A COMPARATIVE STUDY OF PRIMARY 4 STUDENTS' ACADEMIC ACHIEVEMENT AND PERCEPTION OF LEARNING CHINESE AS A FOREIGN LANGUAGE UNDER AN INQUIRY-BASED LEARNING METHOD AT AN INTERNATIONAL SCHOOL IN BANGKOK, THAILAND

The objective of conducting this comparative research was to determine students' academic achievement in learning Chinese while being instructed under the teaching methodology of inquiry-based learning method in learning Chinese as a foreign language at an international school in Bangkok. How has learning under the inquiry-based learning method increased students' academic achievement and sufficiency for Primary 4 students, which prepared them sufficiently to pass their HSK (Hanyu Shuiping Kaoshi) Chinese proficiency test at their respective Chinese levels? This study examined both the effectiveness of the learning methodology and students' perception of their academic performance to determine how inquiry-based learning methods work in learning a foreign language. A pre-test and post-test were given to Primary 4 students in a Chinese class. The research was conducted from May 2020 to June 2020 in Chinese class. The topic was in Unit 1, "Greeting," which emphasized classroom activity, friends, and family. The lessons were conducted for four weeks, with 3 hours of class per week lasting for a total duration of 60 minutes. The sample size of this study was 18 students being instructed under the inquiry-based learning method. Results indicated that the student's academic achievement and performance in the Chinese language have increased in percentage under the inquiry-based learning methodology. The findings showed that the inquiry-based learning method results in higher achievement in students' academic performance. Students' perception of learning Chinese under the inquiry-based learning method was effective. Therefore, the findings of the study indicated a1 M.Ed. in Curriculum and Instruction, Chinese Language Teacher, Raffles American School, No.15, Moo.15 Bangna-Trad Road, Bangkaew, Bang Phli, Samut Prakan, Thailand. [email protected] Ph.D., Associate Professor, Graduate School of Human Sciences, Assumption University, 592/3 Ramkhamhaeng Road, Soi 24, Hua Mak, Bang Kapi, Bangkok, Thailand. [email protected]: Human Sciences, ISSN 2586-9388, Vol.14 No.2 (Jul.-Dec. 2022)433significant difference in gains instructed under the inquiry-based learning method at a significance level of .05 found in this study. Students achieved higher when exposed to inquiry-based learning methods in learning Chinese as a foreign language

A COMPARATIVE STUDY OF ACADEMIC ACHIEVEMENT AND SATISFACTION IN SOCIAL STUDIES OF GRADE 9 STUDENTS UNDER GAME-BASED AND TEACHER-CENTERED LEARNING METHODS AT SATRIWITTHAYA 2 SCHOOL, BANGKOK Thailand

The purpose of this study was to determine academic achievement and satisfaction between Grade 9 students’ under Game-based learning and Teacher-centered learning methods at Satriwitthaya 2 School, Bangkok. The participants of this study were 60 students from Grade 9 who were studying with game-based and teacher-centered learning methods at Satriwitthaya 2 School, Bangkok. This study was a comparative study research design.  In addition, a questionnaire from developing teaching games with computer system for conversion among based on a computer mathematics course at the vocational certificated students. This study analyzed descriptive statistics (means and standard deviations), comparative analysis independent samples t-test (2-tailed).  This study found that Grade 9 students’ academic achievement taught by game-based learning method were higher than Grade 9 students’ academic achievement taught by teacher-centered learning method. Furthermore, there was significant difference between Grade 9 students’ academic achievement taught by game-based learning method and those taught by teacher-centered learning method. The satisfaction for the game-based learning was 3.95 and for the teacher-centered learning method was 3.65 which interpreted high

The Relationship Between Personality and Teaching Effectiveness of English Teachers from the Perceptions of Students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China

This study was conducted to identify whether there was a significant relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. The Big Five Inventory, which was originally designed by John and Srivastava (1999), was used for measuring the level of personality of English teachers at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Student Instructional Report II, which was originally designed by Centra (1972), was used for measuring the level of teaching effectiveness of English teachers at Dianchi College of Yunnan University in Kunming, Yunnan Province, China. Ninety students participated in this study, which were conducted during the academic year 2018-2019. The data were collected and analyzed by a statistical software program. According to the purpose and hypotheses of the study, different statistical methods were used to analyze the data (e.g., means, standard deviations, and correlational analysis using multiple correlation coefficient). The study showed that the personality of English junior teachers at Dianchi College of Yunnan University contain agreeableness, conscientiousness, extraversion, neuroticism and openness. The study also showed that the level of teaching effectiveness of English teachers at Dianchi College of Yunnan University was effective. The results showed that there was a significant relationship between personality and teaching effectiveness of English teachers from the perceptions of students at Dianchi College of Yunnan University in Kunming, Yunnan Province, China

A Comparative-Correlational Study of Grade 10 Students’ Perceptions of Facebook Usage, Activities on Facebook and English Learning Achievement According to Their Academic Programs at Muangnakhonsithammarat School in Nakhon Si Thammarat, Thailand

Facebook is the popular social media which has various features to support interaction such as sharing contents. The implementation of interactive learning which encourages exchanging information to raise the level of knowledge, and the development of learning environment by the interaction is the core focus of various schools. This research designed to study on students’ perceptions of Facebook usage and activities for English learning achievement by Grade 10 students in three programs at Muang-Nakhon-Si-Thammarat School in Nakhon Si Thammarat, Thailand. The quantitative research method using the questionnaire survey was performed on a sample of 115 respondents as Grade 10 students from three study programs at Muang-Nakhon-Si-Thammarat School in Nakhon Si Thammarat, Thailand. The further tests on the relationship between Facebook usage of students and English learning achievement was also executed. The results revealed a significant difference between students’ perceptions of Facebook usage for learning English by Grade 10 students among three programs. Meanwhile, no significant relationship between Facebook usage of students and English learning achievement was found

THE RELATIONSHIP BETWEEN GRADE 9 STUDENTS’ PERCEPTIONS OF ENGLISH CLASSROOM ENVIRONMENT AND PREFERNCES FOR ENGLISH LEARNING STRATEGIES IN YINSHENG MIDDLE SCHOOL IN KUNMING, YUNNAN PROVINCE, CHINA

The purpose of this quantitative study was to determine the levels of perceptions of English classroom environment and preferences for English learning strategies and investigate if there were significant relationships between perceptions of English classroom environment in terms of relationship, personal development, and system maintenance and change dimensions and preferences for English learning strategies of Grade 9 students at Yinsheng Middle school in Kunming, Yunnan Province, China. The participants were Grade 9 92 students in the target school. The What is Happening in This Class? (WIHIC) questionnaire was used to measure the levels of perceptions of English classroom environment including three dimensions (relationship, personal development, and system maintenance and change dimensions) while The Strategy Inventory for Language Learning (SILL) questionnaire was used to measure the level of students’ preferences for English learning strategies. Results indicated that the level of Grade 9 students’ overall perception of English classroom in terms of three dimensions were positive while the level of Grade 9 students’ preferences for English learning strategies was strong. Pearson’s product moment correlation suggested that there were positive and significant relationships between Grade 9 students’ perception of English classroom environment both in terms of relationship and personal development dimensions and preference for English learning strategies. However, there was no significant relationship between Grade 9 students’ perceptions of English classroom environment in terms of system maintenance and change dimension with preferences for English learning strategies

A CORRELATIONAL–COMPARATIVE STUDY OF MOTIVATION AND PERCEIVED PARENTAL ENCOURAGEMENT FOR LEARNING CHINESE AS A FOREIGN LANGUAGE OF GRADES 5 AND 6 STUDENTS AT KHLONG TOEI WITTAYA SCHOOL, BANGKOK, THAILAND

The purpose of this study was to determine the relationship between Grades 5 and 6 students' motivation and their perceptions of parental encouragement for learning Chinese as a foreign language and to compare two variables in grades 5 and 6 levels at Khlong Toei Wittaya School, Bangkok, Thailand. The participants of this study were 109 students from Grades 5 and 6 at Khlong Toei Wittaya School, Bangkok, Thailand. This study was designed as a quantitative correlational-comparative study. An adapted version of Gardner's (2004) Attitude/Motivation Test Battery (AMTB) was used to collect data from 61 Grade 5 and 48 Grade 6 students during the 2019-2020 academic year. Descriptive statistics means standard deviations, correlational analysis (Pearson's product-moment correlation coefficient), and an independent samples t-test (2-tailed) were used to analyze the data. The study found that Grades 5 and 6 students' motivation for learning Chinese as a foreign language at Khlong Toei Wittaya School and their perceptions of parental encouragement for learning Chinese as a foreign language were slightly high. Also, a significant positive relationship between motivation and perception of parental encouragement for learning Chinese as a foreign language was found for each grade level. Furthermore, the findings also indicated no significant difference between Grades 5 and 6 students' motivation for learning Chinese as a foreign language and no significant difference between their perceptions of parental encouragement for learning Chinese as a foreign language

The Relationship of Parents’ and Teachers’ Perceptions of Students’ Social-Emotional Development with Their Chinese Language Learning Achievement in Nursery 2 at a Trilingual International School in Bangkok

The purpose of this research were to examine the level of parents’ and teachers’ perceptions of students’ social-emotional development, and the relationship of the students’ social-emotional development with their Chinese language learning achievement of Nursery 2 (N2) at a trilingual international school in Bangkok. In this research, 81 parents and 28 teachers of 81 N2 students enrolled in the 2017-2018 school year in this school participated. This research followed a quantitative research methodology employing the questionnaires of parents’ and teachers’ perceptions of students’ social-emotional development, and the N2 Term 3 Chinese language summative assessment of the 2017-2018 school year to determine the level of students’ Chinese language learning achievement. There were four main elements included in this research: the level of parents’ and teachers’ perceptions of students’ social-emotional development, the level of Chinese language learning achievement, and the relationship between students’ social-emotional development and their Chinese language learning achievement. In this research, the students’ social-emotional development focused on three areas: paying attention-following direction, self-regulation, communication and interaction. Chinese language learning achievement focused on listening, speaking, communicating, also reading and tracing Chinese characters. There were four main findings: 1) the parents’ perception of students’ social-emotional development was on schedule; 2) the teachers’ perception of students’ social-emotional development was on schedule; 3) the students’ Chinese language learning achievement was exceeding the expectation; 4) there was a significant relationship of the parents’ and teachers’ perceptions of the students’ social-emotional development with their Chinese language learning achievement in N2 level at a trilingual international school in Bangkok

A Correlational-Comparative Study of Grades 4 to 6 Students’ Perceptions of Parental Encouragement and Motivation for Learning English as a Foreign Language at Zet Let Kung Kyang Community School, Kachin State in Myanmar

This study was conducted mainly to investigate the perception of parental encouragement and students’ motivation for learning English as a foreign language, and if there is a significant difference among their perception of parental encouragement and motivation for learning English as a foreign language at Zet Let Kung Kyang Community School, Kachin state in Myanmar. This research designed as a quantitative, correlational-comparative study with the population of the study, 102 Grades 4-6 students from Zet Let Kung Kyang Community School, Kachin State in Myanmar, during the academic year 2019-2020. Research to ANOVA data analysis, the study indicated that there was no significant difference among Grades 4 to 6 students’ perceptions of motivation for learning English as a foreign language, and no significant difference was found among their perceptions of parental encouragement for learning English as a foreign language. Pearson’s products moment correlation suggested that there was a significant positive relationship between Grades 4 to 6 students’ motivation for learning as a foreign language and their perceptions of parental encouragement for learning English as a foreign language. The result found that Grades 4 to 6 students’ perceptions of parental encouragement and motivation for learning English as a foreign language was high. Finally, the students, teachers, school administrators, parents, and future researchers will benefit from this study.