Factors affecting student achievements of English programs in secondary Schools under The Office of Basic Education Commission, Thailand

Name: Samonya Boonprasop

LCSH: Burapha University.Faculty of Education

LCSH: High schools -- Thailand

LCSH: English language -- Usage -- Study and teaching

LCSH: English language -- Study and teaching (Elementary)

LCSH: School management and organization -- Thailand

Abstract: Throughout the years, while there have been many educational reforms conducted in Thailand, there are still many debates about the Thai educational system. Being ranked 8th out of the 10 ASEAN member states, based on the countries educational systems in 2013, Thailand has been trying to formulate strategies to increase the effectiveness of their school systems and overall improve student achievements. In recent years, one of the strategies developed was the implementation of the English Programs throughout Thailand. In these programs, English is used a medium of instruction across most subject areas and employs more foreigner English teachers, both native and non-native speakers. By using a quantitative research method, the main purpose of this research was to construct and validate a causal model of factors affecting student achievements of English Programs in Secondary Schools under the Office of the Basic Education Commission in Thailand. For the purpose of this study student achievement is the dependent variable, with seven underlying factors either directly or indirectly impacting it. The sample of this study was selected by using the cluster sampling technique, which consisted of a total of 400 teachers, who were randomly selected, from the 2,020 teachers involved in the English Programs in 2015. The research instrument was a set of questionnaires developed by the researcher. The data was analyzed through descriptive statistics by using a statistical evaluation for social science programs, as well as the Structural Equation Model through the Lisrel programs, in order to validate the hypothesized model. The seven underlying factors presented in this model consisted of the Ministry of Education Policy for teaching and studying in the English language, instructional leadership, school characteristics, teacher characteristics, student characteristics, and teacher’s teaching strategies and student’s deeper learning. According to the results, the model fits with the empirical data, with the findings revealed as follows: The results of the parsimonious model of factors the affecting student achievements of English programs fits with the empirical data. The Chi-square equals to 600.37 with a p-value of 0.00 and a degree of freedom of 406 = 1.49 CFI = 0.98, GFI = 0.92, and RMSEA = 0.035. The results also showed that both teacher’s teaching strategies and student’s deeper learning factors had significant direct effects on student achievement. It is intended that the findings of this study will not only assist those attending English Programs schools, but also those in the regular programs as well. Schools must find additional ways to encourage their administrators and teachers to deepen their perceived levels of engagement in school effectiveness, which will hopefully then lead to greater student achievements both academic and non-academic.

Burapha University. Library

Address: CHONBURI

Email: buulibrary@buu.ac.th

Name: Surath Chaichompoo

Role: Principal advisor

Name: Kunawudh Konechalard

Role: Co-advisor

Created: 2017

Modified: 2019-12-26

Issued: 2019-12-26

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: Th 420.712 Sa191F

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: Educational Administration

Grantor: Burapha University

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