Scholar: Vol. 14, No. 2 (2022)
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ItemFactors influencing the acceptance of blended learning by early childhood undergraduate students(Bangkok : Assumption University Press, 2022)The mixed-method research approach was applied to explore early childhood major students' levels of acceptance and attitudes towards blended learning based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) and College and University Classroom Environment Inventory (CUCEI). Three hundred sixty-three undergraduate early childhood major students in China participated in the study. The Structural Equation Modeling (SEM) analysis was used to determine which variablesin the UTAUT2 and CUCEI significantly impacted blended learning acceptance. The interview data supplemented the findings of the quantitative data. It was found that socialinfluence and classroom environment significantly impacted blended learning acceptance. Results also indicated that blended learning is more likely to be accepted and used because of the ease of its use and the convenience it offers, as well as promoting a better social and classroom environment. However, the blended learning acceptance was not correlated with performance expectancy, effort expectancy, hedonic motivation, facilitating condition, and price value. Based on these findings, the researcher provided suggestions for decision-makers regarding using and accepting blended learning in their institutions. Administrators and educators can use this study's findings to guide their implementation and improvement of blended learning.
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ItemA model for the development of socially responsible leadership in undergraduates in Xiamen, China(Bangkok : Assumption University Press, 2022)There is an increasing need for leadership that values and promotes change and improvement for society in the 21st century. It is especially true for China which has experienced tremendous social and economic growth in many large cities. Higher education plays an important role in the development of such leadership. This research aimed to develop a model for developing socially responsible leadership for undergraduate students in Xiamen, China. This research was conducted using a sequential mixed-methods approach utilizing qualitative and quantitative methods. The study wasbased on the following objectives: 1) To determine the desired Confucian principles that form the basis of socially responsible behavior of Chinese students; 2) To determine the types of student leadership activities that can promote socially responsible leadership in students; 3) To identify the current type of student leadership activities that promote socially responsible leadership that are available in universities in Xiamen, China; 4) To determine if there is a relationship or a difference between the type of activity, frequency of participation and demographics of students and the level of socially responsible leadership of students in Xiamen, China; and finally, 5) To propose a model for the development of socially responsible leadership for students in Xiamen, China. The literature and interviews identified five core Confucian values: Benevolence, Righteousness, Manner, Wisdom, and Trustworthiness. Leadership activities included workshops, classroom, club, student organization, and games. Five hundred students from a representative university in Xiamen, China, were surveyed. A significant relationship was found among students' demographics, participation frequency, leadership activities, and levels of socially responsible leadership.(four categoriesof leadership activities with p<.05 they were a significant relationship with socially responsible leadership) A final model was developed from the research findings and validated by experts.
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ItemThe factors of direct influence on the 21st century instructional competencies of secondary school teachers in the Catholic Diocese of Chennai, India(Bangkok : Assumption University Press, 2022)The purpose of this research was to determine the direct factors to enhance the 21st-century instructional competencies of secondary school teachers. Factors of direct influence are herein defined as events, decisions, or situations that influence teaching and learning. The research objectives focused on: (1) finding the ideal 21st-century instructional competencies and the factors that influence those competencies, (2) developing a survey instrument for the assessment of the factors influencing 21st-century instructional competencies of school teachers in southern India, and (3) finding the relationships that exist between the factors influencing 21st-century instructional competencies of secondary school. A simple random sampling of books and journals published between 1999 and 2020 on instructional competencies provided the data for the qualitative content analysis. A survey instrument was constructed using the findings. For the third objective, data collection was done using the survey instrument and then analyzed using advanced statistical methods. The analysis found a Pearson’s Coefficient (r) of .641, with a p-value of .000, indicating a strong positive relationship between the 21st-century instructional competencies (TFCIC) and the factors identified. The findings of this study showed that there were seven statistically significant factors that predict the 21st-century instructional competencies, F (7, 411) = 49.768, p < .001, proving that the regression model was a good fit for the data provided. The regression analysis determined the direct factors influencing 21st-century instructional competencies of secondary school teachers, as identified as student-centered approaches, use of information technology, school policies of teaching and learningstatistically significant at p<.001,and student participation statistically significant at p<.05. This study proposes recommendations for best instructional practices of secondary school teachers that are suited for 21st-century education.
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ItemA strategy to strengthen multicultural education at a private higher education institution(Bangkok : Assumption University Press, 2022)This study aimed to develop a strategy for strengthening multicultural education at a private higher education institution. The study was designed as a mixed-methods exploratory design. The qualitative portion of the research was conducted using content analysis to generate content for the survey which was utilized for the quantitative portion of the study. The research objectives for the survey were: 1) To explore instructors' practices that strengthen multicultural education in higher education institutions, 2) To explore the practices that strengthen multicultural education in higher education institutions, 3) To determine the current level of intercultural sensitivity of instructors at a private higher education institution, 4) To determine the significant instructors' practices that strengthen multicultural education at a private higher education institution, 5) To determine significant institutional practices that promote multicultural education at a private higher institution, and 6) To develop a strategy to strengthen multicultural education at a private higher education institution. Data were collected from 95 administrators and 265 instructors at the Assumption University of Thailand. A multiple regression analysis found the variables of Classroom Environment (CE), Individual Beliefs (IB) Pedagogical Knowledge (PK), and Awareness of Multicultural Issues (IMA) to be significant at P<.001. A strategy to strengthen multicultural education at Assumption University was developed from the significant factors and validated by experts.
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ItemA comparative-correlational study of upper elementary and middle school students' perceptions of parental influence and self-efficacy for learning mathematics with mathematics academic achievement at Pan-Asia International School, Bangkok, Thailand(Bangkok : Assumption University Press, 2022)The purpose of this study was to investigate whether there was a significant relationship between perceived parental influence and self-efficacy for learning mathematics with mathematics academic achievement and also whether there was a significant difference in perceived parental influence on learning mathematics and in students' self-efficacy for learning mathematics for upper elementary and middle school students at Pan-Asia International School Bangkok, Thailand. The research was conducted among 41 upper elementary students and 49 middle school students enrolled in the academic year 2020 - 2021. The Students' Perceptions of Parental Influence and Self-Efficacy for Learning Mathematics Questionnaire was used to collect data to measure students' levels of perceived parental influence and self-efficacy for learning mathematics. The November 2020 Measures of Academic Progress (MAP) mathematics scores were used to determine the students' mathematics academic achievement. Descriptive statistics such as means, standard deviations, independent samples t-test, and multiple correlation coefficient analysis were used to analyze the data. A multiple correlation coefficient analysis revealed there was a significant, positive, and moderately strong multiple correlations between self-efficacy for learning mathematics and mathematics academic achievement for both upper elementary and middle school students. However, there was a very weak and positive correlation between upper elementary students' perceptions of parental influence on learning mathematics and mathematics academic achievement. It also indicated that there was a very weak and negative correlation between middle school students' perceptions of parental influence on learning mathematics and mathematics academic achievement. Independent samples t-test revealed that there was a significant difference between the upper elementary and middle school students' perceptions of parental influence on learning mathematics, while no significant difference between the upper elementary and middle school students' self-efficacy for learning mathematics.