September 2020 to August 2021. 24 of Grade 10 and 32 of Grade 11 students of the second semester in the academic year 2020 at a private school were sample of the study. Both grade level students were divided into two groups; experimental group and control group. A pre-post quasi-experimental study was conducted for eight weeks. The data were analyzed by means, dependent samples t-test, and independent samples t-test. According to the findings, there was no significant difference between Grade 10 and Grade 11 students’ motivation for learning English as a foreign language under gamification activity and teacher-centered activity at a significant level of .05. From the eight weeks of the experiment with two different activities, the students who participated in experimental group which participate in class that used gamification activity were not significantly different compared to the students who participated in control group which participate in class that used teacher-centered activity.
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    Burmese teachers’ perceptions of collaborative instruction and sources of student motivation for learning social studies
    (Bangkok : Assumption University Press, 2021) Nanmu, Gemma
    The purpose of this paper is to examine how middle school Social Studies teachers in five government basic education schools at Demoso Township, Kayah State, Myanmar, perceived (a) collaborative instruction, its objectives, and the roles of teachers and students in the collaborative instruction class; and (b) the sources of student motivation for learning Social Studies in relation to intrinsic goal orientation, extrinsic goal orientation, and task value. Data was mainly collected from in-depth individual semi-structured interviews with 10 middle school Social Studies teachers conveniently sampled from the target schools. From the data analysis, which was conducted using the systematic design of grounded theory, it was found that the participants perceived collaborative instruction as having three main objectives: to promote students’ sociocultural, ethical and learning behaviors; to promote students’ self-efficacy for learning Social Studies; and to promote teachers’ self-efficacy for teaching Social Studies; and the roles of teachers and students in the collaborative instruction were found to be in line with such objectives. Moreover, the sources of student motivation for learning Social Studies perceived by the participants were found to be in line with the three sources of motivation for learning identified by the value components of Pintrich and De Groot (1990). Based on these results, recommendations for Social Studies teachers, students and future researchers are provided.
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    Students’ perceptions of online learning during the COVID-19 pandemic: a study of undergraduate students from an international university, Thailand
    (Bangkok : Assumption University Press, 2021) Chayada Thanavisuth
    The outbreak of COVID-19 had an impact on educational systems worldwide. This study was aimed at investigating the perceptions of students towards online learning during the COVID-19 pandemic. Two hundred fifty-five undergraduate students from a private international university in Thailand participated in this study. Data were collected using the adapted version of Students’ Perception Questionnaire (SPQ) items from Bączek et al. through an Google Forms online survey. The research objective was examined by basic descriptive statistics (percentage, means and standard deviations). Results showed that student participants prefer both online and onsite learning. The most strongest advantage of online learning is allowing participants to stay at home (72.15%) whereas the participants chose technical problems (73.33%) and lack of interactions with friends (71.37%) as the major disadvantages. The participants perceived that online learning was effective that helped increase knowledge (35.29%), active classroom activities (33.33%) and enjoyable (30.2%). Based on the research findings, suggestions and recommendations to improve the higher education online learning in the future and pedagogical implications are provided.