INFLUENCE OF ACTIVE LEARNING METHOD IN CLASS ON ACADEMIC ACHIEVEMENT AMONG STUDENTS AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY, SARABURI, THAILAND

INFLUENCE OF ACTIVE LEARNING METHOD IN CLASS ON ACADEMIC ACHIEVEMENT AMONG STUDENTS AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY, SARABURI, THAILAND BY PIMOLPORN SANITCHAI 201480013 AN INDEPENDENT STUDY SUBMITTED IN PARTIAL FUFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION FACULTY OF EDUCATION AND PSYCHOLOGY ASIA-PACIFIC INTERNATIONAL UNIVERSITY © MAY, 2018

i DECLARATION Declaration by the researcher I certify that this independent study project is my own work and is free from plagiarism. I understand that the project may be checked for plagiarism by electronic or other means. The project has not previously been submitted for assessment in any other subject or institution. I have read and understood Asia –Pacific International University's academic integrity policy. Signature: _________________________ Date: _________________________. Declaration by the Adviser This project has been submitted for examination with my approval as the University adviser. Dr. Darrin Thomas Signature: _________________________ Date: _________________________

ii INFLUENCE OF ACTIVE LEARNING METHOD IN CLASS ON ACADEMIC ACHIEVEMENT AMONG STUDENTS AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY, SARABURI, THAILAND ABSTRACT Active learning affects student' academic achievement. It helps the students attain better learning outcomes, develop better attitudes toward their learning experiences, and devote more effort in the learning process. The researcher chose to study at Asia-Pacific International University as it provides mixed teaching and learning method including active learning method to the students. The purpose of this study was to find how active learning influence on students' academic achievement. The researcher used a question "How does active learning correlate with students’ academic achievement who are studying at Asia-Pacific International University?" to guide this study. As in Thailand most teachers are familiar with traditional approach or teacher-centered approach and it does not give benefits to students. It is time to change for the benefits of students. This study was designed using correlational design and descriptive survey design to see the relationship between active learning method and the students' academic achievement. The sample size was 100 using a convenience sampling. The questionnaire was given out to both Thai and international students at Asia-Pacific International University during their free time. Data was analyzed quantitatively. There was no difference in the students’ perception of active learning and academic achievement when compared by gender, program, class, or faculty. A strong correlation was found between active learning and student's academic achievement (n = 100, r = .73).

iii TABLE OF CONTENT Content Page DECLARATION...........................................................................................................i ABSTRACT .................................................................................................................ii TABLE OF ABBREVIATION.................................................................................vii CHAPTER ONE: INTRODUCTION........................................................................1 1.1 Background of Study ...........................................................................................1 1.2 Problem Statement ..............................................................................................3 1.3 Purpose of Study .................................................................................................4 1.4 Objectives ............................................................................................................4 1.5 Research Questions .............................................................................................4 1.6 Limitations ..........................................................................................................5 1.7 Assumptions ........................................................................................................5 1.8 Significant of Study .............................................................................................6 1.9 Conceptual Framework .......................................................................................6 CHAPTER TWO: LITERATURE REVIEW...........................................................8 2.1 Active Learning....................................................................................................8 2.1.1 Definition of Active Learning ......................................................................8 2.1.2 Active Learning Theory ...............................................................................9 2.1.3 Examples ....................................................................................................12 2.1.4 Relevant Study ............................................................................................15 2.2 Academic Achievement .....................................................................................19 2.2.1 Definition of Academic Achievement ........................................................19 2.2.2 Academic Achievement Theory .................................................................21 2.2.3 Relevant Study ............................................................................................23

iv 2.3 Teaching and Learning in Thailand....................................................................26 2.3.1 History of Educational Reforms in Thailand ..............................................26 2.3.2 Current Educational Reform in Thailand ...................................................28 2.3.3 Teaching and Learning Method in Thailand ..............................................29 2.4 Summary ............................................................................................................30 CHAPTER THREE: RESEARCH METHODOLOGY ........................................32 3.1 Research Design ................................................................................................32 3.2 Study Area .........................................................................................................32 3.3 Target Population ..............................................................................................32 3.4 Sample Size and Sampling Techniques ............................................................32 3.5 Data Collection Instruments ..............................................................................33 3.5.1 Questionnaire ..............................................................................................33 3.6 Procedure for Data Collection ...........................................................................34 3.7 Data Analyses ....................................................................................................35 3.8 Ethical Considerations .......................................................................................35 CHAPTER FOUR: RESULTS PRESENTATION AND DISCUSSION .............37 4.1 Results Presentation ..........................................................................................37 4.2 Discussion .........................................................................................................41 CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS...........................................................................................42 5.1 Conclusion .........................................................................................................42 5.2 Recommendations for Audiences ......................................................................42 5.3 Recommendations for Further Studies...............................................................42 REFERENCES...........................................................................................................44 APPENDICES............................................................................................................48

v I. Letter of Introduction for International Students .............................................48 II. Letter of Introduction for Thai Students ...........................................................49 III. Questionnaire for International Students ..........................................................50 IV. Questionnaire for Thai Students .......................................................................52 V. Table: Means and Standard Deviation of Survey Items on Active Learning ..54 VI. Table: Means and Standard Deviation of Survey Items on Academic Achievement .....................................................................................................55 VII.Table: Means and Standard Deviations by Class for Active Learning ............56 VIII.Table: Fixed-Effects ANOVA Results Using Active Learning as the Criterion ...........................................................................................................................57 IX. Table: Means and Standard Deviations by Faculty for Active Learning .........58 X. Table: Fixed-Effects ANOVA Results Using Active Learning as the Criterion ...........................................................................................................................59 XI. Table: Means and Standard Deviations by Class for Academic Achievement 60 XII.Table: Fixed-Effects ANOVA Results Using Academic Achievement as the Criterion ............................................................................................................61 XIII.Table: Means and Standard Deviations by Faculty for Academic Achievement ...........................................................................................................................62 XIV. Table: Fixed-Effects ANOVA Results Using Active Learning as the Criterion ...........................................................................................................................63 XV.Table: Regression Coefficient Results .............................................................64

vi LIST OF TABLE Content Page Table 1 Means and Standard Deviation of Survey Items on Active Learning ............37 Table 2 Means and Standard Deviation of Survey Items on Student's Academic Achievement ................................................................................................................38 Table 3 Correlation of Variables..................................................................................40 LIST OF FIGURE Content Page Figure 1 Scatter Plot of Active Learning and Student's Academic Achievement .......40

vii TABLE OF ABBREVIATIONS ZPD Zone of Proximal Development GPA Grade Point Average SAT a standardized test widely used for college admissions in the United States ACT a standardized test for high school achievement and college admissions in the United States ToP Theory of Performance ONEC Office of the National Education Commission NEA National Education Act B.E. Buddhist Era PBL Problem-based Learning

1 CHAPTER ONE INTRODUCTION 1.1 Background of Study There are many researches and studies that studied about active learning on students’ academic achievement. One of the studies was about the impacts of flipping the classroom on English language learners' academic performance, learning attitudes, and participation levels indicates that the structured and semi-structured flip lessons were more effective than the non-flip lessons. It was stated that flipping the classroom helped the students attain better learning outcomes, develop better attitudes toward their learning experiences, and devote more effort in the learning process. (Hung, 2015) Another study stated that the Classroom Performance System (CPS); which is the technology instrument to promote active learning, has effects on students' academic achievement. From the study, it increased student participation, attendance, and achievement in multicultural anatomy and physiology classes. (Termos, 2013) The use of Project-based Learning using Information Communication Technology (PBL using ICT) to develop learners' five key competencies based on Thai Basic Education Curriculum 2008. The researchers did the research and did experiment. The results showed that students were able to perform five key competencies in communication capability, thinking capability, problem solving capability, capability in applying life skills, and capability in technological application. The use of PBL using ICT can help the students to develop their abilities. (Soparat, Arnold, & Klaysom, 2005) According to Kristiawan, cooperative learning helped the students to improve students' achievement in terms of academics. There are a lot of strengths. Somehow, there are also the weaknesses. The strengths are: a) Having advantages in terms of using

2 a complete infrastructure to delivery materials; b) English teacher create learning that inspires students to be active; c) the students become the subject of the study; and d) the teachers become facilitator. While the weaknesses are: a) the learning process is using the conventional model; b) English language usage not maximum; c) the process of learning tends to lead the achievement of the curriculum; and d) contextual teachers are following the situation and condition of the students. (Kristiawan, 2013) Jigsaw is a cooperative learning model that involves small groups of 5 to 6 students who teach each other the subject matter with success dependent upon student cooperation. The researcher (2007) did the experiment using two kind of the teaching method with the two groups. The results revealed the statistically significant differences in favor of the experimental group on the dependent variables of improving vocabulary knowledge and learning active-passive voice in English. The attitude scale results showed that the cooperative learning experience had a significant positive effect on engineering students' attitudes towards the learning English and promoted better interactions among the students as well. (Gomleksiz, 2007) The studies above shows that active learning approach influences student academic achievement. It has big effects on the academic achievement. Active learning helps students to learn better and to get higher scores on their academic. It also helps to engage students in the learning activities. From over all the researcher has studied, it leads to this study project about the influence of active learning method on academic achievement among students at AsiaPacific International University. From most researches, the researchers show the advantages of active learning that it helps students to learn better. For example, the students improve their grades. In this research the researcher would like to study if active learning influences the students’ academic achievement in Asia-Pacific

3 International University. Is there a relationship between the two variables? If yes, how strong is the relationship? 1.2 Problem Statement Teaching methodologies primarily fall into two well-known approaches. The first approach is called teacher-centered approach. In teacher-centered approach, the students focus only on teacher. They put all of their focus on the teacher who stands in front of the class explaining about the content. The teacher is the only who talks, and the students listen. The second approach is called student-centered approach. In studentcentered atmosphere, teacher and student share the focus. Instead of only listening to the teacher’s talk, the students and teacher interact with each other equally. The students are encouraged to do group work and collaborate with one another. (Which is Best: Teacher-Centered or Student-Centered Education?, 2016) In Thailand, teachers are familiar with the first approach which is teachercentered approach. This kind of teaching approach gives benefits for students who are really good in working individually and memorizing. Students who are inactive might get good grades and have good academic achievement, but it is not a good method used with the students who learn best by participating or actively involving in the class. Every student is different. They learn differently. They have different opinions. They have different intelligences. (Gardner, 2011) And there are many different teaching methods and teaching styles to deliver the content. Teachers should always be aware when they choose to teaching methods. They need to always think about the students and how much the students will learn. It is not saying that teacher who teach using teacher-centered are bad. It is not presenting that teacher-centered method is an ineffective method. What is saying is that

4 teachers should always find effective ways of teaching for the good achievement of their students. This study will be studied to see the effectiveness of active learning on academic achievement. Is there any influence of active learning on students’ academic achievement in Thailand? 1.3 Purpose of Study This study aims at finding the influence of active learning method in class on academic achievement among students at Asia-Pacific International University, Saraburi, Thailand. It aims to see the relationship between active learning and students' academic achievement. 1.4 Objectives There are two objectives in this study as in the following. 1. To find out if there is a positive or negative relationship between active learning and students' academic achievement. 2. To find out the level of the relationship between active learning and students' academic achievement 1.5 Research Questions The study is guided by the following research question: 1. What are the student’s perceptions about active learning and academic achievement? 2. What are the differences in perceptions towards active learning? 3. What are the differences in perceptions towards academic achievement?

5 4. How does active learning correlate with students’ academic achievement who are studying at Asia-Pacific International University? 1.6 Limitations There are some limitations in this study. First of all, the respondents might be afraid to give true information. They might not be honest to give information. Sometimes students give only the information that they think it will be the best answer to give to make good image. Second, it is about the use of the convenience sampling technique. This sampling technique is relatively easy to get a sample, and it is inexpensive if comparing with other techniques. However, convenience sampling techniques might lead to inability to generalize research findings, the relevance of bias, and high sampling error. Third, this study is a small study studied at a university. The study population is from only one university in Thailand and it is international. So the results cannot be generalized as a whole country; which is Thailand. It cannot be generalized for Thai school or university either. 1.7 Assumptions The researcher of this study has made the following assumption about the topic “Influence of active learning method on academic achievement among students at AsiaPacific International University, Saraburi, Thailand”: 1. Active learning influences students' academic achievements in positive ways. 2. The instrument used for this research elicits reliable responses. 3. The respondents provide honest expressions of their knowledge.

6 1.8 Significant of Study The findings of this study will lead the teachers at Asia-Pacific International University as well as the teachers from other institutions to see the important of the use of active learning in the classroom and how it correlate with students’ academic achievement. The teachers will have better understanding about the effectiveness of using active learning method and may adapt using active learning in their teaching methods. 1.9 Conceptual Framework In Thailand, most of the Thai teachers are familiar with traditional approach or teacher-centered approach. They are not familiar with other teaching methods. They always teach in class as they are the main authority in the classroom. They are the only one who manage the classroom and the only one who can give knowledge. They rarely use other teaching methods in the classroom. Teaching by using the same traditional method over and over with the students might not give much benefits to the students. Some students might learn better when they are asked to do performance tasks or when they are part of the teaching and learning process. Teacher-centered approach only allows teacher to control the class. Some students might not learn much through this approach. In Europe and America, there are a lot of research focusing on active learning. Active learning is another way of teaching method used in the classroom. This method allows students to really participate in the learning process actively. Many researchers found that active learning method helps students to improve their academic achievement.

7 In Thailand, there were a few researches on active learning. The researcher of this study would like to see how much active learning influence the students’ academic achievement whose study in Thailand, and how well the active learning works in Thailand.

8 CHAPTER TWO LITERATURE REVIEW This research focuses on the influence of active learning method in class on academic achievement. In this chapter, the definition, the theories, examples, and the relevant studies of active learning, the definition, the theories, and the relevant studies of academic achievement, and the teaching and learning in Thailand are discussed. The first topic discussed is active learning. 2.1 Active Learning 2.1.1 Definition of Active Learning Felder & Brent (2009) define active learning as "anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes" (Active Learning, n.d.). Similarly, Bonwell and Eison (1991) define active learning as the method that engages students in the learning process. The method requires students to do meaningful learning activities and think about what they are doing. Active learning refers to activities that are introduced into the classroom. The elements of active learning are student activity and engagement in the learning process. Active learning is often opposite to the traditional lecture where students passively learn from the instructor (Bonwell & Eison, 1991). Active learning is an approach to instruction in which students engage the material they study through reading, writing, talking, listening, and reflecting. Active learning stands in contrast to "standard" modes of instruction in which teachers do most of the talking and students are passive (What is Active Learning?, n.d.).

9 Students and their learning needs are at the center of active learning. There are many teaching methods that can be employed to actively engage the students in the learning process, including group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups. Using active learning method does not mean abandoning the lecture format, but it takes class time. Lecturers who use active learning method pause frequently during the period–once every fifteen minutes or so– to give the students a few minutes to work with the information they're providing (What is Active Learning?, n.d.). Consequently, many faculty assert that all learning is inherently active and that the students are therefore actively involved while listening to the formal presentations in the classroom. However, the students must do more than just to listen. They must read, write, discuss, or engage in solving problems. Most importantly, to be involved actively, the students must engage in the higher-order thinking tasks as analysis, synthesis, and evaluation. It is proposed that the strategies promoting active learning method can be defined as instructional activities involving students in doing things and thinking about what they are doing (Bonwell & Eison, 1991). 2.1.2 Active Learning Theories The Theory of Constructivism According to the article “Active Learning” (2015), active learning is based on a theory of learning called constructivism, which emphasizes the fact that learners construct or build their own understanding. Learning is a process of making meaning. Learners replace or adapt their existing knowledge and understanding (based on their prior knowledge) with deeper and more skilled levels of understanding. Skilled teaching is therefore active, providing learning environments, opportunities, interactions, tasks and instruction that foster deep learning (Active Learning, 2015).

10 It was written in Brame’s work (n.d.) that the theory, developed by Piaget and others, posits that learners can either assimilate new information into an existing framework, or can modify that framework to accommodate new information that contradicts prior understanding. Approaches that promote active learning method often explicitly ask students to make the connections between new information and their current mental models, extending their understanding. In other cases, teachers may design learning activities that allow students to confront misconceptions, helping students reconstruct their mental models based on more accurate understanding (Brame, n.d.). Jean Piaget was interested in how the knowledge was developed in human organisms. Cognitive structuring of the knowledge was the fundamental in his theory. According to his theory, cognitive structures are the patterns of physical or mental action that underlie the specific acts of intelligence and correspond to stages of child development. He integrated both behavior and cognitive aspects in one developmental theory. In his theory, he put forward four primary developmental stages. They are sensorimotor, pre-operations, concrete operations, and formal operations (Piaget's Theory of Learning and Constructivism, 2007). When it comes to the educational reflections of the theory, Piaget sees a child as continually interacting with the world around him solving problems that are presented by environment, and learning occurs through taking action to solve the problems. Moreover, the knowledge that results from the actions is not imitated or from birth, but actively constructed by the child himself. In this way, thought is derived from action, and action is internalized mentally in the imagination. In this way the thinking develops. The child is seen as an active learner and thinker, as a sense maker who is constructing his own knowledge by thriving with objects and ideas. Moreover, the child

11 actively tries to make sense of the world by asking questions and wanting to know. Also from very early stage, the child has purposes and intentions (Piaget's Theory of Learning and Constructivism, 2007). The Theory of Social Constructivism The theory of social constructivism says that learning happens through social interaction with each other, such as a teacher or a learner’s peers. One prominent social constructivist named Lev Vygotsky (1896–1934) described the zone of proximal development (ZPD). This is the area where learning activities should be focused, lying between what the learners can achieve independently and what the learner can achieve with the teacher’s expert guidance. By scaffolding tasks, providing guidance and support that challenges the learner based on their current ability, and through providing rich feedback using assessment for learning, the teacher actively helps students develop deeper levels of understanding. (Active Learning, 2015) Other Theories Active learning is also consistent with other theories of learning. One theory is that learning should be relevant and situated within a meaningful context. This idea was developed by the philosopher named Jean-Jacques Rousseau (1712–1778) and influenced numerous educators in the early 20th century such as John Dewey (1859– 1952) and Maria Montessori (1870–1952). It led to inquiry-based and discovery learning models. The main idea in this theory is that we learn best when we can see the usefulness of what we has learn and connect it to the real world. (Active Learning, 2015) Another theory is that learning is developmental. Learning experiences for children, therefore, should be age-appropriate, although development level and age are not always concurrent. (Active Learning, 2015)

12 2.1.3 Examples One example of active learning method is problem-based learning. Problem-based learning in Asia One study reported that students and tutors judged that Problem-based Learning (PBL) worked extremely well in all four programs, and the overall experience was positive. Each program was organized in a different way. PBL needs to be understood by teachers and students as a methodology rather than a method. As a methodology, PBL becomes a system of principles, practices and methods underpinned by explicit ontological and epistemological assumptions. Teachers will need to be prepared to think carefully about their own theories of knowledge and the values that underpin these, especially the types of knowledge that they want their students to have. Systematic critique and reflection of practice then become essential elements of learning to teach PBL, and this methodological personalization provides the foundation for pedagogical decisions. Teachers may resist PBL because they do not wish to have their teaching approaches challenged or examined (Hussain, Mamat, Salleh, Saat, & Harland, 2007). Hussain, et al., (2007) have studied or taught in both Asia and the west and suggest that the PBL programs that have taken part in or observed in western universities provide similar learning experiences to those of the present study. However, there was still no doubt that they had witnessed an ‘Asian’ version of PBL, and a vital epistemological difference seems to be that western education is founded on the idea that knowledge is conditional, that it should be continually questioned, and that this requires the development of a critical mind that is independent of authority. There was evidence that students were developing a useful body of knowledge and lifelong learning skills, but they have concerns about where this did and did not occur. They

13 need to be cautious about attributing this situation exclusively to Asian cultures, because the experiences of PBL tutorials in western universities suggest that critical engagement is also rare. If this is true, then an ideal community of inquiry that seeks to achieve critical thought and action might be difficult to achieve in all cultures of higher education. Yet it was these exact qualities that the tutors in this study valued (Hussain, Mamat, Salleh, Saat, & Harland, 2007). There is evidence that Asian students can transcend cultural barriers and a new type of academic socialization may be necessary to help manage any cultural dissonance in a non-threatening way. If students are introduced to the idea that critical thinking is a foundational concept of PBL, and then taught. Although this activity is seen to lie outside cultural practices, it would permit new critical skills to be brought into tutorial work and overcome the cultural norms. Such a move would require students and tutors to value the idea that significant disagreement and challenge in academic debate can be acceptable and beneficial (Hussain, Mamat, Salleh, Saat, & Harland, 2007). All cultures continually change, and educational innovation inevitably requires a re-evaluation of sociocultural values. In any system of higher education, there will be transitions for students as they progress through their programs of study, with new challenges, new tasks and so on (Hussain, Mamat, Salleh, Saat, & Harland, 2007). Another example of active learning method is the flipped classroom. The Flipped Classroom in Asia Previous evidence suggests the differences in attitudes of the Asian and Western students in the classroom and how they view the teachers’ role. These differences and perceptions casted doubt on feasibility of the flipped classroom in the Asian classrooms (Joanne & Lateef, 2014).

14 Communities are no longer isolated because of globalization. Various mediums connect the students with the world and rising number of the students have opportunity to study abroad. Traditionally held cultural practices may slowly dilute with each generation, therefore making the differences between the east and west not veer so much to opposite ends of the scales, as before (Joanne & Lateef, 2014). The current generation of the students in Asia breaks out of the stereotypical learning modes. Millennial are born into a time where information is at their fingertips via the Internet and teachers cease to be their primary source of information. Increasingly, informed students may become dissatisfied with being 'tape recorders' in class and desire to take ownership of their own educational path. The flipped classroom allows advancement at their own pace and engagement with their teacher on a personal level to best supports their learning (Joanne & Lateef, 2014). The educators in Asia also actively seek to enhance student learning. The University of Hong Kong develops an application named 'iClass' in a bid to increase the classroom interactivity. In Singapore, notable universities have teamed up and allow students to receive a unique brand of education with influences from the East and the West. Such schools include the Duke-NUS Graduate Medical School and the Singapore-MIT Alliance for Research and Technology. The flipped classroom can work in Asia because the teachers in Asia are willing to try out new methods to best serve their learners (Joanne & Lateef, 2014). The flipped classroom seems to be well received in Asia, however the model is still in its infancy and implementing the concept in classrooms may be filled with barriers. While its benefits are numerous, the time needed for them to manifest may be drawn-out as different schools have different capacities at leaving their comfort zones (Joanne & Lateef, 2014).

15 The flipped classroom is relatively new model to Asia and published trials are only few. Case studies conducted in a diverse number of disciplines were also collected hence the review shows that the flipped classroom is easily adaptable for various kinds of subject material (Joanne & Lateef, 2014). Flipping the classroom has captivated educators and learners worldwide. From the review, there is definitely potential for its growth in Asia. Globally, schools with a strong international culture may also find the results of the review of value for implementation of the flipped classroom in their schools (Joanne & Lateef, 2014). 2.1.4 Relevant Studies One study about active learning is the active teaching and learning in crossnational perspective. Active Teaching and Learning in Cross-National Perspective Recent developments in globalization, education, and technology suggest the possibilities for cross-national active teaching and learning in international studies. Three themes are identified and explored. They are culture and cross-national education, collaboration across contexts, and the need for systematic assessment. Each plays an important role in facilitating effective active teaching and learning crossnationally (Krain, Kille, & Lantis, 2015). Given the relevance of active teaching and learning techniques in today’s higher education system, there is a clear need for engagement and studies that critically assess these practices. We identified themes, challenges, and an agenda for further research. Three critical themes we explored are culture and cross-national education, collaboration across contexts, and the need for systematic assessment. Each of them plays an important role in facilitating or impeding effective active teaching in learning cross-nationally. Together, they shape an emerging research that is multi-national in

16 scope and cross-national in design, in both implementation and assessment, and attentive to obstacles to effective implementation of collaborative cross-national active teaching and learning (Krain, Kille, & Lantis, 2015). Another study is about transplanting active learning. Transplanting Active Learning In considering the active-learning courses, it is concluded that the twin emphases on theory and practice found in participatory education can promote interest and expertise, confidence and skills, among advanced students and help them to see vital links between what scholars and practitioners think and do. In teaching mid-career officials and other advanced groups, one finds that, once an appropriately curious and mutually respectful learning environment has been established, drawing upon the diverse professional experiences gathered together can prove most revealing to all those in the course, instructors and participants alike. Active-learning techniques can succeed every bit as well abroad as at home. These educational initiatives can be challenging and empowering and can bring real excitement to the classroom. This is beginning to be understood by those reforming and improving educational opportunities and promoting the exchange of ideas and faculty between western and Southeast Asian countries. While a host of challenges are implicit in transplanting these educational methods to unfamiliar surroundings, various authorities are quite interested in them and ready to accept the power of learning by doing (Fowler, 2005). Another study discusses an implementation of active learning and its effect. An Implementation of Active Learning and its Effect According to the Biggs’ 3P model (1987), there are three components to student learning. ‘Presage’ which includes student-based factors and the teaching context, ‘process’ which describes how the student goes about the task and ‘product’ which

17 describes the learning outcome. The three components are interrelated. Presage factors affect the process which shapes the learning outcome as part of the product. The product may affect both student and teacher efficacy perceptions. The active learning methods can be viewed as part of the teaching context of the presage component. It plays an important role in determining the students approach to learning and their perceptions. According to this model, the greater effectiveness of active learning methods motivates the students to become more involved in their studies (Sivan, Leung, Woon, & Kember, 2000). In one study according to Sivan, et al. (2000), the introduction of active learning seemed to play an important role in the way students go about their studies. The change in the way that students approached their studies before and after experiencing active forms of learning was reflected in an increase in deep approach in the three classes. The results of other surveys of learning approaches by year of study suggest that the findings described above are certainly not unique to the institution. From a survey of students at ten Australian Colleges of Advanced Education (CAEs) and five universities, university science students showed a general decline in the use of the deep approach as they progressed through their major courses. For the arts students, the mean deep approach scores rose in the second year, but it dropped for the third year, and it rose sharply for honored year students. Watkins and Hattie (1985) found that deep approach scores declined from first to third year. The decline was attributed to increased workloads and perceived lack of employment opportunities (Sivan, Leung, Woon, & Kember, 2000). Increases in achieving and deep approach scores in subjects selected as case studies for a national project devoted to improving the quality of student learning were difficult to obtain. Gibbs (1992), reports ten case studies funded by the British Council for National Academic Awards project ‘Improving Student Learning’. Four of the case

18 studies reported the increases in achieving and meaning approach scores and the decrease in surface approach. In one project an experimental group had significantly better scores than the control group. Three of the case studies had reported no significant differences in before and after achieving and meaning approach scores. One case-study did not report scores and one project had to be aborted (Sivan, Leung, Woon, & Kember, 2000). Moreover, the study by Sivan, Leung, Woon, and Kember (2000) shows that various forms of active learning contribute to the development of qualities like critical thinking and problem solving. Through these activities students discover new information for themselves and become self-managed learners. The exposure and involvement of the students in actual situations in the industry can be an effective means for their preparation for their future jobs. Learning about specific information and procedures is becoming less and less important as the information itself rapidly becomes outdated. However, active learning that develops critical thinking and problem-solving skills may be the best option to helping students cope with future changes in their professional roles (Sivan, Leung, Woon, & Kember, 2000). There is also a study about active learning conducting in rural China. From Passive to Active Learning in Rural China The rural China theological training program had the local believers engage with real life problems associated with the groups they were learning to lead. In line with contemporary adult education theory, as theological educators the facilitators also needed to be willing to become learners. First, this learning required an acute awareness of the cultural norms of teaching and learning methodology associated with the immediate setting, and context and background of the theological training students (Davidson, 2011).

19 Chinese students enrolled in institutions worldwide, whose teaching and learning norms expect other than a background accustomed to passive learning, might be aided by the introduction of a mentoring figure such as a higher level student or a peer mentor (Davidson, 2011). Secondly, the facilitators had to be careful to let the more advanced students be the decision-makers as to what would be contextually appropriate in terms of dealing with the problems associated with the "being and doing" of Christian groups in their own context. As educators, the facilitators provided information and tools for the spiritual work, but needed to do so without being unduly dogmatic or insistent on how such praxis or problem-solving should look once worked out. Adult and indeed theological education methodology suggest the teacher plays both the role of facilitator and on-going learner (Davidson, 2011). Thirdly, since not all of the training participants were from the immediate area, and others were leading groups in communities that were not their own, the training sought to encourage a context-aware outlook that included flexibility in how the practicalities and problem solving of different aspects of ministry might be carried out so as to be contextually-appropriate. The training also sought to encourage the participants to engender an appropriately contextually-aware outlook in those they were ministering to and with, since these local people would eventually become the contextfamiliar next-generation leaders of the emerging groups of believers (Davidson, 2011). 2.2 Academic Achievement 2.2.1 Definition of Academic Achievement When people hear the term “academic performance” (in this research it refers to academic achievement) they often think of a person’s GPA. However, several factors

20 indicate a student’s academic success. While some may not graduate top of their class, they may hold leadership positions in several student groups or score high on standardized tests such as the SAT or ACT. (Williams, n.d.) According to the Cambridge University Reporter (2003), the academic performance is frequently defined in terms of examination performance. Academic achievement refers to what the student have learned or what skills the student has learned and is usually measured through assessments like standardized tests, performance assessments and portfolio assessments (Santrock, 2006). The descriptive assessment information will usually be translated through grading system such as Grade Point Average (GPA) and course grade. (Nurulafizan, 2012) The achievement is defined as measurable behavior in the standardized series of the tests (Simpson and Weiner. 1989). The achievement test is usually constructed and standardized to measure proficiency in the school subjects. In most cases, according to them. The accomplisment is sometimes used in place of achievement. According to Bruce and Neville (1979), the educational achievement is measured by the standardized achievement test developed for the school subjects. What this means is that the academic achievement is measured in relation to what is attained at the end of a course, since it is the accomplishment of medium or long term objective of education. What is important is that the test should be a standardized test to meet national norm. For a test to be standardized, it must be valid for over a period of time (Yusuf, n.d.). According to Suvarna and Bhata (n.d.), academic achievement refers to outcome/performance of education. Thus it indicates the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments. As this includes multifaceted abilities of the learners, it should be considered as the multifaceted construct that comprises the different domains of

21 learning. As a result of it, while defining academic achievement one is expected to observe the indicator used to measure it. Whatever the indicator used to measure academic achievement, the factors which have their influence on it are general intelligence, achievement motivation, recognition, interest, attitude, aptitude, Personality, etc of the person. Thus, individual’s orientation towards academic achievement depends on various factors (Suvarna & Bhata, n.d.) Moreover, according to Carter (n.d.), student achievement measures the amount of academic content a student learns in a determined amount of time. Each grade level has learning goals or instructional standards that educators are required to teach. Standards are similar to a 'to-do' list that a teacher can use to guide instruction. Student achievement will increase when the quality instruction is used to teach instructional standards. (Carter, n.d.) There are many variables that can impact successful student achievement, but the most critical are classroom instruction and learning disabilities stated by Carter (n.d.). It is important to remember that all students do not learn the same way or at the same rate (Carter, n.d.). 2.2.2 Academic Achievement Theories The Theory of Performance The Theory of Performance (ToP) has developed and related the six foundational concepts to form a framework that can be used to explain performance as well as performance improvements. To perform is to produce the valued results. According to Elger (n.d.), a performer can be an individual or a group of the people engaging in the collaborative effort. Developing performance is a journey, and the level of performance describes the location in the journey. The current level of the performance depends holistically on 6 components. They are context, level of

22 knowledge, levels of skills, level of identity, personal factors, and the fixed factors. Three principles are proposed for the effective performance improvements. These principles involve the performer’s mindset, the immersion in the enriching environment, and the engagement in practice (Elger, n.d.). Wonderful accomplishments also occur in day-to-day practice in higher education. For example, an advisor inspires students to follow their dreams. A teacher connects with students. A researcher continually asks the quintessential questions that lead to revolutions in thinking. A dean inspires an entire college to collaborate and attain wonderful outcomes (Elger, n.d.). Walberg’s Theory of Educational Productivity Walberg’s (1981) theory of educational productivity is one of the empirically tested theories of the school learning. It is based on the review and integration of over 3,000 studies (DiPerna et al., 2002). Walberg et al. (1986) identified the key variables that effect the student outcomes which are the student ability or prior achievement, motivation, age or developmental level, quantity of instruction, quality of instruction, classroom climate, home environment, peer group, and exposure to mass media outside of school (Walberg, Fraser & Welch, 1986). In current context, the first three variables, which are ability, motivation, and age, reflect the characteristics of the student. The fourth and fifth variables reflect the instruction (quantity and quality), and the final four variables, which are classroom climate, home environment, peer group, and exposure to media, represent aspects of the psychological environment (DiPerna et al., 2002). Clearly student characteristics are important for school learning, but they only comprise a portion of the learning equation (McGrew, n.d.).

23 2.2.3 Relevant Study There are a few studies on active learning and academic achievement. One of them is the effect of active learning on academic achievement. The Effect of Active Learning on Academic Achievement In the study according to Soltanzadeh, Hashemi, and Shahi (2013), the results showed that the differences between two groups were significant at the level of P<0.05 and active learning group obtained higher scores than traditional group in achievement motivation. Based on the results, the use of active learning method in classroom is vital to have a positive impact on the quality of the students learning process and achievement motivation (Soltanzadeh, Hashemi, & Shahi, 2013). The results showed that the significant differences between traditional learning group and active learning group in achievement motivation scores. Thus, the meaningful differences that obtained in the present research suggested that the active learning method has a significant role in achievement motivation rather than traditional learning method (Soltanzadeh, Hashemi, & Shahi, 2013). There are four major active learning approaches: (a) conceptual, (b) structural, (c) curricular, and (d) complex instruction. First, Johnson and Johnson (1989) have developed the conceptual approach, which is based on the premise that teachers can learn the key elements of structuring effective cooperative learning activities. Johnson et al. (1998) presented the five main elements that they believe are necessary for the cooperative learning to be successful. First, the positive inter-dependence refers to each group member learning to depend on the rest of the group while working together to complete the tasks. Second, the individual accountability is defined as practices teachers used to establish and maintain the students’ responsibility for appropriate behavior, engagement, and outcomes. Third, the promotive face-to-face interaction is

24 literally the head-to head discussion around the group in close proximity to each other. Fourth, the interpersonal and small group skills are developed through the tasks and include listening, shared decision making and taking responsibility, learning to give and receive feedback, and learning to encourage each other. Finally, the group processing refers to the time allocated to discussing how well the group members achieved their goals and maintained effective working relationships (Soltanzadeh, Hashemi, & Shahi, 2013). On the other hand, academic achievement motivation is defined by Crow and Crow (1969) as the extent to which a learner is profiting from instruction in a given area of learning or in other words, achievement is reflected by the extent to which skill and knowledge has been imparted to him. Academic achievement motivation also denotes the knowledge attained and skill developed in the school subject, usually designed by test scores. The level of achieving is how far a student succeeds in a particular exam or standardized test (Soltanzadeh, Hashemi, & Shahi, 2013). Motivation must engage the working memory system to relate what has been achieved to the ultimate goal. This is especially so during learning, which serves to maintain “on tap” a limited amount of currently relevant information so that it is available for immediate use (Soltanzadeh, Hashemi, & Shahi, 2013). There are teaching strategies that the RWCT project brought to schools in Central Europe and Central Asia involve prediction and hypothesis testing, eliciting prior knowledge, encouraging debate among students, writing to learn, response techniques, and cooperative learning. From the very beginning, the methods struck a responsive chord. As a Russian participant put it, "We already have the big ideas [the theories behind active learning and critical thinking and why they are good things];

25 what we need are the small ideas [How you actually teach for active learning and critical thinking]". Teachers are noting changes in their students and also in themselves. For example, after a yearlong series of workshops in Kyrgyzstan. Sam Mathews, Alan Crawford, and Scott Brophy (n.d.) asked the participants about changes they had observed in the students, and the participants made the following comments. • Students are taking more risks in learning and communicating. • The classroom is a psychologically safer and more comfortable learning environment. • Students are assuming more responsibility for learning in the classroom. • Students appear to feel more comfortable using creative and higher order thinking. When asked what changes they had noted in their own teaching, the teachers shared the following information. • They spend more time planning their lessons. • Before teaching the material, they examine it for opportunities to promote critical thinking. • They allow students more opportunities to work alone and in groups. • They look for additional materials to help students to learn on their own. • They wait longer to listen to what students are going to say. • They ask more open-ended questions. • They encourage more (varied) responses to their questions. • They look for ways for the students to relate what they are learning to their own experiences and prior knowledge.

26 • They think of ways for students to "mine" their own knowledge, instead of thinking of students only as places to "deposit" more knowledge. • They have become more like what they want their students to become: patient, flexible, willing to take risks, analytical. After 2 years' experience with the project, students in Macedonia reported that they learned better with active methods. According to Temple (2000), a study in Lithuania showed that students spoke up more confidently and cooperated more, in comparison with a control group. There were excellent qualities to their schools, and that most of their students seem to have risen well to their teachers' high expectations. Yet the teachers have realized, as the Czech Minister of Education stated, that when excellence in education is narrowly defined as mastery of facts, students are short-changed. At the same time they embrace academic seriousness, these teachers see the value of using methods that nurture active learning, critical thinking, cooperation, and creativity. The combination of academic rigor and critical thinking that is being worked out by the Central European and Central Asian teachers in the RWCT project is well worth watching (Temple, 2000). 2.3 Teaching and Learning in Thailand 2.3.1 History of Educational Reform in Thailand According to Iemjinda (2003), education in Thailand has developed from traditional forms conducted in Buddhist temples, the palace and within the family. The impact of King Chulalongkorn's modernization of the country from 1868 and the introduction of Western concepts of schooling by missionaries in the later Nineteenth Century led eventually to a state education system, one which was also based upon

27 resisting colonial imperialism (Iemjinda, 2003). The monarchy (and after 1932, the constitutional government) sought to achieve a balance between traditional ways of learning and foreign approaches. This intermixing and adapting of different traditions and cultural forms gave Thai education a continuing role in addressing social change and the modernization of the country. This history of reform in education linked to national development was taken to a further stage with the establishment of the National Scheme of Education in 1960, which promulgated the First National Education Development Plan. The seventh of these plans, issued in 1992, emphasized that 'the education system should facilitate the country's development process towards selfreliance, sustainability and enhance global competitiveness' (Office of the National Education Commission, 1999). It was the failure to obtain these outcomeslike the Asian economic crisis of 1997, but also due to a perceived failure of Thai social institutions 'to adapt themselves to cope with the formidable changes' facing them (Office of National Education Commission, 1997), that created the environment for a still faster rate of reform (Iemjinda, 2003). In response "to this most recent of demands for reform, the Thai government, acting through the Office of the National Education Commission (ONEC) under the Prime Minister's Office, formulated radical new policies to bring about necessary changes within the education system at all levels. ONEC carried out initial research into the provision of quality education in developed countries such as the United Kingdom, the United States, Japan, Canada and Australia, with a view to their application in the Thai education system (Iemjinda, 2003). Foremost in ONEC' s interest was these systems' capacity to develop students' analytic and independent thinking. On the basis of this enquiry ONEC prepared recommendations for consideration by the Thailand's Constitution Drafting Council, with the result that the 1997 Thai Constitution contained

28 extensive recommendations concerning major educational changes. These included the provision of a twelve-year basic quality education free of charge throughout the country, the promotion of local wisdom and national arts and culture, and the development of the teaching profession through extended preservice education, inservice programmes, certification and registration (Iemjinda, 2003). ONEC's recommendations also led to the National Education Act which passed through parliament in August 1999. The Act represented 'an unprecedented and long over-due break' (Office of National Education Commission, 2001a: 2) from traditional Thai educational policy in that it focused on reform of learning for a more creative and constructivist approach to knowledge acquisition (Iemjinda, 2003). The current Thai education reform has been promoted by the government under the National Education Act (NEA) of B.E. 2542 (1999). This reform aims to develop Thailand into a 'knowledge-based society.' Learner-centered pedagogies are the focus of this reform along with other contemporary notions such as communicative language teaching (Cheewakaroon, 2011). 2.3.2 Current Educational Reform in Thailand According to Climer, et al. (2009), Thailand’s most current wave of educational reform began with the 1999 National Education Act (NEA). One of the main goals of the NEA was to break from traditional rote-memorization. It is to emphasize a balance between active and passive teaching methods. This educational reform, coupled with other financial and economic reforms which were enacted in the same period, appeared effective in reducing poverty throughout Thailand. However, the effect wasn’t geographically homogeneous. The educational reforms caused by the NEA have yet to spread to the economically poor, rural regions (Climer, et al., 2009).

29 2.3.3 Teaching and Learning Method in Thailand The teacher-centered approach has been the norm in Thai education for more than five decades. Students in Thailand attain a great deal of knowledge through repeating after teachers and through memorization of words. Group work is sometimes involved in classroom learning. Group work in Thai classrooms are more likely to set up through traditional learning groups where students just work together. Some students in the group might be passive members and wait for other members to lead and do the work. This leads to only a few members mastering the learning material while the other members do nothing (Khuvasanond, 2013). Nonkukhetkhong, Baldauf Jr., and Moni (2006), and Wiriyachitra (2002) indicated that the traditional Thai education system, which is teacher-centered, focuses on passive strategies that require students to wait to receive knowledge from their teachers. Because of this, Thai students sometimes have difficulties in making choices about their own learning. For example, Thai students, faced with the problem of choosing their project’s topic, take a long time to make the decision about their topic when teachers give students freedom to choose their own topic. This problem of Thai students shows that they have trouble with decision making (Khuvasanond, 2013). Although Thai educational reform has promoted the use of active teaching methods, many rural provinces, such as Sakon Nakhon and others, are still changing from the use of traditional, passive teaching methods. The addition of active teaching methods to classrooms using traditional can increase student understanding (Ross, 2001). To encourage any professional to adopt new practices is a difficult task. This can be aided through professional development. Professional development can help educational professionals to adopt new teaching methods and become comfortable using them in their classrooms (Climer, et al., 2009).

30 While many teachers understand the benefits of active teaching method, to adopt these new teaching practices can be challenging to them. Assistance through professional development is beneficial. Research has also shown that professional development is a mode through which active teaching methods can be instituted in poor rural regions (Ashraf 2005). Implementation of professional development and inservice training of teachers face many challenges. Most teachers have gone through pre-service training and have varying amounts of experience in the field of education before they encounter in-service training. These previous experiences can shape the pedagogic methods of the teachers (Ashraf 2005). Experts in the field of science education stated that teacher development should include acknowledgement that the teachers will have tension in accepting any new methods, reflection by the teachers on past experiences, and an interactive learning environment (Climer, et al., 2009). 2.4 Summary Active learning is the method that engages the students in the learning process. This method requires students to do learning activities and think about what they are doing. There are many theories written about active learning. The theory of constructivism is one of them. Many people often think that academic performance (achievement) refers to a person’s GPA. Achievement might be defined as measurable behavior in a standardized series of tests. Academic achievement might refer to the outcomes or performance of education. There are theories about academic achievement such as the theory of performance and Walberg’s theory of Educational productivity.

31 In Thailand, people get used to the traditional teaching and learning. Students are to sit and listen to the teachers. Teachers are the center of the class. However, active learning is now promoted in Thai education.

32 CHAPTER THREE RESEARCH METHODOLOGY 3.1 Orientation of Research This study designed using correlational and descriptive survey design. This study studied to see the relationship between active learning method and the students' academic achievement. 3.2 Area of study This study studied at Asia-Pacific International University. The university is located in Muaklek sub-district, Muaklek district, Saraburi Province, Thailand. 3.3 Population for Study This study targeted at students and from Asia-Pacific International University, Saraburi, Thailand. The study population was students from all of the six faculties who were studying at Asia-Pacific International University. Both male and female were counted. 3.4 Sample Size and Sampling Techniques The sample size of this study were 100 students. The sampled students were from all of the faculties at Asia-Pacific International University. They were both local students from Thailand, and international students from other countries. Of all participants, 35% were freshman, 20% were sophomore, 19% were juniors, 17% were seniors, and 9% were taking ESL. For gender, 64% of the students were female and 36% were male. The majority of the students were from faculty of arts and humanities

33 at 28% followed by nursing (25%), business administration (24%), religious studies (9%), education and psychology (8%), and science (6%) respectively. Of all students, 55% were from international program and 45% were from Thai program. The sampling technique used was a convenience sampling. The researcher gave out the questionnaire set to a group of 100 students studying at Asia-Pacific International University during free time. The researcher gave out questionnaire at the library, at the cafeteria, or at the dormitories depending on the convenience for the researcher and the respondents. 3.5 Data Collection Instruments The data collection instrument used in this study was a questionnaire set. The data collection provided data on active learning as well as students’ academic achievement. 3.5.1 Questionnaire The researcher had developed a questionnaire set to gather data from the sample students. This questionnaire set had composed of closed-ended questions soliciting specific answers from the respondents. The respondents either chose positive or negative response. There was no “neutral” choice for them to choose as the researcher wanted to get specific responses. The study questionnaire had two sections: section one contained biographical information of the respondents which found out about gender (male or female), program (Thai or International), class (freshman, sophomore, junior, senior, or ESL), and faculty (arts and humanities, business administration, education and psychology, nursing, religious studies, and science). Section two found out how the students are familiar with active learning as well as looking at the student’s academic achievement. The statements in the questionnaire

34 were adopted from a journal article by Tuan, Chin, and Shieh (2005). The researcher had adopted some statements, made some changes, and add 3 new items for active learning session (number 1, 9, and 10). Sample statements from the scale for active learning session include "when new concepts that I have learned conflict with my previous understanding, I try to understand why’’ and ‘‘during the learning processes, I attempt to make connections between the concepts that I learn." Sample statements from the scale for academic achievement session include "whether the content is difficult or easy, I am sure that I can understand it" and "it is important to have the opportunity to satisfy my own curiosity when learning." A Likert scale was employed with 1 = strongly disagree, 2 = disagree, 3 = agree, and 4 = strongly agree. The researcher used a 4-point scale for the questionnaire. According to Ankit (Chaudhary, 2012), “4 point Likert scale is also called a forced Likert scale since the user is forced to form an opinion. There is no safe 'neutral' option. A number of market researchers are using the 4 point scale to get specific responses.” To avoid the respondents to choose neutral and to get specific responses, the researcher of this project decided to use 4-point scale for the questionnaire. Appendix III presents the questionnaire set to be used to collect data from sampled international students and Appendix IV presents the questionnaire set to be used to collect data from sampled Thai students who are not familiar with English. 3.6 Procedure for Data Collection The researcher asked for a research permit (approval) from the university. This research study did not need the permission from the guardians of the students as the students were 18 years old and above. After getting permission, the researcher handed

35 out the questionnaires to collect data. The researcher informed the benefits of outcomes and availed copies outcomes to the respondents or school. 3.7 Data Analysis All data was analyzed quantitatively. Quantitative data was analyzed by the aid of statistical package called SPSS. The two objectives studied were analyzed using descriptive statistics and presented in frequency counts and percentages. Descriptive statistical analyses were performed on the sample students to obtain a clear understanding of the population. Measures of central tendency such means, medians, and other percentiles and dispersion such standard deviations, ranges were computed. Correlational analysis were conducted in order to assess the strength of direction of the relationship between active learning and students’ academic achievement. T-test was used to compare the values of the means from the samples and test whether it is likely that the samples are from populations having different mean values. 3.8 Ethical Considerations The researcher will ask permission from Asia-Pacific International University to collect data from the students as students are studying at this university. This is for the ethical concern policy from the university. This study will be free from plagiarism and it will be the researcher's own work. The researcher acknowledge all information which will be borrowed from other researchers. Private issue is very important and the researcher is very aware of using the information from respondents. All information from respondents will be held

36 confidentially and will not be used for any other purposes except for academic purposes only. Before giving out the questionnaire at Asia-Pacific International University, the researcher will inform and make a letter to the university to ask for permission for conducting data from students. Also, before starting making an appointment with the teachers at the same university for interviewing, the researcher will make sure that permission is asked. The researcher will also give the letter of introduction to the respondents to make sure that the respondents will be willing to do the questionnaire or interview. This research will be free from corruption. There will be no selling and buying answer from respondents. There will be no make-up answers.

37 CHAPTER FOUR RESULTS PRESENTATION AND DISCUSSION 4.1 Results Presentation It is important to understand the overall overview of student perceptions on active learning and academic achievement. In relation to active learning, the overall overview of the student perceptions is positive (M = 3.07, SD = 0.42). However, the students indicated in item 9 that they disagreed that class debating is one of their favorite class activities (M = 2.70, SD = 0.90). Students also disagreed with items 8 and 13 that when they do not understand a concept, they find relevant resources that will help them (M = 2.96, SD = 0.78) and that they are willing to participate in a class because the teacher uses a variety of teaching methods (M = 2.98, SD = 0.78). Table 1 indicates the descriptive results of the study on active learning. Table 1 Means and Standard Deviation of Survey Items on Active Learning No. Item M SD 1 I am very comfortable when teachers let us discuss in groups. 3.12 0.73 2 When new concepts that I have learned conflict with my previous understanding, I try to understand why. 3.04 0.76 3 When I make a mistake, I try to find out why. 3.25 0.67 4 During the learning processes, I attempt to make connections between the concepts that I learn. 3.14 0.57 5 When learning new concepts, I connect them to my previous experiences. 3.04 0.63 6 When I meet concepts that I do not understand, I still try to learn them. 3.23 0.69 7 When learning new concepts, I attempt to understand them. 3.15 0.69 8 When I do not understand a concept, I find relevant resources that will help me. 2.96 0.78 9 Class debating is one of my favorite class activities. 2.70 0.90

38 10 I love to do activities in the class rather than to sit and listen to the lectures. 3.14 0.80 11 When I do not understand a concept, I would discuss with the teacher or other students to clarify my understanding. 3.09 0.70 12 I am willing to participate in a class because the students are involved in discussions. 3.01 0.69 13 I am willing to participate in a class because the teacher uses a variety of teaching methods. 2.98 0.78 The majority of the other items related to active learning were positive (agree). For example, students agreed in relation to item 3 that when they make a mistake, they try to find out why (M = 3.25, SD = 0.67). They also agreed with items 6 and 7 that when they meet concepts that they do not understand, they still try to learn the concepts (M = 3.23, SD = 0.69) and that when learning new concepts, they attempt to understand the concepts (M = 3.15, SD = 0.69). In relation to academic achievement, the overall overview of the student perceptions is positive (M = 3.11, SD = 0.45). However, the students indicated in items 14 and 16 that they disagreed that whether the content is difficult or easy, I am sure that I can understand it (M = 2.67, SD = 0.64) and that they are sure that they can do well on tests (M = 2.67, SD = 0.70). Table 2 indicates the descriptive results of the study on academic achievement. Table 2 Means and Standard Deviation of Survey Items on Academic Achievement No. Item M SD 14 Whether the content is difficult or easy, I am sure that I can understand it. 2.67 0.64 15 During a course, I feel most fulfilled when I attain a good score in a test. 3.11 0.75 16 I am sure that I can do well on tests. 2.67 0.70 17 It is important to have the opportunity to satisfy my own curiosity when learning. 3.18 0.72 18 I think that it is important to learn to solve problems. 3.34 0.70 19 I think that learning is important because it stimulates my thinking. 3.30 0.69

39 20 I think that learning is important because I can use it in my daily life. 3.20 0.77 21 I feel most fulfilled when I feel confident about the content in a course. 3.15 0.69 22 I feel most fulfilled when I am able to solve a difficult problem. 3.35 0.63 23 I feel most fulfilled when the teacher accepts my ideas. 3.15 0.76 The majority of the other items related to academic achievement were positive (agree). For example, students agreed in relation to item 22 that they feel most fulfilled when they are able to solve a difficult problem (M = 3.35, SD = 0.63). They also agreed with items 18 and 19 that they think that it is important to learn to solve problems (M = 3.34, SD = 0.70) and that they think that learning is important because it stimulates their thinking (M = 3.30, SD = 0.69). There was no difference found in student's perceptions for active learning in gender, program, class (year), or faculty. There was also no difference found in students' perceptions for academic achievement in in gender, program, class (year), or faculty. Overall, students are mildly agreed in relation to their academic achievement and active learning. A scatter plot was developed to determine if it was necessary to calculate the correlation between active learning and academic achievement. Figure 1 is the scatter plot. The results indicate that there may be a strong correlation between the two variables.

40 Figure 1 Scatter Plot of Active Learning and Student's Academic Achievement To determine if there is a significant correlation between active learning and student's academic achievement, a Pearson correlation was calculated. Table 3 Correlation of Variables Active Learning Academic Achievement Active Learning 1 Academic Achievement 0.728362129 1 Results indicate that there is a strong correlation between active learning and student's academic achievement (r = 0.73, n = 100). This indicates that there is a strong relationship between the variables of this study. Table 3 indicates the results. 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 0 1 2 3 4 5 Active Learning Students' Academic Achievement

41 4.2 Discussion This study produced several important findings. First, students' perceptions about their academic achievement and active learning are positive. This finding supports Soltanzadeh, Hashemi, and Shahi's (2013) study in which the use of active learning method in classroom is vital to have a positive impact on the quality of the students learning process and achievement motivation. The study suggested that the active learning method has a significant role in achievement motivation rather than traditional learning method. Second, there is no difference between Thai and International students in their perception in active learning. Thai students who live and study in an international environment seem to be familiar with active learning as same as international students. This finding is in contrast with Nonkukhetkhong, Baldauf Jr., and Moni's (2006), and Wiriyachitra's (2002) study in which indicated that the traditional Thai education system, which is teacher-centered, focuses on passive strategies that require students to wait to receive knowledge from their teachers. Thai students sometimes have difficulties in making choices about their own learning. In addition, Nonkukhetkhong, Baldauf Jr., and Moni's (2006), and Wiriyachitra's (2002) study focused on education around Thailand in general whereas the current study was conducted in a diverse cultural university.

42 CHAPTER FIVE CONCLUSION AND RECOMMENDATIONS 5.1 Conclusion Active learning is one of the effective learning and teaching method used in the classroom. The correlation found between active learning and student's academic achievement. Students have better achievement, understanding, and critical thinking skills when they learn through active learning process. Yet, it should be the mixed used of learning and teaching methods to help students as they learn differently. 5.2 Recommendations for Audiences These findings lead to the following recommendations. First, the teachers should use active learning method in class more often as it really helps students to develop their critical thinking skills rather than memorizing words to words. Second, teachers in Thai schools should explore and have more training in active learning method. As active learning can helps students to improve their academic achievement and skills, Thai teachers should learn more about it and adopt it in their classroom. 5.3 Recommendations for Further Study This study has some limitations. First, the researcher can use other type of study to have deeper results. According to Soltanzadeh, Hashemi, and Shahi (2013), several studies have demonstrated both quantitative and anecdotal evidence regarding the effectiveness of active learning techniques. The active learning method can be viewed as instructional activities involving students in doing and thinking about doing. Active