• 會議論文

Development of Problem Solving Confidence to Chinese International Graduate Students of Educational Management in Thailand by using Active Learning

This study aimed at applying active learning approach to enhance problem solving confidence to Chinese international graduate students of educational management in Thailand. It was a quasi-experimental design. 80 graduate students in the field of educational management in Bangkok to participate in the research, 40 students in the experimental class and the rest 40 in the control class. The intervention of active learning approach was applied to the experimental class over a 15-lesson period. The control class accepted regular lecture-based instruction without the intervention in the same period of teaching schedule. The result of a detailed one-way ANCOVA showed that the intervention approach of active learning in the experimental class contributed significant enhancement in high confidence.

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Factors Affecting the Academic Performance of Students in Lamgong Middle Secondary School Paro, Bhutan

The objective of the research was to study the relationship between learning facilities and students' academic performance of students in Lamgong Middle Secondary School Paro, Bhutan. The research method applied was descriptive survey method and used correlational design. Questionnaire was used as the main instrument for data collection. One hundred fifty five students from were included for the study. The data collected was analyzed using Pearson correlational design. The findings indicated that there was a significant correlation between learning facilities and students' academic performance. Recommendations from this research finding were to prioritize and supply adequate resources related to students' academic performance and future researchers to carry out with more sample by adopting other research methods on factors affecting the academic performance of students.

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Factors Influencing Students' Participation in Co-curricular Activities in Wangchhu Middle Secondary School in Chhukha District, Bhutan

The purposes of this research were to study the levels of students' perception towards infrastructural facilities, teachers' role, parental involvement and students' participation in co-curricular activities, to study the relationship between the infrastructural facilities, teachers' role, parental involvement and students' participation in co-curricular activities and to determine the predictors on the students' participation in co-curricular activities in Wangchhu Middle Secondary School in Chhukha District, Bhutan. The study adapted the quantitative research method. The study was carried out with the whole population which comprised of 134 students. Descriptive statistical analysis, Pearson's product-moment correlation coefficient and Multiple regression analysis were employed in analyzing the data.The validity test confirmed that all the items under the variables had an IOC of 1.00 and was validated by three experts. The reliability test confirmed that the variables were reliable with Cronbach's Alpha. The findings revealed that the students perceived the levels of infrastructural facilities, parental involvement and students' participation in co-curricular activities at a high level. However, teachers' role was perceived at a moderate level. The relationship between infrastructural facilities with the students' participation in CCAs was rated at (r=.352) with the highest correlation. It was followed by teachers' role (r=.321) and then by parental involvement (r=.158). A stepwise multiple regression found out that Infrastructural facilities had the highest influence on students' participation in CCAs (B=.27) and followed by teachers' role (B=.23). Future researchers are recommended to explore other variables for more authentic impact.

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Factors Affecting Grade 6 Students' Skills in Primary Schools in Wangdue Phodrang District, Bhutan

The purpose of the study was to determine the level of students' skills, examine the relationship between parental involvement, school facilities, teacher's skills and abilities, peer relationship and students' skills, compare the differences in students' skills based on level of parent education and family income, and investigate the predictive factors that affect grade 6 students' skills in primary schools in Wangdue Phodrang district, Bhutan. The study adopted quantitative research methodology with descriptive survey design and employed questionnaires to collect data from 222 grade 6 students studying in three primary schools. The data was analyzed using descriptive statistics, Pearson's coefficient correlation, one-way ANOVA and stepwise multiple regression analysis. The research findings indicated that the overall level of students' skills, parental involvement, school facilities, teacher's skills and abilities and peer relationship were rated at high level. The correlation between the students' skills, parental involvement, school facilities, teacher's skills and abilities and peer relationship were shown positive and statistically significant at significance level P=0.000. Peer relationships had the highest correlation with students' skills at (r =.665). The result also revealed that parent education and family income does not make any significant difference in students' skills. Peer relationship, school facilities and parental involvement were recognized as predictive factors which had the highest significant effect on students' skills. Peer relationships had the highest effect on the students' skills with the highest coefficient value (β= .520). From the findings, it could be suggested that the school and teachers should create awareness on positive peer relationship, deliver quality teaching and learning programs with enriching activities by employing cooperative learning strategies to develop and strengthen the students' skills.

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Factors Affecting the Sustanability of Kagan Cooperative Learning Structures in Sarpang Central School Under Sarpang Disrtict, Bhutan

This research paper is designed to find out the level of factors affecting the sustainability of the Kagan cooperatives learning structures, to study the relationship between the four factors with sustainability of the Kagan cooperatives learning structures and to find the predictive factors affecting the sustainability of the Kagan cooperatives learning structures in Sarpang Central School. The research was conducted by quantitative method. The population was 91 teachers of Sarpang Central School. The data was collected through survey questionnaires. The research findings showed that levels of factors affecting the sustainability of Kagan cooperative learning structures in Sarpang Central School under Sarpang District, Bhutan were high. Among the four factors students 'achievement had the highest mean score at high level 3.71. Pearson's correlation was used to analyze the relationship between the four factors with the sustainability of Kagan cooperative learning structures. The results showed significant correlation among the four factors and sustainability of Kagan cooperatives learning structures. According to the analysis of step wise multiple regression ,3 predictive factors were identified which are classroom management, teaching strategies and students' achievement. The results also revealed that these three factors affected the most in sustainability of Kagan cooperatives learning in Sarpang Central School under Sarpang District, Bhutan.

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Effects of Quality of Non-Formal Education on Quality of Life of Woman under Tashichholing Dungkhang in Samtse, Bhutan

This research aims to study the level; the relationship between Quality of Non-Formal education and Quality of life and to investigate the predictors of Quality of Non-formal education of Tashichholing Dungkhag, Samtse Bhutan. The study used a quantitative method using questionnaire survey for the entire population of 130 women learners in 14 NFE centers. The data were analyzed using descriptive statistics, Pearson's Correlation and Step-wise Multiple Regression Analysis. The findings revealed that the women perceived Quality of Non-formal education at the highest level and Quality of life at the high level. There was a significant relationship between the four domains of Quality of Non- formal education and Quality of life of women, and the regression analysis showed that Quality Teaching Methods, Quality learning Materials and Quality Curriculum were predictive factors of Quality of life of women under Tashichholing Dungkhag, Samtse Bhutan. From the findings of the study, the policy makers and officials are recommended to consider Quality of Teaching Methods as crucial factor which showed the highest level of relationship with Quality of life of women at r =.587 and it could influence 35% of the quality of life of women under Tashichholing Dungkhag, Samtse Bhutan.

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The Design of Process and Outcome Feedback in Flipped Classroom with Student Engagement for Higher Education

Several classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. Moreover, much has been written in higher education assessing the value of feedback. The paper is shown about the design of process and outcome feedback in flipped classrooms with student engagement for higher education. In the design phase, both of the activities of the process and outcome feedback groups are checked by the teacher. For the process feedback group, they have to do the activities step by step and when they complete one activity, they have to inform that the teacher for getting immediate feedback to continue the next task. On the other hand, outcome feedback group students have to complete all of the tasks listed. And then, they have to inform the teacher and get feedback on the result. For items design have the respondents from three experts who are the professors on educational technology and teaching programming skills in the university in Thailand. The mean in the design of process and outcome feedback in flipped classroom with student engagement is a good result (x=4.46, S.D= .617) for all items on the lesson plan. Hence, it will be implemented for the true experimental research to explore the different of learning achievement and self-regulation for the higher education students between the PF and OF groups.

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Relationship Among School Instructional Leadership, School Management, and Teacher Competency in the Schools of Gasa District of Northern Bhutan

The purposes of this study were to determine the level of school instructional leadership, school management and teacher competency; and to study the relationship among school instructional leadership, school management and teacher competency in the schools of Gasa district of northern Bhutan. The study employed both quantitative and qualitative methods. Quantitative data were collected using a survey questionnaire. The sample was 70 teachers from six different schools who responded positively. Qualitative data were collected by conducting semi-structured interviews with six teachers, four teachers from one of the high schools and other two teachers from one of the primary schools. Descriptive statistical analysis and Pearson's product-moment correlation coefficient were employed in analyzing the quantitative data. Content analysis was applied to analyze the interviewed data. The overall findings revealed that the school instructional leadership was rated at a high level with a mean score of 3.89; school management level was perceived at high with a mean score of 4.08; and teacher competency level was also demonstrated high with a mean score of 4.17. It was indicated that there was a statistically significant and strong positive correlation at the 0.01 level (2-tailed) among the school instructional leadership, school management, and teacher competency in the schools of Gasa district of northern Bhutan (r=0.807, 0.758 & 0.816) respectively. Based on the findings, it is recommended that concerned authorities and organization levels such as Ministry of Education, District Education Officers including principals think out of the box to ensure further provision of enriching professional growth and development programs to widen the horizon of teachers' competency level. This will enable teachers accessible to new knowledge of teaching skills, pedagogical knowledge, instructional leadership skills, management skills which ultimately benefits self-development, and students' learning.

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Influence of Principal' Positive Leadership on Organization Commitment by Teachers in Private Universities in China

The purpose of this study is to explore the relationship among Chinese private university teachers' perceived principals' positive leadership and organizational commitment. In this study was conducted among 303 teachers as samples with a convenient sampling method sampled from 5 private universities in Henan Province. Finally, the conclusions of this study are as follows: The private university teachers' perceived principals' positive leadership has a positive influence on organizational commitment. Female teachers perceive higher sense of positive leadership than male teachers perceive and female teachers have higher organizational commitment than male teachers both in overall situation. The professors have higher perception than that of lecturers in positive atmosphere and positive communication, professors have higher perception than that of the teaching assistant and lecturers in positive bond dimension. Finds that in the dimension of affective commitment and continuance commitment, professors are higher than lecturers.

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Influence of Social Support on Entrepreneurial Self-efficacy and Entrepreneurial Intention of University Students in Hainan, China

This study aims to explore the relationship between social support, entrepreneurial self-efficacy and entrepreneurial intention of university students. An effective sample of 435 students from a public university in Hainan was collected. Social support, entrepreneurial self-efficacy, and entrepreneurial intention survey are used to examine the influences of social support and entrepreneurial self-efficacy of university students on their entrepreneurial intention and the mediating role of entrepreneurial self-efficacy between social support and entrepreneurial intention. The results indicate that (1) social support can positively and significantly predict entrepreneurial intention; (2) social support can positively and significantly predict entrepreneurial self-efficacy; (3) entrepreneurial self-efficacy can positively and significantly predict entrepreneurial intention; and (4) entrepreneurial self-efficacy plays a mediation role between social support and entrepreneurial intention.