STUDENTS’ PERCEPTION OF ACTIVE LEARNING INSTRUCTIONAL STRATEGIES AND ACADEMIC SELF-EFFICACY AMONG STUDENTS AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY, SARABURI, THAILAND

STUDENTS’ PERCEPTION OF ACTIVE LEARNING INSTRUCTIONAL STRATEGIES AND ACADEMIC SELF-EFFICACY AMONG STUDENTS AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY, SARABURI, THAILAND By ORATHAI PHOTHIYU An Independent Study Submitted In Partial Fufillment of The Requirements For The Degree of Master of Education Emphasis in Educational Administration Faculty Of Education Asia-Pacific International University Year 2021

i Thesis Title: Active Learning Instructional Strategies and Academic Self-Efficacy Among Students at Asia-Pacific International University, Saraburi, Thailand Author: Orathai Phothiyu Thesis Principal Advisor: Dr. Siroj Sorajjakool, PhD Thesis Co-advisor: Dr. Henry Foster, PhD Program: Master of Education with Emphasis in Educational Administration Academic Year: 2021

ii ABSTRACT Active learning instructional strategies enhance student' academic achievement. It helps the students develop positive academic outcomes, develop new learning experiences, and take part in the learning process. The researcher chose to study at Asia-Pacific International University. The purpose of this study was to find how active learning instructional strategies enhance students' academic achievement. This study was designed using correlational design and descriptive survey design. The sample size was 100 students Asia-Pacific International University students sampled using a convenience sampling method. The researcher used thequestion "How does active learning correlate with students' academic self-efficacy at Asia-Pacific International University?" to guide this study. The survey was given out to both Thai and international students at Asia-Pacific International University during their free time at the library, dormitories, and cafeteria. Data was analyzed quantitatively. A strong correlation was found between active learning instructional strategies and student's academic self-efficacy (n = 100, r = .81).

iii TABLE OF CONTENT ABSTRACT..................................................................................................................ii LIST OF TABLES.......................................................................................................v LIST OF FIGURES ....................................................................................................vi TABLE OF ABBREVIATIONS...............................................................................vii CHAPTER 1 INTRODUCTION...............................................................................1 Background of Study..................................................................................................1 Problem Statement .....................................................................................................2 Purpose of the Study ..................................................................................................2 Objectives...................................................................................................................2 Research Question......................................................................................................3 Hypothesis..................................................................................................................3 Significance of the Study ...........................................................................................3 Delimitations..............................................................................................................3 Limitations .................................................................................................................4 Definitions of Terms ..................................................................................................4 Organization of the Chapters......................................................................................4 CHAPTER 2 LITERATURE REVIEW...................................................................6 Definition of Active Learning ....................................................................................6 What are Active Learning Instructional Strategies?...............................................7 Why are Active Learning Strategies Important in College and University Courses? .................................................................................................................7 The Theory of Performance....................................................................................8 The Effect of Active Learning on Academic Achievement.......................................8 Teaching and Learning in Thailand........................................................................8 Conceptual Framework ..............................................................................................9 Summary ..................................................................................................................10 CHAPTER 3 RESEARCH METHODOLOGY.....................................................11 Introduction ..............................................................................................................11 Study Area................................................................................................................11 Target Population .....................................................................................................11 Sample Size and Sampling Techniques ...................................................................12

iv Data Collection Instruments.....................................................................................12 Questionnaire for Students.......................................................................................13 Procedure for Data Collection..................................................................................14 Document Analysis ..................................................................................................14 Ethical Considerations..............................................................................................14 CHAPTER 4 RESULTS, PRESEANTATION, AND DISCUSSION .................16 Research question 1..................................................................................................22 Discussion ................................................................................................................22 Summary ..................................................................................................................22 CHAPTER 5 CONCLUSION AND RECOMMENDATIONS ............................24 Conclusion................................................................................................................24 Recommendations for Audiences.............................................................................25 Recommendations for Further Study .......................................................................25 REFERENCES……………………………...………………………………………26 APPENDICE…………………………………...……………………………………30 INSTRUMENTS......................................................................................................31 Letter of Introduction for International Students..................................................31 Letter of Introduction for Thai Students...............................................................32 Questionnaire for International Students..............................................................32 Questionnaire for Thai Students...........................................................................35 TABLES ..................................................................................................................37 Table of Mean (M) and Standard Deviation (SD) of Survey Items on Active Learning................................................................................................................37 Table of Mean (M) and Standard Deviation (SD) of Survey Items on Academic Achievement.........................................................................................................38

v LIST OF TABLES Table 1. Demographic characteristics........................................................................17 Table 2. Reliability Estimates....................................................................................17 Table 3. Means and Standard Deviation of Survey Items on Active Learning .........18 Table 4. Means and Standard Deviation of Survey Items on Academic selfefficacy .....................................................................................................19 Table 5. Scale mean, standard deviation and correlation coefficient ........................20 Table 6. Multiple Regression Results of Personal Response, Group Discussion, and Students’ Presentations as Predictors of Academic Self-Efficacy (N = 100) ............................................................................21

vi LIST OF FIGURES Figure 1. Conceptual Framework ..............................................................................10 Figure 2. Scatter plot between active learning strategies and academic selfefficacy .....................................................................................................20

vii TABLE OF ABBREVIATIONS ALCs Active Learning Classrooms GPA Grade Point Average ToP Theory of Performance IQ intelligence quotient CPS The Classroom Performance System SAT a standardized test widely used for college admissions in the United States ZPD Zone of Proximal Development ACT a standardized test for high school achievement and college admissions in the United States

1 CHAPTER 1 INTRODUCTION Background of Study Active learning instructional methods are important in college classes. The strategies include a wide range of activities. It will be beneficial for faculty members to make greater use of active modes of teaching. For the past five decades, a teachercentered approach has been the dominant approach in the Thai educational system. Students rely on their memory and merely repeat back what the teacher says instead of critical thinking. Group work has also been implemented within the environment of classroom learning. Group work in Thai classrooms, such as projects, are more likely to be set up for students to work together. Some students in the group might be passive members, and prefer to wait for others to lead and as a result, only a few members are actively involved in the learning process while the other members just sit quietly and do not participate (Khuvasanond, 2013). Teacher-centered teachers have great power and control in the classroom; they consider themselves as the source of knowledge, and their students as an empty vessel to be filled with knowledge from them.According to Kristiawan (2013), cooperative learning has helped to improve students' achievement in terms of academics. Cooperative learning has a number of strengths, but there are also some weaknesses. The strengths are: a) It uses the complete infrasture to deliver materials; b) active learning motivates students’ learning c) students become the main subject of the study; and d) teachers become facilitator. While the weaknesses are: a) the conventional model is used in the

2 learning process; b) English language usage is not a priority; c) active learning tends to lead the achievement of the academic curriculum; and d) teachers follow up with student’s learning outcomes. If the goal of teaching is to create understanding, educators should consider moving from remembering knowledge and facts, (surface learning), toward "deep learning," where understanding is developed through "active and constructive processes" (Ritchhart et al., 2011, p. 7). In order to achieve this objective, educators must change from a teaching-centered paradigm toward a learner-centered paradigm. The Classroom Performance System (CPS); which is the technology instrument to promote active learning and has effects on students' academic achievement. From the study, it increased student participation, attendance, and achievement in multicultural anatomy and physiology classes (Termos, 2013). Problem Statement The aim of this study, is to analyze the influence of active learning strategies on students' academic self-efficacy among students at Asia Pacific International University. Is there a relationship between the two variables? If so, how strong is the relationship? Purpose of the Study This study explores the effectiveness of active learning strategies in relation to academic self-efficacy. Does active learning influence academic achievement and student outcomes in the classroom among students at Asia-Pacific International University, Thailand? Objectives There are two objectives in this study as follows:

3 1. To find out if there is a positive or negative relationship between active learning and students' learning style. 2. To find out if there is relationship between active learning and student's academic achievement. Research Question The study will be guided by the following research question: 1) How does active learning correlate with students' academic self-efficacy at Asia-Pacific International University? Hypothesis There is no significant relationship between active learning strategies and academic self-efficacy. Significance of the Study The finding of this study will help teachers to see the importance and the influence of active learning strategies on academic achievement in the classroom. They can use it to adapt their teaching strategies and to enhance students' learning. Besides adding effective active learning strategies and self-efficacy for students, it opens possibilities for research in a similar field both in Thailand and abroad. Delimitations The study is delimited to students at Asia-Pacific International University in Thailand. These students come from Africa, America, Asia, Europe, South America, and Southeast Asian countries.

4 Limitations This study was composed of a small group of students in Asia-Pacific International University so the result may not be generalizable to the whole country and other Thai schools or universities. Definitions of Terms This section defines the primary key terms used throughout this research paper. Active Learning is anything course-related that all students in a class session are called upon to do other than simply watching, listening and taking notes (Felder & Brent, 2009) Academic achievement represents the skills that students have learned and is usually measured through assessments like performance assessments, standardized tests, and portfolio assessments Phillip J. Moore (2019). Academic self-efficacy is a person’s belief that he or she is capable of performing a particular task successfully (Bandura, 1977, 1997). Organization of the Chapters This research is organized into five main chapters. Chapter 1 describes an overview of the research work. It explains the background of the study, a statement of the problem, purpose, objectives, research questions, the hypothesis, scope, limitation, significance of the study, and key terms. Chapter 2 provides the relevant literature and conceptual framework of the study. Chapter 3 deals with the methods used for the study, including, research design, study location, population, sampling procedures, data collection instruments and procedures, and the presentation of findings. Chapter

5 4 discusses the analysis and its interpretation. Finally, Chapter 5 provides the summary, conclusions, and recommendations of the study.

6 CHAPTER 2 LITERATURE REVIEW This research focuses on the influence of active learning strategies on academic achievement. The definition, examples, theories, relevant studies on active learning and academic achievement, teaching and learning in Thailand are discussed in this chapter. The aim is to understand how active learning influences student's academic achievement and the implications for students' learning at Asia-Pacific International University. 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, p.2, n.d.). Similaly to Khuvasanond (2013), indicated that students do not learn much by sitting in the classroom listening to the teachers, memorizing, doing the assignments, in order to be able to write the correct answers. They must talk, write and relate it to their past experiences, and apply it to their daily lives, as well as make it as part of themselves. In active learning, the learner is the one who is deeply absorbed in the learning process in order to understand better the subject matter. Active learning help increase enthusiasm for learning in both students and instructors.

7 What are Active Learning Instructional Strategies? According to Bonwell and Eison (1991), active learning instructional strategies include a variety of activities that share the common elements of involving students in doing things and thinking about the things they are doing. Active learning instructional strategies can be created and used to engage students in thinking critically or creatively. It may include speaking with a partner in a small group, or with the entire class, expressing ideas through writing, exploring personal attitudes and values, giving and receiving feedback, and reflecting upon the learning process. Active learning instructional strategies can be completed by students either in class or outside of the class, it may be done as individuals or in a group, and either with or without the use of technology tools. When an instructor employs active learning strategies, he or she will spend a greater proportion of time helping students develop their understanding and skills and a lesser proportion of time transmitting information. In addition, the instructor will provide opportunities for students to apply and demonstrate what they are learning as well as to receive immediate feedback from peers and/or the instructor (Bonwell & Eison (1991). Why are Active Learning Strategies Important in College and University Courses? Acording to Schunk & Mullen (2012). researchers have found that “effectively performing an activity can positively impact subsequent engagement” Teaching is not pouring knowledge into a student's head but to teach is to engage students in learningby doing. In order to encourage this mastery orientation mindset, teachers need to consider various approaches. Brooks (2012) study on the impact of space on students' and instructors' behaviors Fredrick, L. C. (2018) also indicated that active

8 learning and traditional classrooms was whatever influences students' and instructors' behaviors it would also influence student engagement in learning. Brooks (2012) also discussed different spaces (traditional classrooms and ALCs) can be used more appropriately to different types of teaching methods. It is more important to recognize that traditional classrooms may be appropriate for lecturing but active learning classrooms are more suitable for student.Active learning can enhance learning, be more fun, and can help college students maintain concentration while learning. 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. A performer can be an individual or a group of the people engaging in the collaborative effort according to Elger. Collaborative classroom helps students reflect on their learning better and student-led learning is lifelong learning. The Effect of Active Learning on Academic Achievement Teaching and Learning in Thailand It has been more than five decades that the teacher-centered approach has been the norm in Thai education. Students in Thailand learn best through repeating after teachers and through memorization of words. Group work is sometimes engaged in classroom learning but not often. It was set up through traditional learning groups where students just work together. Some students in the group are passive members and let other members to lead and do the work. Only a few members master the learning while the other members do nothing (Khuvasanond, 2013).

9 According to Phungphol (2005), in most Thai schools, teachers and students are more familiar with the teacher-centered approach than student-centered approach.The teacher stands and lectures in front of the class. Students passively sit and listen to the content. Every student is different and they learn differently. The researcher didn't mean that using teacher-centered strategies are bad. Or using saying teacher-centered method is an ineffective method. What the researcher would like to say is that teachers should always find effective ways of teaching for the good achievement of their study. Conceptual Framework The descriptions that follow resent the conceptual framework for the study which investigated using active learning instructional strategies to enhance learning in the classroom among students at Asia-Pacific International University, Thailand.This conceptual framework defines the factors that contribute to active learning strategies. From the discussion, it is apparent active learning has a positive effect on academic achievement. The conceptual framework shows three dependent variables (personal response systems or clicker, group discussion, and students’ presentations), which define active learning and their relationship to academic achievement. a) personal response systems or clickers provide an exciting new way to actively engage students even in a large class. b) group discussion is a methodology or in a simple language you may call it an interview process or a group activity. c) students’ presentations are a great way to have students practice all language systems areas and skills.

10 Figure 1. Conceptual Framework 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 rather than just sitting and listening. There are many theories written about active learning. The theory of constructivism is one of them. There are theories about academic achievement such as the Theory of Performance and Walberg's Theory of Educational Productivity. Many people often refer academic performance (achievement) to a person's GPA. Achievement can be defined as measurable behavior in a standardized series of tests. Academic achievement can refer to the outcomes or performance of education. In Thailand, people get used to the traditional teaching and learning more than the active learning methods. Students are passive learners by sitting and listening to the teachers. Teachers are the center of the class who teach and give knowledge. However, active learning is now promoted in Thai education.

11 CHAPTER 3 RESEARCH METHODOLOGY Introduction The purpose of this study is to assess the perceptions of students on active learning and academic self-efficacy in order to describe this phenomenon quantitatively. Assessing active learning in a university education will provide insightful benefits of active learning and its influence upon academic achievement for teachers and administrators. This research was conducted through a descriptive survey design and correlation design to see the relationship between active learning instructional strategies and the academic self-efficacy of students in Asia-Pacific International University. Study Area This study was carried out in Asia-Pacific International University, Saraburi, Thailand. Target Population The target population was obtained from students in AIU, Thailand from all of the six faculties to answer the questionnaire on the topic of the influence of active learning strategies in class on academic self-efficacy at Asia-Pacific International University, Thailand. The samples included both male and female students.

12 Sample Size and Sampling Techniques The samples of this study was composed of 100 students rsponsible for answering the questionnaires in Asia-Pacific International University from the study area. The samples were both local students from Thailand and international students from other countries. Of all participants, 17% were freshman, 34% were sophomore, 29% were juniors, 13% were seniors, and 7% were taking ESL. For gender, 57% of the students were female and 43% were male. The majority of the students were from faculty of education and Psychology at 31% followed by Business Administration (22%), art and humanity (22%), science (11%), nursing (8%), and religious studies (6%) respectively. Of all students, 78% were from international program and 22% 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. Data Collection Instruments The data gathering instrument which was used in this study was a survey— questionnaire set. The questionnaire had two sections: section 1 is the biographical information of the respondents that contained about gender (male or female), program of study if they are in Thai or International program, class if they are ESL, freshman, sophomore, junior, or senior, department that they are in such as arts and humanities, business administration, education and psychology, nursing, religious studies, or science. Section two is to find out how familiarstudents are with active learning and how it influences on the student's academic self-efficacy.

13 Questionnaire for Students The researcher developed a questionnaire set to gather data from a sampled of 100 sudents. This was composed of closed ended questions soliciting specific answers from the respondents. The researcher used a 5-point scale for the questionnaire as follows: 1 = Strongly disagree, 2 = Disagree, 3 = Undecided, 4=Agree, and 5= Strongly agree. The study questionnaire had two sections: Section 1 contained biographical information of the respondents; Section 2 examined a correlational study of active learning strategies towards student academic achievement at Asia-Pacific International University, Thailand. Appendix A presents a questionnaire for students. The statements in the questionnaire were adopted from a journal article by Tuan, Chin, and Shieh (2005). The researcher adopted 3 items for active learning sessions (number 1, 9, and 10) from Sanitchai (2018). 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." The Cronbach alpha for the 13-item scale of active learning scale was 0.895. 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." The Cronbach alpha for the 10-item scale was 0.902. Appendix A presents the questionnaire sets used to collect data from both international students and also from Thai students who are not familiar with English.

14 Procedure for Data Collection The researcher asked for, and received approval from the university, then handed out the questionnaires to collect data from the selected sample of students in Asia-Pacific International University. The researcher gave a pen to each of the sample students at the same time when giving questionnaire set to encourage them to answer the questionnaires. The purpose of the study was explained to the selected sampled of students. Document Analysis The data was analyzed using SPSS in a statistic package. Quantitative data was analyzed with the aid of a statistical package called SPSS. The objectives were analyzed using Descriptive statistical and presented in frequency counts and percentages. Descriptive statistical analyses were performed to obtain a clear understanding of the selected samples. Measures of tendency such as percentiles, means, medians, standard deviations, and ranges were computed. Correlational analysis was conducted in order find out the strength or the relationship between active learning and student’s academic achievement. Correlational analysis and Multiple Regression Analysis were conducted in order to assess the strength of direction of the relationship between active learning instructional strategies and students’ academic self-efficacy among students at Asia-Pacific International University. Ethical Considerations The researcher is very aware of using the information from the respondents. Private issues are very important. In this study the ethical issues entailed respecting the respondents’ individual rights in the data collection. All information from

15 respondents was held confidentially and will not be used for any other purposes except for academic purposes only. Before giving out the questionnaire at AsiaPacific International University, the researcher received permission from the university to conduct the study and to gather data from students. This was already stated in the previous sentence. The researcher also gve a letter of introduction to the student participants to make sure the respondents were willing to participate.

16 CHAPTER 4 RESULTS, PRESEANTATION, AND DISCUSSION The samples of this study were composed of 100 students responsible for answering the questionnaires in Asia-Pacific International University from the study area. The samples were both local students from Thailand and international students from other countries. Of all participants, 17% were freshman, 34% were sophomore, 29% were juniors, 13% were seniors, and 7% were taking ESL. For gender, 57% of the students were female and 43% were male. The majority of the students were from faculty of education and Psychology at 31% followed by Business Administration (22%), Art and Humanity (22%), Science (11%), Nursing (8%), and Religious Studies (6%) respectively. Of all students, 78% were from the international program and 22% were from the Thai program. It is important to understand the overall overview of student perceptions on active learning and academic achievement. However, students indicated in item 8 that “When I do not understand a concept, I find relevant resources that will help me” (M=3.35, S=1.16). Students also disagreed with item 13 that “I am willing to participate in a class because the teacher uses a variety of teaching methods,” (M=3.37, S=0.91) and item 12 that I am willing to participate in a class because the students are involved in discussions (3.60, S=0.97). Table 3 indicates the descriptive results of the study on active learning instructional strategies.

17 Table 1. Demographic characteristics Variable n % Gender Male 43 43 Female 57 57 Program Thai 22 22 International 78 78 Class status Freshman 17 17 Sophomore 34 34 Junior 29 29 Senior 13 13 ESL 7 7 Faculty Arts & Humanities 22 22 Business Administration 22 22 Education & Psychology 31 31 Nursing 8 8 Religious studies 11 11 Science 6 6 Table 2. Reliability Estimates Variable M SD #items Cronbach’s Alpha Active learning 3.81 0.61 13 0.895 Academic self-efficacy 3.94 0.62 10 0.902

18 Table 3. 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. 3.81 0.92 2 When new concepts that I have learned conflict with my previous understanding, I try to understand why. 3.99 0.81 3 When I make a mistake, I try to find out why. 3.93 0.78 4 During the learning processes, I attempt to make connections between the concepts that I learn. 3.95 0.90 5 When learning new concepts, I connect them to my previous experiences. 3.99 0.73 6 When I meet concepts that I do not understand, I still try to learn them. 3.84 0.89 7 When learning new concepts, I attempt to understand them. 3.99 0.74 8 When I do not understand a concept, I find relevant resources that will help me. 3.35 1.16 9 Class debating is one of my favorite class activities. 3.87 0.98 10 I love to do activities in the class rather than to sit and listen to the lectures. 3.82 0.99 11 When I do not understand a concept, I would discuss with the teacher or other students to clarify my understanding. 3.69 0.98 12 I am willing to participate in a class because the students are involved in discussions. 3.60 0.97 13 I am willing to participate in a class because the teacher uses a variety of teaching methods. 3.37 0.91 The majority of the other items related to active learning were positive (agree). For example, students agreed in relation to item 2 that “I have learned conflict with my previous understanding, I try to understand why” (M=3.99, SD=0.81). They also agreed with items 5 and 7 that “When learning new concepts, I connect them to my previous experiences” (M=3.99, SD=0.73) and “When learning new concepts, I attempt to understand them” (M= 3.99, SD=0.74). In relation to academic achievement, the overall overview of the student perceptions was positive. However, the students indicated in items 15 and 16 that

19 they disagreed that during a course, “I feel most fulfilled when I attain a good score in a test” (M=3.55, SD=0.82) and “I am sure that I can do well on tests” (M=3.95, SD=0.84). Table 4 indicates the descriptive results of the study on academic achievement. Table 4. Means and Standard Deviation of Survey Items on Academic self-efficacy No. Item M SD 14 Whether the content is difficult or easy, I am sure that I can understand it. 3.98 0.92 15 During a course, I feel most fulfilled when I attain a good score in a test. 3.55 0.82 16 I am sure that I can do well on tests. 3.95 0.84 17 It is important to have the opportunity to satisfy my own curiosity when learning. 4.12 0.80 18 I think that it is important to learn to solve problems. 4.17 0.80 19 I think that learning is important because it stimulates my thinking. 4.09 0.87 20 I think that learning is important because I can use it in my daily life. 4.10 0.81 21 I fell most fulfilled when I confident about the content in a course 4.09 0.84 22 I feel most fulfilled when I am able to solve difficult problem. 4.01 0.84 23 I feel most fulfilled when the teacher accepts my ideas. 4.01 0.84 The majority of the other items related to academic achievement were positive (agree). For example, students agreed in relation to item 18 that “I think that it is important to learn to solve problems” (M=4.17, SD-0.80). They also agreed with items 17 and 20 that “It is important to have the opportunity to satisfy my own curiosity when learning” (M=4.12, SD=0.80) and “I think that learning is important because I can use it in my daily life” (M=4.10, SD=0.81)

20 Overall, students mildly agreed that their academic achievement was a result of active learning. A scatter plot was developed to determine if it was necessary to calculate the correlation between active learning and academic self-efficacy. Figure 2 is the scatter plot. The results indicate that there may be a strong correlation between active learning and self-academic self-efficacy. Figure 2. Scatter plot between active learning strategies and academic self-efficacy To determine if there was a significant correlation between active learning and student's academic achievement, a Pearson correlation was calculated. Table 5. Scale mean, standard deviation and correlation coefficient Variable M SD skewness r Active learning 3.81 0.61 -0.39 .812** Academic self-efficacy 3.94 0.62 -1.12

21 Note: **p<.01 Results indicate that there was a strong correlation between active learning and student's academic achievement (r = 0.787, n = 100). It is significant at the 0.01 level (2-tailed). This shows that there was a strong relationship between the variables of this study. This indicated that active learning methods of discussion, participation, and projects were linked with having students a more positive perception of their ability to do well academically. Table 5 indicates the results. To determine if each of the active learning strategies serves as a predictor of student's academic achievement, a Multiple Regression Analysis was conducted. Table 6. Multiple Regression Results of Personal Response, Group Discussion, and Students’ Presentations as Predictors of Academic Self-Efficacy (N = 100) Active learning Variables Regression Coefficient (Beta) p Personal response 0.569 0.004 Group discussion 0.266 0.003 Students’ presentations 0.074 0.294 (Constant) 0.700 Note: R = 0.821, R2= 0.675, Adj. R2= 0.665, Standard Error= 0.359, F=66.380, P=.000 The results from the Multiple Regression Analysis showed that academic selfefficacy was affected by personal response and group discussion. However, there was no statistically significant relationship between academic self-efficacy and students’ presentations at 0.05. In addition, personal response and group discussion had a unique and significant affecting on academic self-efficacy. The personal response was the most important determinant of academic self-efficacy (B = 0.569).

22 Research question 1 How does active learning correlate with students' academic self-efficacy at Asia-Pacific International University? Discussion This study produced several important findings. First, students' perceptions about their academic achievement and active learning instructional strategies were positive. This finding supports Soltanzadeh, Hashemi, and Shahi's (2013) study that the use of active learning methods in classroom had a positive impact on the quality of the students’ achievement motivation and learning outcomes. Second, academic self-efficacy is a result of active learning. However, many students indicated that when they do not understand a concept, they find relevant resources that will help them. I think Asian students are very shy to ask questions even when they don’t understand, so they prefer to find other resources to improve their study (Khamprated, 2012). Third, active learning methods for discussion, participation, and projects were linked with having students’ positive perception of their ability to do well academically. The study of Termos (2013) also supports this finding that students in anatomy and physiology classes, who don’t speak English as their first language, showed increased class attendance and participation. Summary In this Chapter the demographics were analyzed by using t-test and it showed that more females than male students participated, and that more sophomore and international students participated in the study than any other group. A scatter plot was developed to determine the correlation between active learning and academic self-efficacy. A Pearson correlation was calculated and the discussion had been

23 discussed in this chapter. The majority of the other items related to active learning were positive (agree). The results of this study also indicated that students like the active teaching and learning methods because they can participate in class discussions, ask questions, work with other students in groups, and are able to put forward their points of view and ideas. These finding supports McMahon et al. (2015), that rich pedagogies would encompass practice focused approaches that are based on collaborative and enquiry, draw on the educational heritage of social constructivism, and build on the critical and reflective foundations laid down in the begning phase. Students are willing to participate in a class because the teacher engages them in their own learning. This helps them become very comfortable when teachers let them discuss in groups. They expressed that they could learn more in classes by working together with others on projects, cases, and class activities. Participating in projects helped the students to develop their critical thinking. Students also perceived that the opportunities to interact with other students and teachers in classes also increased their learning. It is important for student to have the opportunity to satisfy their own curiosity when learning. I think that learning is important because students can use it in their daily life. In addition, it increases achievement because students learn through active learning pedagogical approaches. The study suggested that the active learning methods have a significant role in academic achievement rather than traditional learning methods.

24 CHAPTER 5 CONCLUSION AND RECOMMENDATIONS Conclusion Active learning is one of the effective learning and teaching methods used in the classroom. Students have better academic achievement, greater understanding, and Develop citical thinking skills when they learn through active learning process. The results of this study also indicates that students like the active methods of teaching and learning because they can take part in class activities such as discussions, asking questions, working with other students in groups, and putting forward their points of view and ideas. Students are willing to participate in a class because they are involved in discussions. This helps them become very comfortable when teachers let them discuss in groups. They expressed their perceptions that they could learn more in classes by working together with others on projects, cases, and class activities. I think active methods help them develop their critical thinking. Students also perceived that opportunities to interact with teachers and other students in classes also increased their learning. It is important for student to have the opportunity to satisfy their own curiosity when learning. I think that learning is important because students can use it in their daily life. In addition, it enhances achievement because students learn through active learning pedagogical approaches. The study suggested that the active learning methods have a significant role in academic achievement rather than the traditional learning method. In addition, students who perceived that they are learning through action will often perceive their

25 academic achievement in a more positive manner. This study found that active learning had a strong association with academic self-efficacy. Recommendations for Audiences These findings lead to the following recommendations. First, the teachers should use active learning strategies more often in class as it helps students to develop their critical thinking, skill rather than repeating after teachers and memorizing the words. Second, teachers should have more training on active learning strategies. Active learning instructional methods are important. Active learning helps to enhance student’s learning and is associated with students’ academic outcomes and skills. Teachers should explore more and adopt in their own teaching styles. Recommendations for Further Study This study had some limitations. First, the researcher may use other types of study such as a quality methodology 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. Second, the sample size of this study was adequate for the two variables. In addition, although the sample size was adequate for the two variables of this study, a larger sample size will help in strengthening the validity.

REFERENCES

28 REFERENCES Active Learning. (2015). Retrieved August 9, 2019, from Cambridge international examinations: http://www.cie.org.uk/images/271174-activelearning.pdf Bandura, Albert (1977), Social Learning Theory Vol. 1). Englewood Cliffs, NJ: Prentice-hal. Bandura, A. (1997b). Self-Efficacy: The Exercise of Control. New York: Freeman. Bonwell, C. C., & Eison, J. A. (1991). Active learning: creating excitement in the classroom. Retrieved from https://www.everettcc.edu/files/administration/institutionaleffectiveness/institu tional research/outcomeassess-active-learning.pdf Brooks, D. C. (2012). Space and consequences: the impact of different formal learning spaces on instructor and student behavior. Journal of Learning Spaces, 1(2), 1-10.Felder, Richard & Brent, Rebecca. (2009). Active learning: An introduction. ASQ Higher Education Brief. 2. Felder, R. M. (2009). Active learning: an introduction. 1-6. Retrieved May 11, 2020, from file:///C:/Users/EveH/Downloads/Active_learning_An_introduction.pdf Fredrick, L. C. (2018). The Effect of Active Learning Spaces on Students’. Retrieved from file:///C:/Users/vpsasec/Downloads/proceedings-02-01318- v3.pdfKhamprated, N. (2012). The problem with the English listening and speaking of students studying at a private vocational schhol bankok, Thailand.Retrived from http://thesis.swu.ac.th/swuthesis/Tea_Eng_For_Lan(M.A.)/Nualsri_K.pdf Khuvasanond, K. (2013). The Effects of teacher vs student centered instructional strategies on the vocabulary learning of sixth grade Thai students. Retrieved fromhttp://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.937.707&rep=r ep1 &type=pdf Kristiawan, M. (2013). The Implementation of Cooperative Learning in English Class of Favorite School of Secondary High School 5 Batusangkar, West Sumatera.International Journal of Educational Administration and Policy Studies, 5 (6), 85-60. Retrived December 21, 2016, from http://www.eric.ed.gov/contentdelivery/servery/servlet/ERICServlet?accno=E J1084164 McMahon, M., Forde, C., & Dickson, B. (2015). Reshaping teacher education through the professional continuum. Educational Review, 67, 158-178.Phillip J. Moore (2019) Academic achievement, Educational Psychology, 39:8, 981- 983, DOI: 10.1080/01443410.2019.1643971 Phungphol, Y. (2005). Learner-Centered Teaching Approach. ABAC Journal. Retrieved from http://www.abacjournal.au.edu/2005/may05/v25n02- article02.pdf

29 Sanitchai,P, Thomas, D, (2018). The relationship of active learning and academic achievement among provincial university students in Thailand. Retrieved January 30, 2020, from http://apheit.bu.ac.th/jounal/Inter-vol7 Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: how to promote engagement, understanding, and independence for all learners. San Francisco, CA: Jossey-Bass. Schunk, D. H., & Mullen, C. A. (2012). Self-Efficacy as an engaged learner. In S. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 219-235). Boston, MA: Springer US. Soltanzadeh, L., Hashemi, S. R., & Shahi, S. (2013). The effect of active learning on academic achievement motivation in high schools students. Applied Science Research, 5(6), 127-131. Retrieved March 17, 2019, from http://www.scholarsresearchlibrary.com Termos, M. H. (2013). The effects of the classroom performance system on student participation, attendance, and achievement. International Journal of Teaching and Learning in Higher Education, 25(1), 66-78. Tuan, H.-L., Chin, C.-C., & Shieh, S.-H. (2005). The development of a questionnaire to. International Journal of Science Education, 27(6), 639-654. Retrieved July 20, 2017, from http://www.ntcu.edu.tw/chin/file/29.pdf

APPENDICE

31 INSTRUMENTS Letter of Introduction for International Students ASIA-PACIFIC INTERNATIONAL UNIVERSITY Dear Sir/Madam, RE: USING ACTIVE LEARNING INSTRUCTIONAL STRATEGIES TO ENHANCE LEARNING IN THE CLASSROOM AMONG STUDENTS AT ASIA-PACIFIC INTERNATIONAL UNIVERSITY, SARABURI, THAILAND My name is Orathai Phothiyu. I am a Master student of Education at AsiaPacific International University undertaking a research study on the above subject. This letter is to request you to participate in the study mentioned above aimed at determining how active learning instructional strategies enhance learning in the classroom among students at Asia-Pacific International University, Saraburi, Thailand. Please read the questionnaire and give your honest responses. The information you provide in this questionnaire will be treated with UTMOST CONFIDENTIALITY and will only be used for the study. Thank you in advance for your willingness to cooperate. Sign........................................................... Date................................................. ORATHAI PHOTHIYU

32 Letter of Introduction for Thai Students จดหมายแนะน า มหาวิทยาลัยนานาชาติเอเชีย-แปซิฟิก เรียน ผู้ตอบแบบสอบถาม RE: ความสัมพันธ์ระหว่างการเรียนการสอนผ่านการปฏิบัติและการลงมือทา (Active Learning Instructional Strategies) กับ ผลสัมฤทธิ์ทางการเรียนของนักศึกษาที่ศึกษาอยู่ ณ มหาวิทยาลัย นานาชาติเอเชีย – แปซิฟิก จังหวัดสระบุรี ดิฉันอรทัย โพธิอยู่ ก าลังศึกษาอยู่ ณ มหาวิทยาลัยนานาชาติเอเชีย-แปซิฟิก ในระดับปริญญาโท และได้จัดท า งานวิจัยในหัวข้อที่กล่าวข้างต้น ดิฉันจัดทาจดหมายฉบับบนี้ขึ้นเพื่อขอความร่วมมือจากท่านในการเป็นส่วนร่วมของการศึกษา ครั้งนี้ ซึ่งมีวัตถุประสงค์เพื่อศึกษาหาความสัมพันธ์ระหว่างการเรียนการสอนผ่านการปฏิบัติและการลงมือท า (Active Learning Instructional Strategies) กับ ผลสัมฤทธิ์ทางการเรียนของนักศึกษาที่ศึกษาอยู่ ณ มหาวิทยาลัยนานาชาติเอเชีย – แปซิฟิก จังหวัดสระบุรี โปรดอ่านแบบสอบถามที่แนบมานี้และตอบตามความเป็นจริงที่สุด ข้อมูลใด ๆ ที่ท่านให้ไว้จะถูกจัดเก็บเป็น ความลับ และจะน าไปใช้เพื่อวัตถุประสงค์ทางการศึกษาเท่านั้น ขอขอบคุณล่วงหน้าที่กรุณาตอบแบบสอบถามและให้ความร่วมมือในการศึกษาครั้งนี้ ลงชื่อ........................................................... วันที่ (นางอรทัย โพธิอยู่) Questionnaire for International Students QUESTIONNAIRE

33 The purpose of this questionnaire is to gather information related to using active learning instructional strategies to create excitement and enhance learning in the classroom among students at Asia-Pacific International University, Saraburi, Thailand. Any information you provide will be held confidentially and will not be used for any other purpose except for ACADEMICS PURPOSES only. Thank you in advance for taking part in this study. SECTION 1: BACKGROUND INFORMATION 1. Gender: i. Male ii. Female 2. Program: i. Thai ii. International 3. Class: i. Freshman ii. Sophomore iii. Junior iv. Senior v. ESL 4. Faculty: i. Arts and Humanities ii. Business Administration iii. Education&Psychology iv. Nursing v. Religious Studies vi. Science SECTION 2: INFLUENCE OF ACTIVE LEARNING The question set contains statements about your participation in the classroom. You will be asked to select your agreement on each statement. Your opinion is what the researcher wanted and there is no “right” or “wrong” answers. Think about how well each statement describes your willingness in participating in this class. Please select the answer that describes you best. The set of questions have a five-point answering scale. The numbers mean: Key: 1- Strongly disagree; 2- Disagree; 3- Undecided, 4- Agree; 5- Strongly agree

34 No. Item 1 2 3 4 5 Active Learning Strategies 1. I am very comfortable when teachers let us discuss in groups. 2. When new concepts that I have learned conflict with my previous understanding, I try to understand why. 3. When I make a mistake, I try to find out why. 4. During the learning processes, I attempt to make connections between the concepts that I learn. 5. When learning new concepts, I connect them to my previous experiences. 6. When I meet concepts that I do not understand, I still try to learn them. 7. Class activities really help me to fulfill what I misunderstand when teachers give lectures. 8. When I do not understand a concept, I find relevant resources that will help me. 9. Class debating is one of my favorite class activities. 10. I love to do activities in the class rather than to sit and listen to the lectures. 11. When I do not understand a concept, I would discuss with the teacher or other students to clarify my understanding. 12. I am willing to participate in a class because the students are involved in discussions. 13. I am willing to participate in this science course because the teacher uses a variety of teaching methods. Academic Achievement 14. Whether the content is difficult or easy, I am sure that I can understand it. 15. During a course, I feel most fulfilled when I attain a good score in a test. 16. I am sure that I can do well on tests. 17. It is important to have the opportunity to satisfy my own curiosity when learning. 18. I think that it is important to learn to solve problems 19. I think that learning is important because it stimulates my thinking. 20. I think that learning is important because I can use it in my daily life. 21. I feel most fulfilled when I feel confident about the content in a course. 22. I feel most fulfilled when I am able to solve a difficult problem. 23. I feel most fulfilled when the teacher accepts my ideas. THANK YOU FOR ACCEPTING TO PARTICIPATE IN THIS STUDY

35 Questionnaire for Thai Students แบบสอบถาม แบบสอบถามนี้จัดท าขึ้นโดยมีวัตถุประสงค์เพื่อรวบรวมขอ้มูลเกี่ยวกับความสัมพันธ์ระหว่างการเรียนการสอนผ่าน การปฏิบัติและการลงมือท า (Active Learning Instructional Strategies) กับ ผลสัมฤทธิ์ทางการเรียนของนักศึกษาที่ศึกษา อยู่ ณ มหาวิทยาลัยนานาชาติเอเชีย – แปซิฟิก จังหวัดสระบุรีข้อมูลใด ๆ ที่ท่านให้ไว้จะ ถูกจัดเก็บเป็นความลับและจะน า ไปใชพื่อวัตถุประสงค์ทางการศึกษาเท่านั้น ข้อมูลของท่านจะไม่ถูกน าไปใช้เพื่อวัตถุประสงค์อันใดที่นอกเหนือจากนี้ ขอขอบคุณล่วงหน้าที่กรุณาตอบแบบสอบถามและให้ความร่วมมือในการศึกษาครั้งนี้ ส่วนที่ 1ข้อมูลของผู้ตอบแบบสอบถาม 1. เพศ: i. ชาย ii. หญิง 2. หลกัสูตร: i. ไทย ii. นานาชาติ 3. ช้ันปี: i. ปีที่ 1 ii. ปีที่ 2 iii. ปีที่ 3 iv. ปีที่ 4 v. ESL 4. Faculty: i. ศิลปศาสตร์และมนุษยศาสตร์ ii. บริหารธุรกิจ iii. ศึกษาศาสตร์ iv. พยาบาลศาสตร์ v. ศาสนศาสตร์ vi. วทิยาศาสตร์ ส่วน ที่2 ความสัมพันธ์ของการเรียนการเรียนการสอนผ่านการปฏิบัติและลงมือท า (Active Learning Instructional) แบบสอบถามชุดนี้ประกอบด้วยข้อความที่แตกต่างกันซึ่งกล่าวถึงความตั้งใจของนักศึกษาในการเข้าร่วม ชั้นเรียน ให้นักศึกษาแสดงความคิดเห็นเกี่ยวกับข้อความนั้นๆ โดยการท าเครื่องหมาย √ ลงในช่องที่ตรงกับความเห็นของ นักศึกษามากที่สุด ระดับ 1- ไม่เห็นด้วยย่างยิ่ง; 2- ไม่เห็นด้วย; 3- ไม่แน่ใจ, 4 -เห็นด้วย 5- เห็นด้วยอย่างยิ่ง ที่ ข้อความ 1 2 3 4 5 ด้านการเรียนรู้ผ่านการปฏิบัติและลงมือท า 1 . ฉันสบายใจมากเมื่อครูให้เราปรึกษา/ทางานกันเป็นกลุ่ม 2 . เมื่อเนื้อหาใหม่ที่ฉันได้เรียนรู้ขัดแย้งกับความเข้าใจเดิม ฉันพยายามหาว่าเพราะเหตุใด 3 . เมื่อฉันทาผิดพลาด ฉันพยายามหาว่าผิดเพราะเหตุใด

36 4 . ระหว่างกระบวนการเรียนรู้ฉันมักจะเชื่อมโยงเนื้อหาต่างๆเข้าด้วยกัน 5 . เมื่อฉันได้เรียนรู้เนื้อหาใหม่ๆ ฉันมักจะเชื่อมโยงเข้ากับเนื้อหาเดิม 6 . เมื่อฉันไม่เข้าใจเนื้อหา ฉันจะพยายามศึกษาเพื่อให้เข้าใจมากขึ้น 7 . การทากิจกรรมในห้องเรียนช่วยให้ฉันเข้าใจเนื้อหามากขึ้น 8 . การทากิจกรรมในห้องเรียนช่วยให้ฉันเข้าใจเนื้อหามากขึ้น 9 . ฉันชอบกิจกรรมการอภิปรายโต้แย้งในชั้นเรียน 1 0. ฉันชอบทากิจกรรมในห้องเรียนมากกว่านั่งฟังอาจารย์เฉยๆ 1 1. เมื่อฉันไม่เข้าใจเนื้อหา ฉันชอบปรึกษาร่วมกับอาจารย์หรือเพื่อนๆเพื่อทาความเข้าใจ ให้มากขึ้น 1 2. ฉันชอบเข้าร่วมชั้นเรียนเพราะนักศึกษาได้มีส่วนร่วมในการทากิจรรม 1 3. ฉันชอบเข้าร่วมชั้นเรียนเพราะอาจารย์ประยุกต์วีการสอนหลายๆวิธีในชั้นเรียน ด้านวิชาการ 1 4. ไม่ว่าเนื้อหาจะยากหรือง่าย ฉันเข้าใจได้แน่นอน 1 5. หากฉันทาคะแนนสอบได้ดีฉันจะรู้สึกว่าฉันเข้าใจเนื้อหาได้ดีมาก 1 6. ฉันมั่นใจว่าฉันสามารถทาข้อสอบได้ด 1 7. การได้ค้นหาคาตอบในเรื่องที่ฉันสงสัยเป็นสิ่งสาคัญในการศึกษา 1 8. การเรียนรู้วิธีการแก้ปัญหาเป็นสิ่งสาคัญ 1 9. การเรียนรู้เป็นสิ่งสาคัญเพราะช่วยกระตุ้นให้ฉันได้คิดวิเคราะห 2 0. การเรียนรู้เป็นสิ่งสาคัญเพราะฉันสามารถนามาใช้ในชีวิตประจาวันได 2 1. ฉันรู้สึกว่าฉันเข้าใจเนื้อหาได้ดีเมื่อฉันสามารถตอบคาถามได้อย่างมั่นใจ 2 2. ฉันรู้สึกว่าฉันเข้าใจเนื้อหาได้ดีเมื่อฉันสามารถแก้ปัญหาต่างๆได้ 2 3. ฉันรู้สึกว่าฉันเข้าใจเนื้อหาได้ดีเมื่ออาจารย์ยอมรับความคิดเห็นของฉัน ขอขอบคุณที่กรุณาตอบแบบสอบถามและให้ความร่วมมือในการศึกษาครั้งนี้

37 TABLES Table of Mean (M) and Standard Deviation (SD) of Survey Items on Active Learning No. Item M SD 95%CI 1 I am very comfortable when teachers let us discuss in groups. 3.81 0.92 3.62-3.99 2 When new concepts that I have learned conflict with my previous understanding, I try to understand why. 3.99 0.81 3.82-4.15 3 When I make a mistake, I try to find out why. 3.93 0.78 3.77-4.08 4 During the learning processes, I attempt to make connections between the concepts that I learn. 3.95 0.90 3.76-4.13 5 When learning new concepts, I connect them to my previous experiences. 3.99 0.73 3.84-4.13 6 When I meet concepts that I do not understand, I still try to learn them. 3.84 0.89 3.65-4.01 7 When learning new concepts, I attempt to understand them. 3.99 0.74 3.84-4.13 8 When I do not understand a concept, I find relevant resources that will help me. 3.35 1.16 3.10-3.57 9 Class debating is one of my favorite class activities. 3.87 0.98 3.68-4.07 10 I love to do activities in the class rather than to sit and listen to the lectures. 3.82 0.99 3.61-4.01 11 When I do not understand a concept, I would discuss with the teacher or other students to clarify my understanding. 3.69 0.98 3.49-3.88 12 I am willing to participate in a class because the students are involved in discussions. 3.60 0.97 3.40-3.79 13 I am willing to participate in a class because the teacher uses a variety of teaching methods. 3.37 0.91 3.18-3.54

38 Table of Mean (M) and Standard Deviation (SD) of Survey Items on Academic Achievement No. Item M SD 95%CI 14 Whether the content is difficult or easy, I am sure that I can understand it. 3.98 0.92 3.79-4.16 15 During a course, I feel most fulfilled when I attain a good score in a test. 3.55 0.82 3.38-3.70 16 I am sure that I can do well on tests. 3.95 0.84 3.78-4.11 17 It is important to have the opportunity to satisfy my own curiosity when learning. 4.12 0.80 3.95-4.28 18 I think that it is important to learn to solve problems. 4.17 0.80 4.01-4.33 19 I think that learning is important because it stimulates my thinking. 4.09 0.87 3.91-4.26 20 I think that learning is important because I can use it in my daily life. 4.10 0.81 3.93-4.26 21 I fell most fulfilled when I confident about the content in a course 4.09 0.84 3.92-4.25 22 I feel most fulfilled when I am able to solve difficult problem. 4.01 0.84 3.84-4.17 23 I feel most fulfilled when the teacher accepts my ideas. 4.01 0.84 3.84-4.17