The purposes of this research were 1) to develop components and indicators of effective academic affairs administration of secondary schools, 2) to examine the congruence of the developed models of the components and indicators of effective academic affairs administration of secondary schools, and 3) to determine the congruence of a structural equation model of factors affecting effective academic affairs administration of secondary schools in the Northeast of Thailand with the empirical data. The scope of the research was 1,205 government secondary schools in northeastern Thailand. The population included the 1,205 directors/deputy directors of academic affairs. Stratified random sampling was administered to draw 400 sample informants. A 5-point rating scale questionnaire was developed to collect data from the sample informants. The reliability of the questionnaire was 0.98. Statistics for data analysis included frequency, percentage, mean, S.D., Confirmatory Factor Analysis, and Structural Equation Model (SEM). The results were as follows: 1) The effective academic affairs administration was consisted of 4 components and 16 indicators; academic affairs effectiveness with 5 indicators, academic leadership with 5 indicators, teacher competence with 3 indicators, and public participation with 3 indicators. 2) The developed models of the 4 components and 16 indicators were consistent with the empirical data. The factor loadings of these models ranged between 0.43 – 1.00. They were interpreted as acceptable as the range was higher than 0.30. 3) The developed structural equation model of the factors affecting effective academic affairs administration of the secondary schools in northeastern Thailand was congruent with the empirical data.
{"title":"A Structural Equation Model of Factors Affecting Effective Academic Affairs Administration of Secondary Schools in Northeast of Thailand","authors":"Duongjan Yuongsuwan, Wichit Khammantakhun, Kriangsak Srisombut","doi":"10.5539/ies.v15n6p162","DOIUrl":"https://doi.org/10.5539/ies.v15n6p162","url":null,"abstract":"The purposes of this research were 1) to develop components and indicators of effective academic affairs administration of secondary schools, 2) to examine the congruence of the developed models of the components and indicators of effective academic affairs administration of secondary schools, and 3) to determine the congruence of a structural equation model of factors affecting effective academic affairs administration of secondary schools in the Northeast of Thailand with the empirical data. The scope of the research was 1,205 government secondary schools in northeastern Thailand. The population included the 1,205 directors/deputy directors of academic affairs. Stratified random sampling was administered to draw 400 sample informants. A 5-point rating scale questionnaire was developed to collect data from the sample informants. The reliability of the questionnaire was 0.98. Statistics for data analysis included frequency, percentage, mean, S.D., Confirmatory Factor Analysis, and Structural Equation Model (SEM). The results were as follows: 1) The effective academic affairs administration was consisted of 4 components and 16 indicators; academic affairs effectiveness with 5 indicators, academic leadership with 5 indicators, teacher competence with 3 indicators, and public participation with 3 indicators. 2) The developed models of the 4 components and 16 indicators were consistent with the empirical data. The factor loadings of these models ranged between 0.43 – 1.00. They were interpreted as acceptable as the range was higher than 0.30. 3) The developed structural equation model of the factors affecting effective academic affairs administration of the secondary schools in northeastern Thailand was congruent with the empirical data.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124471547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Theorists and researchers have been discussing the relationship between social class background and differences observed in cognitive ability test points of children from lower social class families and their middle or upper SES peers. It has been discussed that for a more detailed understanding of these cognitive inequalities, it appears necessary to move beyond boundaries of psychology and consider sociological conditions or contexts as well. It has been asserted that social class background characteristics affect general cognitive ability over time. The present study introduces research exploring the impact of social class background on cognitive abilities of children. In Britain, the 1958 National Child Development Survey (NCDS), the 1970 British Cohort Study (BCS70) and more recently, the Millennium Cohort Study (MCS 2000) conducted at the start of the 21st century are particularly relevant and nationally representative broad-based studies for exploring the impact of social class background on general cognitive abilities of children. It was observed that they provided scaled data and emphasized the impact of social class, particularly the role of parental education as an indicator of social class in surveys. Social class affected children’s cognitive abilities as early as primary school years and led to inequalities in their cognitive performance. Children from lower social class and lower socioeconomic status (SES) families suffered a clear disadvantage. Poor and disadvantaged conditions of the lower social class adversely impacted and impaired the cognitive ability of children. Given the fact that cognitive abilities play a role especially in later life, adverse impacts and impairment of cognitive abilities are regarded as alarming and undesirable situations in childhood.
{"title":"Impact of Social Class Background on General Cognitive Ability","authors":"Turhan Şengönül","doi":"10.5539/ies.v15n6p136","DOIUrl":"https://doi.org/10.5539/ies.v15n6p136","url":null,"abstract":"Theorists and researchers have been discussing the relationship between social class background and differences observed in cognitive ability test points of children from lower social class families and their middle or upper SES peers. It has been discussed that for a more detailed understanding of these cognitive inequalities, it appears necessary to move beyond boundaries of psychology and consider sociological conditions or contexts as well. It has been asserted that social class background characteristics affect general cognitive ability over time. The present study introduces research exploring the impact of social class background on cognitive abilities of children. In Britain, the 1958 National Child Development Survey (NCDS), the 1970 British Cohort Study (BCS70) and more recently, the Millennium Cohort Study (MCS 2000) conducted at the start of the 21st century are particularly relevant and nationally representative broad-based studies for exploring the impact of social class background on general cognitive abilities of children. It was observed that they provided scaled data and emphasized the impact of social class, particularly the role of parental education as an indicator of social class in surveys. Social class affected children’s cognitive abilities as early as primary school years and led to inequalities in their cognitive performance. Children from lower social class and lower socioeconomic status (SES) families suffered a clear disadvantage. Poor and disadvantaged conditions of the lower social class adversely impacted and impaired the cognitive ability of children. Given the fact that cognitive abilities play a role especially in later life, adverse impacts and impairment of cognitive abilities are regarded as alarming and undesirable situations in childhood.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"389 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124342854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research focused on the common errors that EFL learners included in their writing. The frequent errors that the study focused on were at the micro level, specifically the structures that related to gerund and infinitive forms. The participants were selected from the English language department at one of the Saudi universities. They were undergraduates and passed the English Grammar 1 course in the program and were ready for the English Grammar 2 course. In this study, the participants passed through two phases. In the first phase, they wrote one paragraph individually in the midterm examination. In the following phase, they chose their group and wrote a paragraph during class time. In both phases, students received clear instruction including the topic, the grammatical rules, and the minimum number of sentences. The only difference was that students were allowed to discuss for ten minutes before writing their paragraphs in the second phase. To analyze the data, common errors were identified and classified from writing as groups and individual writing based on gerunds and infinitives. Then, the comparison between common errors was employed to understand learners’ written production when working individually and in groups. The results indicated that learners easily used infinitives better than gerunds. Learners also overused specific words to ensure that they used gerund and infinitive in the correct form. Finally, the same common errors were found and identified in their individual writing and as groups.
{"title":"Common Errors of Using Gerundial and Infinitival Forms in EFL Learners’ Writing","authors":"Itithaz Jama","doi":"10.5539/ies.v15n6p127","DOIUrl":"https://doi.org/10.5539/ies.v15n6p127","url":null,"abstract":"This research focused on the common errors that EFL learners included in their writing. The frequent errors that the study focused on were at the micro level, specifically the structures that related to gerund and infinitive forms. The participants were selected from the English language department at one of the Saudi universities. They were undergraduates and passed the English Grammar 1 course in the program and were ready for the English Grammar 2 course. In this study, the participants passed through two phases. In the first phase, they wrote one paragraph individually in the midterm examination. In the following phase, they chose their group and wrote a paragraph during class time. In both phases, students received clear instruction including the topic, the grammatical rules, and the minimum number of sentences. The only difference was that students were allowed to discuss for ten minutes before writing their paragraphs in the second phase. To analyze the data, common errors were identified and classified from writing as groups and individual writing based on gerunds and infinitives. Then, the comparison between common errors was employed to understand learners’ written production when working individually and in groups. The results indicated that learners easily used infinitives better than gerunds. Learners also overused specific words to ensure that they used gerund and infinitive in the correct form. Finally, the same common errors were found and identified in their individual writing and as groups.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126014993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Predictive research on the enrollment proportion of general education and vocational education is crucial to optimizing the regional talent structure and industrial structure adjustment. The reasonable enrollment proportion of general education and vocational education also plays an important role in the adjustment of the overall employment structure and the development of the regional economy. Therefore, it is imminent to seek a more accurate and reliable prediction model of the enrollment proportion of general education and vocational education. Based on the grey prediction model, exponential smoothing model, ARIMA model and BP neural network, and with the data of the enrollment proportion of all regions in China from 2010 to 2018 as the data sample, the enrollment proportion of each region in 2019 is predicted. By comparing the predicted values with the real values, it is found that the exponential smoothing model has the best accuracy and stability for the enrollment proportion of general education and vocational education forecast. Exponential smoothing model is used to predict the number of high school enrollment and vocational education enrollment, which is of great significance to ensure the reasonable structure of human resources in various regions and promote the coordinated development of the education system.
{"title":"A Comparative Study on the Forecast Models of the Enrollment Proportion of General Education and Vocational Education","authors":"Qiongqiong Chen","doi":"10.5539/ies.v15n6p109","DOIUrl":"https://doi.org/10.5539/ies.v15n6p109","url":null,"abstract":"Predictive research on the enrollment proportion of general education and vocational education is crucial to optimizing the regional talent structure and industrial structure adjustment. The reasonable enrollment proportion of general education and vocational education also plays an important role in the adjustment of the overall employment structure and the development of the regional economy. Therefore, it is imminent to seek a more accurate and reliable prediction model of the enrollment proportion of general education and vocational education. Based on the grey prediction model, exponential smoothing model, ARIMA model and BP neural network, and with the data of the enrollment proportion of all regions in China from 2010 to 2018 as the data sample, the enrollment proportion of each region in 2019 is predicted. By comparing the predicted values with the real values, it is found that the exponential smoothing model has the best accuracy and stability for the enrollment proportion of general education and vocational education forecast. Exponential smoothing model is used to predict the number of high school enrollment and vocational education enrollment, which is of great significance to ensure the reasonable structure of human resources in various regions and promote the coordinated development of the education system.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"75 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116248387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study examined the level of services for cerebral palsy (CP) centers in Jordan from parents’ viewpoint during the Corona pandemic. It also examined if there are any differences due to the sex and age of the child with CP. The study sample consisted of 50 parents of children with CP and used a scale for services level of CP centers to collect study data. The results indicated that the level of services during the Corona pandemic was generally moderate. In addition, there were statistically significant differences in the services level due to the sex favor to females, and there were no differences due to the age.
{"title":"The Level of Services for Cerebral Palsy Centers from the Viewpoint of Parents During the COVID-19","authors":"Wala’a Etawi","doi":"10.5539/ies.v15n6p173","DOIUrl":"https://doi.org/10.5539/ies.v15n6p173","url":null,"abstract":"The study examined the level of services for cerebral palsy (CP) centers in Jordan from parents’ viewpoint during the Corona pandemic. It also examined if there are any differences due to the sex and age of the child with CP. The study sample consisted of 50 parents of children with CP and used a scale for services level of CP centers to collect study data. The results indicated that the level of services during the Corona pandemic was generally moderate. In addition, there were statistically significant differences in the services level due to the sex favor to females, and there were no differences due to the age.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129111573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Naseryan Ali, R. Alsaffar, Yousif H. Alenzi, Faisal M. Almutairi
This paper draws on the affordances theory and investigates the ways in which pre-service teachers are sustaining social media uptake in learning by taking advantage of the opportunities afforded by the new delivery methods during the pandemic. This research is part of a descriptive mixed methods study. A questionnaire and in-depth, qualitative interviews were used to explore pre-service teachers’ perceptions of the affordances of social media platforms for learning and the actualization of those affordances. The survey and interview data were analyzed through the theoretical lens of affordance theory. The results suggest that the pre-service teachers actualized the affordances of social media by their knowledgeable use in a dynamic learning environment. The key findings are that the teachers perceived the social media applications to be flexible, useful and practical (functional affordances), bridges formal and informal learning and supported self-regulated learning (cognitive affordances), allowed pre-service teachers to assume new identities and discover learning as independent learners who had control over their learning (identity creation affordances), and fostered interaction and collaborative feedback (social affordances). Lack of guidance or lack of teacher presence was the main constraint. This research produces new knowledge and analysis and makes new theoretical contributions on the specific affordances of social media technologies. This study adds to and extends existing literature by contributing to an understanding of the actualization of the affordances of social media platforms.
{"title":"Sustaining Education by Actualizing Affordances of Social Media Platforms During the Pandemic","authors":"Naseryan Ali, R. Alsaffar, Yousif H. Alenzi, Faisal M. Almutairi","doi":"10.5539/ies.v15n6p94","DOIUrl":"https://doi.org/10.5539/ies.v15n6p94","url":null,"abstract":"This paper draws on the affordances theory and investigates the ways in which pre-service teachers are sustaining social media uptake in learning by taking advantage of the opportunities afforded by the new delivery methods during the pandemic. This research is part of a descriptive mixed methods study. A questionnaire and in-depth, qualitative interviews were used to explore pre-service teachers’ perceptions of the affordances of social media platforms for learning and the actualization of those affordances. The survey and interview data were analyzed through the theoretical lens of affordance theory. The results suggest that the pre-service teachers actualized the affordances of social media by their knowledgeable use in a dynamic learning environment. The key findings are that the teachers perceived the social media applications to be flexible, useful and practical (functional affordances), bridges formal and informal learning and supported self-regulated learning (cognitive affordances), allowed pre-service teachers to assume new identities and discover learning as independent learners who had control over their learning (identity creation affordances), and fostered interaction and collaborative feedback (social affordances). Lack of guidance or lack of teacher presence was the main constraint. This research produces new knowledge and analysis and makes new theoretical contributions on the specific affordances of social media technologies. This study adds to and extends existing literature by contributing to an understanding of the actualization of the affordances of social media platforms.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122092241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aimed to 1) create a charism model for personnel administration of school under the ‘Sisters of Saint Joseph of the Apparition’ in Thailand, in order to increase the commitment of personnel to the organization, and 2) demonstrate and improve the charism model. The research process was divided into three steps as follows: 1) developing a charism model, 2) demonstrating the model, and 3) enhancing the model. The findings revealed that the charism model for personnel management consisted of two factors. The first factor (charism) included 1) Agape Love, 2) Humility, 3) Altruism, 4) Vision, 5) Trust, 6) Service, and 7) Empowering. The second factor (personnel management) included 1) Planning, Recruitment and Positioning, 2) Promotion, Absence and Evaluation, 3) Performance, 4) Disciplinary Work and History Registration, 5) Code of Professional Ethics, and 6) Other Tasks Assignment. The researcher also developed a charism-based integrated personnel management manual for Saint Emilie school. The demonstration of the results revealed that lecturers and staff were satisfied with personnel management at the highest level. As the researcher considered each variable, the operational aspect had the highest average score, whereas salary, promotion, taking leave and evaluation had the lowest score. The six dimensions of the charism model for improving personnel administration were adjusted accordingly.
{"title":"The Development of the Charism Model for Personal Administration of School under the Sisters of Saint Joseph of the Apparition in Thailand to Create Organization Commitment","authors":"Nisachon Ngamwong, Pimprapa Amornkitpinyo, Taneenart Na-soontorn","doi":"10.5539/ies.v16n1p8","DOIUrl":"https://doi.org/10.5539/ies.v16n1p8","url":null,"abstract":"This research aimed to 1) create a charism model for personnel administration of school under the ‘Sisters of Saint Joseph of the Apparition’ in Thailand, in order to increase the commitment of personnel to the organization, and 2) demonstrate and improve the charism model. The research process was divided into three steps as follows: 1) developing a charism model, 2) demonstrating the model, and 3) enhancing the model. The findings revealed that the charism model for personnel management consisted of two factors. The first factor (charism) included 1) Agape Love, 2) Humility, 3) Altruism, 4) Vision, 5) Trust, 6) Service, and 7) Empowering. The second factor (personnel management) included 1) Planning, Recruitment and Positioning, 2) Promotion, Absence and Evaluation, 3) Performance, 4) Disciplinary Work and History Registration, 5) Code of Professional Ethics, and 6) Other Tasks Assignment. The researcher also developed a charism-based integrated personnel management manual for Saint Emilie school. The demonstration of the results revealed that lecturers and staff were satisfied with personnel management at the highest level. As the researcher considered each variable, the operational aspect had the highest average score, whereas salary, promotion, taking leave and evaluation had the lowest score. The six dimensions of the charism model for improving personnel administration were adjusted accordingly.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128434816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study investigates the relationship between academic resilience and academic achievement for Moroccan university students during the Covid19 pandemic. Additionally, it explores potential interactions of gender and level of studies with academic resilience in the same sample. Academic resilience was measured via the ARS-30 in a sample of 138 graduate and undergraduate students, while academic achievement was measured using the participants’ GPA in the year of the pandemic. The results indicate that, for the whole sample, students demonstrate resilient behavior. However, high achievers showed more academic resilience than low achievers. There was no significant relationship between gender, level of studies, and academic resilience for the sample studied.
{"title":"Academic Resilience and its Relation to Academic Achievement for Moroccan University Students During the Covid19 Pandemic","authors":"Amine Amzil","doi":"10.5539/ies.v16n1p1","DOIUrl":"https://doi.org/10.5539/ies.v16n1p1","url":null,"abstract":"The present study investigates the relationship between academic resilience and academic achievement for Moroccan university students during the Covid19 pandemic. Additionally, it explores potential interactions of gender and level of studies with academic resilience in the same sample. Academic resilience was measured via the ARS-30 in a sample of 138 graduate and undergraduate students, while academic achievement was measured using the participants’ GPA in the year of the pandemic. The results indicate that, for the whole sample, students demonstrate resilient behavior. However, high achievers showed more academic resilience than low achievers. There was no significant relationship between gender, level of studies, and academic resilience for the sample studied.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"28 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116718426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The teachers’ feedback that is given to students has played a key role in their academic performance. Thus, it is essential to analyze this feedback. An observation card was used for data collection since it is used to analyze the effect of teachers’ feedback during the classes. The researchers analyzed twenty classes to notice the potential effect of this feedback on students’ performance. The participants of the study were 50 male tenth-grade students from a public school in Jordan. Findings revealed that students’ performance, particularly in tests, is judged objectively. Furthermore, it was discovered that providing accurate and detailed feedback reduces discouragement.
{"title":"Teachers’ Feedback and Students’ Academic Achievement","authors":"Hamza Al Maharma, Rami Abusa’aleek","doi":"10.5539/ies.v15n6p65","DOIUrl":"https://doi.org/10.5539/ies.v15n6p65","url":null,"abstract":"The teachers’ feedback that is given to students has played a key role in their academic performance. Thus, it is essential to analyze this feedback. An observation card was used for data collection since it is used to analyze the effect of teachers’ feedback during the classes. The researchers analyzed twenty classes to notice the potential effect of this feedback on students’ performance. The participants of the study were 50 male tenth-grade students from a public school in Jordan. Findings revealed that students’ performance, particularly in tests, is judged objectively. Furthermore, it was discovered that providing accurate and detailed feedback reduces discouragement.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133582721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are many ways to learn how to be entrepreneurs and one of the powerful ways is to learn from successful entrepreneurs. However, it is difficult to reach and interview those entrepreneurs about their best practices in doing business in real lives. Chatbot technology can come into play in mimicking conversation of successful entrepreneurs and providing pre-programmed responses of their best practices drawn from interviews published in newspapers, books and articles. Therefore, this research aimed to examine the impact of chatbots in the form of successful entrepreneurs with 24 first-year graduate students, who enrolled in a master's degree of entrepreneurship education at Kasetsart university. Data analysis involved mean, standard deviation, frequency, percentage, and content analysis. The research findings showed that the developed chatbots were appropriate at a very high level (Mean= 4.75, S.D. = 0.22). The impact of chatbots was positive. Students perceived that their learning was better and their satisfaction was at a very high level (Mean = 4.65, S.D. = 0.44) with thoughts that chatbots were an interesting, innovative, and fun teaching way. This study indicated that chatbot technology positively impacted student learning and satisfaction. It can be implemented as a powerful tool to teach entrepreneurship in entrepreneurship education programmes in higher education context.
{"title":"Impact of Chatbots on Student Learning and Satisfaction in the Entrepreneurship Education Programme in Higher Education Context","authors":"Patchara Vanichvasin","doi":"10.5539/ies.v15n6p15","DOIUrl":"https://doi.org/10.5539/ies.v15n6p15","url":null,"abstract":"There are many ways to learn how to be entrepreneurs and one of the powerful ways is to learn from successful entrepreneurs. However, it is difficult to reach and interview those entrepreneurs about their best practices in doing business in real lives. Chatbot technology can come into play in mimicking conversation of successful entrepreneurs and providing pre-programmed responses of their best practices drawn from interviews published in newspapers, books and articles. Therefore, this research aimed to examine the impact of chatbots in the form of successful entrepreneurs with 24 first-year graduate students, who enrolled in a master's degree of entrepreneurship education at Kasetsart university. Data analysis involved mean, standard deviation, frequency, percentage, and content analysis. The research findings showed that the developed chatbots were appropriate at a very high level (Mean= 4.75, S.D. = 0.22). The impact of chatbots was positive. Students perceived that their learning was better and their satisfaction was at a very high level (Mean = 4.65, S.D. = 0.44) with thoughts that chatbots were an interesting, innovative, and fun teaching way. This study indicated that chatbot technology positively impacted student learning and satisfaction. It can be implemented as a powerful tool to teach entrepreneurship in entrepreneurship education programmes in higher education context.","PeriodicalId":299098,"journal":{"name":"International Education Studies","volume":"55 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133651438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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