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The ASEAN Journal of Education ASEAN Journal of Education

Students’ Attitudes Towards the Sustainable Tourism Management Course and Study Results,Trang Center, Suan Dusit University


Tussanawalai Tuntiekarat ,


Abstract

The purposes of this research were to study the students’ attitudes towards the Sustainable Tourism Management Course and to compare the attitudes of the students with different GPAs towards the Sustainable Tourism Management Course. The population of this study consisted of 23 third-year students majoring in Tourism Industry at the Trang Center, Suan Dusit University. These students were studying the first semester of the 2013 academic year. The research instrument used in this study was a questionnaire. The statistics used in this research study consisted of percentage, mean, and standard deviation. The research revealed the following findings. Most students received GPAs in the range of 2.51 - 3.00. The students’ average attitude towards learning was at the highest level. The comparison between with the students’ GPAs and the attitudes toward learning disclosed that students with GPAs of 3.01 - 3.50 had different attitudes from the students with GPAs between 2.51 - 3.00 and the students with GPAs of less than 2.50. In other words, the students in the first group had more positive attitudes towards learning than the students with the lower levels of GPAs. In particular, the students with GPAs of 3.01 - 3.50 and the students with GPAs of 2.51 - 3.00 had more positive attitudes towards learning than students with the GPA of less than 2.50, in terms of cognition and behavior. The students with GPAs of less than 2.50 had positive attitudes towards learning, in terms of feelings and emotions, of the highest level.

Introduction

  Education management is important to development of human resources since it is the  basic  foundation  and  tool  for  the  country’s  economic,  social,  political  and  cultural development. To achieve this, manpower is the major factor for the development. Education in the undergraduate level focuses on the development of students into qualified graduates with  the  knowledge  and  abilities  to  create  wisdom  for  their  own  society. The  current education management focuses on the importance of learners. The instructor needs to provide the learners with an appropriate teaching method, which focuses on their differences and applications of knowledge in their real lives. Then, they can develop themselves, according to their particular potential, and learn the most (Eiam-oohsap, 2015). Even though learners are different in terms of needs, interests, expertise and basic skills, the instructor must keep in mind  that  they  can  all  learn  at  any  time  and  any  place. The  principles  and  instructional processes which are successful consist of the learners’ skills, intellectual ability, and attempts, as  well  as  teaching  quality  and  learning  opportunities. The  instructor  should  accept  the learners’  different  learning  abilities  and  allow  them  to  develop  themselves  in  terms  of potential, not in comparison or competition with others. This is because different learners have different ways of learning. So, the instructor should add more activities from which the learners can learn, both inside and outside the classroom, so as to promote their thinking (Rattanawich, 2008).

  In terms of education management, the instructor needs to think of the differences between  learners,  with  serious  consideration  of  the  factors  affecting  their  learning  and learning achievement. Sathitanon (2002) stated that the factor which affected undergraduate students’ learning achievement was their GPA prior to the study. This corresponds to Komol Paisarn’s research findings (2007), which revealed that the factors affecting students’ learning achievement were both direct and indirect, like students’ background knowledge, attention, learning atmosphere, relationship with classmates, achievement motivation, family, social status, environment, teaching quality, evaluation and attitudes. It is apparent that the factors which greatly affect student’s learning are mostly their personal ones which resulted in their learning quality. This aligned with Thongsong and Pongsananurak (2013) who explained that the quality of learning meant the knowledge, attitudes or skills developed from learning different subjects. The achievement resulted in partitioning the components into two areas: intellectuality  and  non-intellectuality.  These  factors  had  different  effects  on  learners, depending  on  learners’  class.  The  factors  related  to  learning  achievement  comprised:   1) Cognitive Domain, which focuses on knowledge; 2) Affective Domain, which deals with emotions, feelings, motivation, interest in learning, attitudes and opinions towards oneself;   3) Psychomotor Domain, which deals with learning behaviors and perception. Regarding instruction, the instructor should also pay attention to the learners’ attitudes towards the course. The components of knowledge, comprehension or concepts are the basic elements of attitudes. These components are related to an individual’s feelings which may be differently expressed  as  like,  dislike,  satisfaction  or  dissatisfaction,  depending  on  each  person’s experiences and learning. Besides, attitudes also play an important role in promoting learning. Students with positive attitudes usually succeed in learning while students with negative attitudes might be not very successful in learning. 

  As  a  result,  the  instructor  realized  the  significance  of  instruction  and  learners’ differences and attitudes towards the Sustainable Tourism Management Course, a compulsory course  for  the  third-year  students  majoring  in  Tourism  and  Hospitality  Management,   Trang Center, Suan Dusit University. This course draws up basic knowledge, understanding and  skills  in  tourism,  since  this  course  focuses  on  conservation  of  sustainable  tourism, ecotourism,  health  tourism/medical  tourism,  cultural  heritage  tourism  and  agrotourism.

However, according to the researcher’s experiences in teaching this group of students and the inquiries during lecturers of the program, the students with GPAs in the lower-middle level were  not  really  active,  attentive  or  disciplined  for  class  attendance.  So,  the  researcher arranged instructional activities in class and outside, together with some project activities to develop the students’ learning achievement. This helped the students to learn from group work, decrease their worries and build up their confidence again by chatting in person with them.

  Consequently,  the  researcher  would  like  to  study  the  students’  attitudes  towards learning  and  the  relation  between  the  attitudes  of  students  with  different  levels  of  GPA towards their learning results. So, it was hoped that the research findings could provide the researcher with some guidelines to develop instructional activities in this particular course in order to improve the students’ learning achievement and GPA. 

  Objectives of Study

  1. To  study  levels  of  students’  attitudes  towards  the  Sustainable  Tourism Management Course 
  2. To compare and contrast the attitudes of students with different levels of GPA towards the Sustainable Tourism Management Course 

  Hypothesis of the Study

  The  students  with  different  study  results  have  different  attitudes  towards  the Sustainable Tourism Management Course. 

  Conceptual Framework

 

 

Methodology

  This study was quantitative research and the questionnaire was used as the research instrument to collect data. The period of study lasted from June to October 2013. The details are presented below.

  1. Population
  2. Research Instrument
  3. Collection of Data
  4. Analysis of Data and Statistics for Analysis

 

Population

  The population of the study comprised 23 third-year students majoring in Tourism Management and Services, Trang Center, Suan Dusit University.

  Research Instruments for Data Collection

  The research instrument for data collection was the questionnaire about the students’ attitudes towards the Sustainable Tourism Management. This instrument was developed, as follows. 

  1. The researcher reviewed documents, principles, theories and relevant studies from different information sources.
  2. The  content  of  the  questionnaire  was  defined,  and  the  questions  were  made, according to the information studied, so as to cover and correspond to the study objectives.
  3. The researcher developed the questionnaire and divided the questionnaire into 3 parts.

  Part 1:   The questionnaire contained questions about personal characteristics, like GPA. The questionnaire included close-ended questions, in the checklist form. 

  Part 2:   The  questionnaire  asked  about  the  attitudes  of  the  third-year Tourism Management  and  Services  students  towards  the  Sustainable  Tourism Management  Course. The  questions  were  closed-ended  in  the  5-rating-scale.  There  were  3  major  aspects  of  attitudes:  knowledge  and comprehension;  feelings  and  emotions;  and  behaviors.  There  were  5 choices and 5 levels of attitudes, according to the following Likert Scale.

  Part 3:   The students’ suggestion to the Sustainable Tourism Management Course

 

  Collection of Data

  The researcher collected data from the questionnaire about the attitudes of the 23 Tourism Management and Services students with the registration numbers of 2554XX, who were enrolled in the Sustainable Tourism Management Course during the first semester of the 2013 academic year.

  Examination of Instrument Quality

  The researcher collected data with the survey method. The examination of the quality of the research instrument in terms of validity and reliability was done by analyzing the validity of the questionnaire. In terms of reliability, the questionnaire was first tested by a pilot  group  of  10  students  with  the  same  characteristics  as  the  population  to  determine Cronbach’s Alpha Coefficient. This questionnaire, with the Alpha Coefficient value of 0.70, was considered as satisfactorily reliable (Pongpaew, 2006). The results of reliability analysis are presented below.

  The study of the third-year Tourism Management and Services students’ attitudes towards the Sustainable Tourism Management Course revealed the overall reliability value of 0.89 with the reliability values of particular aspects, as follows:

  1. Knowledge and Comprehension    Reliability Value at   0.77
  2. Feelings and Emotions                  Reliability Value at   0.73
  3. Behaviors                                     Reliability Value at   0.77

 

  Data Analysis and Statistics for Analysis 

  1. Statistics for Analysis of Descriptive Data to 

    1.1  Percentage  was  used  to  analyze  the  data  collected  from  Part  1  of  the questionnaire, namely the respondent’s personal characteristics such as GPA. 

    1.2  Mean and standard deviation were used to analyze the data collected from Part  2  of  the  questionnaire,  which  investigated  the  level  of  the  third-year  Tourism Management and Services students’ attitudes. 

  The corresponding responses of the 5-rating scale:

      5  means    mostly agree with 

       4  means    greatly agree with   

       3  means    agree with

       2  means    disagree with

       1  means    extremely disagree with

  According to the criteria above, the average scores were between 1 and 5 points.  

The scale of the score ranges could be divided into 5 ones, as follows.

      Score value for each range  =  the highest score – the lowest score 

    

  The criteria for the 5 score ranges were divided, as follows. 

       Average Score of   4.21 - 5.00  means   mostly agree with 

       Average Score of   3.41 - 4.20  means   greatly agree with

       Average Score of   2.61 - 3.40  means   agree with

       Average Score of   1.81 - 2.60  means   disagree with 

       Average Score of   1.00 - 1.80  means   extremely disagree with 

 

  Relevant Studies

  Riyapa (2007) studied the attitudes of the second grade pupils with different study results to determine their attitudes towards science instruction, towards instruction of science. The sample consisted of 15 pupils in second grade at Jamtewee Municipal School, during the second  semester  of  the  2006  academic  year. The  findings  showed  that  the  pupils  with different study results had different attitudes towards the instruction. The pupils with a higher level of study results had more positive attitudes towards the instruction than the pupils with the middle and low level study results.

  Buara  (2010)  studied  the  development  of  learning  business  statistics,  with  the technique  of  group  cooperation  to  develop  the  students’  achievement  results.   The  population  was  the  undergraduate  students  in  the  Faculty  of  Management  Science, Chandrakasem  Rajabhat  University,  who  studied  during  the  first  semester  of  the  2000 academic  year. The  sample  consisted  of  131  students  that  were  divided  into  3  groups.  

The statistics used were frequency, percentage, t-test, one-way analysis of variance (ANOVA) and Pearson product moment correlation coefficient. The studied revealed that the students with different GPAs got different average team scores on the formative tests. The students with the high level of GPAs had a higher average team score than the students with the middle and the low levels of GPA. However, the students with the middle and the low levels of GPA had no significant differences in the average team scores on the formative tests.  

The students with the high level of average team scores of formative tests had a higher level of midterm test scores than the students with the low level of average team scores on the formative tests. The students with the high level of average team scores on the formative tests got higher level final exam scores and overall scores than the students with the low level of average team scores on the formative tests. 

  Thongsong and Pongsananurak (2013) studied the factors which correlated with the learning  achievement  of  pediatric  nursing  students  at  Kuakarun  Faculty  of  Nursing.   The research aimed to study the links between personal factors, attitudes towards the nursing professionalism, achievement motivation, learning performance, learning environment and learning achievement and the students’ study results. The sample consisted of the 257 second and third year nursing students during the 2006 academic year. The research instrument was the questionnaire. The statistics used were percentage, means, standard deviation, Pearson product moment correlation coefficient and stepwise multiple regression analysis. The study revealed that the students with the high level of GPAs got the high level of study results because the GPAs showed the students’ previous study results. The students with a high level of  learning  achievement  were  usually  well-prepared  with  different  components,  like knowledge and intention. This indicated their greater readiness for learning than the students with the lower level of study results. Likewise, the students with a high level of study results generally performed better than the students with the lower level of study results and GPA. These  were  positively  correlated  with  the  students’  achievement  motivation,  learning performance, attitudes towards their career and learning environment. This disclosed that the students with the high level of GPA would have more achievement motivation in learning and better learning performance, as well as more positive attitudes towards their career and more satisfaction with their learning environment.

  Kotkaew (2011) studied the factors affecting the Business Administration students’ learning  achievement,  in  the  High Vocational  Level,  College  of Vocational  Education, Northeastern  Region  3.  The  objective  of  this  study  was  to  investigate  the  learning achievement and the factors affecting the students’ achievement, by dividing the factors into personal factors, learning factors and factors of institute environment. The sample was the 346 second-year Business Administration students, in the High Vocational Level, who studied during the second semester of the 2007 academic year. The sample was selected by using the stratified  random  sampling  method. The  research  instrument  was  the  questionnaire. The statistics used were percentage, mean, standard deviation, correlation coefficient and stepwise multiple regression analysis. It was found that 1) most students were female 20 years old, the average  GPA  range  was  3.10-3.50,  their  parents  earned  less  than  40,000  baht  annually,   and  their  background  knowledge  was  vocational  education;  and  2)  the  factors  affecting   their learning achievement were their attitudes towards learning and their relationship with their peers. 

 

Results

  1. Analysis of the Personal Data Questionnaire Responses

 

Table 1  Numbers of Students and Their GPA

 

  According to Table 1, it revealed that largest number of students (12), or 52%, had GPAs of 2.51-3.00, followed by the second largest number of students (8), or 35%, and the smallest number of students (3), or 13%, with GPAs of less than 2.50 and of 3.01 and 3.50, respectively. 

 

  1. Analysis of  Students’ Attitudes  towards  the  Instruction  of  the  Sustainable Tourism Management Course

 

Table 2  Mean and Standard Deviation of Students’ Attitudes towards the Instruction 

 

     

  1. Knowledge and Comprehension  4.20  0.30  High
  2. Feeling and Emotion  4.21  0.26  Highest
  3. Behaviors    4.22  0.27  Highest

      Total  4.21  0.27  Highest

  According to Table 2, the overview of the students’ attitudes towards the instruction of Sustainable Tourism Management Course were found to be in the highest level (μ = 4.21). In particular aspects, the three aspects with the highest average scores were the aspect of behaviors (μ = 4.22) followed by the one of feelings and emotions (μ = 4.21), both in the highest level. The aspect of knowledge and comprehension had an average score in the high level (μ = 4.20).

 

  1. Results of  the  Comparison  of Attitudes  of  Students  with  Different  GPAs  towards  the Instruction

 

Table 3  Result of Comparison of Attitudes of Students with Different GPAs towards the Instruction

 

 

  According to Table 3, the comparison between the attitudes of the students with different GPAs disclosed that the students with different GPAs had different attitudes towards the instruction. The students with the GPAs of 3.01-3.50 had the highest level of attitudes, namely in the highest level (μ = 4.21), followed by the students with the GPAs of 2.51-3.00 and the students with the GPAs of less than 2.50, whose attitudes were in the high level   (μ = 4.18, μ = 4.16), respectively. 

  In terms of knowledge and comprehension, the students with the GPAs of 3.01-3.50 had the best attitudes towards the instruction, in the high level (μ = 4.21), followed by the students with the GPAs of 2.51-3.00 (μ = 4.14) and the students with the GPAs of less than 2.50, who had the positive attitudes in the high level (μ = 4.14, μ = 4.12), respectively.    In terms of feelings and emotions, the students with the GPAs of less than 2.50 had the most positive attitudes towards the instruction, in the high level (μ = 4.18), followed by the students with the GPAs of 2.51-3.00 and the students with the GPAs of 3.01-3.50, with their positive attitudes in the high level (μ = 4.17, μ = 4.12), respectively.

  In terms of behaviors, the students with the GPAs of 3.01-3.50 had the best attitudes towards the instruction, in the high level (μ = 4.30), followed by the students with the GPAs of 2.51-3.00 and the students with the GPAs of less than 2.50, with the positive attitudes in the high level (μ = 4.24, μ = 4.20), respectively. 

 

Conclusions and Discussion

  Conclusions 

  1. According to the analysis of personal data, it was found that most of the third-year Tourism Management and Service students (52%) had GPAs of 2.51 – 3.00.
  2. According  to  the  analysis,  the  students’  attitudes  towards  the  instruction  of Sustainable Tourism Management Course were generally in the highest level. In particular aspects, the attitudes towards the instruction were in high level, as in the following order.   In terms of behaviors, the attitudes towards the instruction were in the high level.   The  instructor  was  found  to  use  the  language  in  communication  well,  be  neatly  and appropriately  dressed,  allow  the  students  to  ask  and  make  suggestions  to  one  another.   The instructor was found to be ready for all classes, come to class on time and encourage the learners to sacrifice for the public and be kind to others. 

  In terms of feelings and emotions, the attitudes towards the instruction were in the high level. The instructor encouraged the learners to learn by themselves and respond to the needs  of  learning  any  time  at  any  place.  Moreover,  the  instructor  also  provided  the appropriate format of learning which stimulated the learners to pay attention to the lesson content. 

  In terms of knowledge and comprehension, the attitudes toward the instruction were in  the  high  level. There  were  appropriate  technological  media  to  promote  learning  and understanding of lesson contents. The previous lesson was revised before the new lesson started each time. The content of this course would be useful for future careers. 

  1. According to the result of comparing the attitudes of the students with different GPAs towards the instruction, it could be concluded, as follows. The students with the GPAs of 3.01-3.50 had the attitudes towards the instruction in the highest level, followed by the students with the GPAs of 2.51-3.00, and the students with the GPA of 2.50s. The particular details are as follows.

  In terms of knowledge and behavior, it was found that the students with the GPA of 3.01-3.50  had  the  attitude  towards  the  instruction  in  the  highest  level,  followed  by  the students with the GPA of 2.51-3.00 and the students with the GPA of less than 2.50.

  In terms of feelings and emotions, the students with the GPA of less than 2.50 had the attitude towards the instruction in the highest level, followed by the students with the GPA of 2.51-2.30 and the students with the GPA of 3.01-3.50, respectively.

  Discussion

  1. Over all students’ attitudes towards the instruction were found to be in the highest level. This shows that the students had positive attitudes towards the instruction. This might result  from  various  factors  which  made  the  students  have  positive  attitudes  towards  the instruction,  as  follows.  For  example,  the  instructors  used  the  appropriate  language  in communication, dressed well and properly, allowed the learners to ask question and give comments, and was always ready for classes, as well as encouraged the learners to learn by themselves. The previous lesson was also revised before a new lesson was introduced to the learners. The teaching models and methods stimulated the learners to pay attention to the lesson  contents,  with  the  help  of  appropriate  technological  media,  and  also  support  the students’ learning and understanding of the lesson content. The students found that this course could be applied to their future careers. Besides, there were also some other external factors which  helped  since  the  instructor  had  added  some  activities  for  the  learners  to  practice working together so as to learn more about one another, both in class and outside. This was in line  with  Kotkaew  (2011),  which  explained  that  the  factor  which  affected  the  students’ learning achievement was their attitudes towards learning. This might result from the fact that, when the students had positive attitudes towards the curriculum, the instructor or the usefulness of the knowledge for themselves, they would have a particular aim in their study, which resulted from their own intention to achieve better learning. Another factor in the area of institute environment was their relationship with their peers, which also had some effects on their learning achievement. When the students had a good relationship with their friends, they would be motivated to come to study because they would be happy while learning.   Then, with their own intention and their friends’ help, their learning achievement should be better. It could be concluded that the principles for instructional management (Rattanawich, 2008) needed applied learning and community learning. Community Language Learning (CLL)  was  an  effective  teaching  technique  to  assist  the  learners  to  help  one  another  in analysis and discussion of direct experiences, both inside and outside the classroom, for learner-centered education. 
  2. The overall comparison of GPA and the students’ attitudes towards their learning revealed that the students with different GPAs had different attitudes towards the instruction. The students with the GPAs of 3.01-3.50 had different attitudes towards the instruction from the students with the GPAs of 2.51-3.00 and the GPAs of less than 2.50. Namely, the former group had a higher level of attitudes towards the instruction than the students with the lower level of GPA because the students with the higher level of GPAs had better attitudes in terms of knowledge and comprehension of and attention to the instruction. The components of knowledge, understanding or ideas are the basic elements of attitudes and these elements are related to an individual’s feelings in different forms. According to the learning results in this study, it was found that the students with good learning results would generally be happy and satisfied with the instruction. This agreed with Ladaporn Thongsong and others’ study (2013) which disclosed that the students with better GPAs would also have better learning results because GPA showed each student’s previous learning results. The students with a higher level of learning result should be better prepared for learning than the students with a lower level  of  learning  result.  The  students  with  a  high  level  of  GPA  would  have  positive achievement motivation and good learning performance, as well as positive attitudes towards their professional study and satisfactory perception of their learning environment.

  The comparison of the attitudes of the students with different GPAs towards the instruction could be discussed in particular aspects, as follows.

  1. The students with better GPAs had better attitudes towards the instruction in terms of knowledge, comprehension and behavior.
  2. The students with the lowest level of GPAs had the best attitudes towards the instruction in terms of feelings and emotions.

  This could be further discussed, as follows.

  1. In terms of knowledge and comprehension, it revealed that the students with the GPA of 3.01-3.05 had the highest level of attitudes. The instructors provided interesting, modern and technological media to promote learning and understanding of the lesson content. The  students  realized  that  the  lesson  content  could  be  useful  for  their  future  careers.   The instructor revised the previous lesson before starting the current one, which aligned with Pinrattananont  (2009).  which  disclosed  that  the  factor  which  affected  the  learning achievement was the GPA. The factors, like appropriate classrooms and detailed teaching materials, with appropriate design and colors, helped the instruction well.
  2. In terms of behavior, it was revealed that the students with the GPAs of 3.01-3.50 had  the  highest  level  of  attitude  towards  the  instruction.  This  might  result  from  the instructor’s ability to use language well in communication, proper attire, provision of chances for  asking  questions  and  giving  comments.  Moreover,  the  instructors  were  always   well-prepared for the lessons. The learning achievement was important of the educational system which was linked with different factors in learning, like learners’ characteristics, instructors’ characteristics, teaching activities and institute condition. This corresponded to Savavibool’s (2011) which disclosed that the students were satisfied with the instructor’s personality  and  proper  attire  as  an  exemplar  for  them,  followed  by  the  instructor’s punctuality. This was because, as a good instructor, besides knowledge, the instructor should also be equipped with good personality and appropriate attire. This could make the learners respect, trust and confidently imitate, which would also result in successful instruction.
  3. In terms of feelings and emotions, it was disclosed that the students with GPAs of less than 2.50 had positive attitudes towards the instructions in the highest level. Probably, it was because the instructors encouraged the learners to learn by themselves to respond to their learning needs at all places at all times. The instructors allowed the students consult with them for advice. The assigned tasks also helped develop the students’ skills. The teaching models also stimulated the learners to pay more attention to the lesson contents. So, the students with good learning results had better understanding of the lesson contents than the students with a lower level of learning results. The students with the learning results in the middle  and  the  low  levels  might  not  have  fully  understood  the  lesson  content  in  the classroom. They  might  have  had  some  doubts  in  the  lesson  but  did  not  dare  to  ask  any questions in class. As a result, if the instructors allowed the students to come to meet for advice, the students could have been more relieved and might have been able to ask some questions in class. This resulted in the higher level of the attitudes of the students with low GPAs than the attitudes of the students with higher GPA. This aligned with the concept of successful principles and process of instructional management (Rattanawich, 2008). which should  be  arranged  based  on  the  learners’  ability.  Each  learner  is  different  in  terms  of learning, so the time each learner spends on learning should also be different. Likewise, the learners’ intellectuality in class should also vary along different learners. 

   Guidelines on Instructional Management for Student Development

  The research findings above revealed that the students with the highest level of GPAs would have positive attitudes in terms of knowledge, comprehension and behaviors but the lowest level of attitudes in terms of feelings and emotions. This might result from the fact that the  instructors  focused  on  the  learners’  self-learning  in  the  previous  instructional management,  by  assigning  work  and  allowing  the  students  to  meet  for  advice.  So,  the students with good learning results did not feel that the instructors paid any attention to them because these students already understood the lessons well. This was different from the weak students who could be more sensitive about the instructors’ attention because the instructor allowed them to meet for advice outside the classroom.

  So, the instructors should arrange the learning environment which could facilitate the cooperative learning in small groups which would not make learners’ differences apparent. The scores should be defined as the criteria indicating each group’s development. In each group, there should be good students and students with different learning results, so as to enable them to cooperate with, help and encourage one another, as well as be responsible for their own group. In this way, good students would help weaker students and improve the group  performance  and  score. This  could  enable  interactions  among  the  students  with different  learning  results.  Then,  all  students  would  feel  as  part  of  their  own  group. Meanwhile, the instructor should also provide the students with some advice in every single activity. 

 

References

Buara, N. (2010). The learning development of business statistic course in integration of Cooperative  learning. Applied  Statistics,  Faculty  of  Sciences,  Chandrakasem Rajabhat University, Bangkok.

Eim-usab,  S.  (2015).  The  teaching  in  Child  center  learning.  Planning,  designing  and managing for Child center learning. Retrived from http://www.technology.kku.ac.th/wp-content/ITFilesD/IT001D.pdf

Kotkaew,  E.  (2011).  Factor Affecting  on  the  Diploma  Business  Students Achievement  at  Northeast Vocational Colleges. Vocational Education teaching, Faculty of Industrial Education and Technology, King Mongkut’s institute of technology Ladkrabang. 

Paisam, K. (2007). The casual factor affecting Mathematic program ‘s Bachelor students learning achievement. Rajabhat Universities in Ratanagosin Group, Suan Sunandha Rajabhat University. Faculty of Science and Technology, Suan Sunandha Rajabhat University. 

Pinratananon, R. (2009). The educational successful in Data Structure and Algorithm Subject for Information System Field’s Student Rajamangala University of Technology Isan. RMUTP Research Journal Special Issue.

Pongpaew, T. (2006).  Evaluation of Instrument  Quality  with SPSS.  Retrieved from http://www.gotoknow.org/blog/eduresearch/69279

Rattanawich,  S.  (2008).  The  successful  teaching  and  learning  principles  and  processes. Academic and Curriculum, Srinakharinwirot University, Bangkok.

Riyapa, R. (2007). The study of grade 2 primary student’s attitude toward Science courses in different  grading  level.  Distance  Education  Institute  (Research  for  learning development program), Chamathewi Municipal School, Lamphun 

Savavibool, N. (2011). The Current Instructional Practices and Problems of INT212 (Interior Design  2)  Field  of  study  interior  Design,  Faculty  of Architecture,  Sripatum University, Bangkok.

Sathitanon, N. (2002). Factors, the Achievement, Two-year Computer Science Undergraduate Continuing Program (Master’s thesis) King Mongkut’s University of Technology Thonburi, Bangkok.

Thongson L. and Pongsananurak, T. (2013). Relationships between Factors and Academic Achievement  in  Pediatric  Nursing  Subject  among  Nursing  Students,  Kuakarun College of Nursing. Kuakarun Journal of Nursing, 20 (1) 55-70.

 

Author

  Tussanawalai Tuntiekarat

    Suan Disit University

    295 Nakhon Ratchasima Road, Dusit, Dusit, Bangkok, 10300, Thailand

    Email: anna.trang@hotmail.com

 


Key words: attitude, grade point average
     
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