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was assessed by testing the reliability and validity of convergent validity. The loadings for each latent
the instrument. Validation tests such as convergent variable (shown in parentheses) were all high while
and discriminant validity were conducted before the cross loadings were low. The P values associated with
Structural Equation Modeling was done. the loadings were all lower than 0.001. Since there
were no indicators for which these criteria were not
Convergent Validity satisfied, there was no need to remove any of the
Convergent validity tests establish whether indicators and the convergent validity of the scale was
established.
responses to the questions are sufficiently correlated
with the respective latent variables. Convergent Discriminant Validity
validity is usually assessed based on the comparison Discriminant validity tests verify whether
of loadings calculated through a non-confirmatory
analysis with a fixed value. Two criteria are responses from the respondents to the questions are
recommended as the basis for concluding that a either correlated or not with other latent variables. A
measurement model has acceptable convergent measurement model has acceptable discriminant
validity: p values associated with the loadings should validity if the square root of the average variance
be lower than 0.05 and loadings for indicators of all extracted (AVE) for each latent variable is higher than
respective latent variables must be 0.5 or above for the any of the correlations between the latent variable
convergent validity of a measure to be acceptable under consideration and any of the other latent
(Hair et al., 2009). In the study, the factor loadings variables in the measurement model (Fornell &
associated with the latent variables ranged between Larcker, 1981). On the diagonal of the latent variable
0.520 and 0.936 as shown in Table 3 and hence it was correlations table (Table 3) are the square roots of the
reasonable to assume that the measurement model for average variances extracted for each latent variable.
entrepreneurial competency has acceptable
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Table 2
Reclassified Loadings with Indicators
Reclassified Indicators with
Component Loadings
INDICATORS
Strategic
Management
Competency
Financial
Management
Competency
Personnel
Management
Competency
Operations
Management
Competency
I ensure that activities are directed towards achieving 0.892
business goals 0.876
0.858
I can predict market movements/fluctuations correctly 0.856
I try out competitor‘s products 0.854
I always look at solving old problems in new ways 0.851
0.827
I have a clear picture about the objectives of our 0.822
business
0.764
I clearly know what to do to achieve our business 0.754
objectives 0.714
I always try to bring up new ideas in the business 0.664
I am always ready to grab a market opportunity [eg. 0.937
Festive seasons] 0.925
0.919
I am sure that what we do is the best way to achieve our 0.912
objectives 0.902
I regularly take feedback from customers 0.761
I continuously monitor what our competitors/ peers are
doing
We have decided on what to do for the next 3-5 years in
our business
I can predict my next year’s budget accurately
I am always on the lookout for new schemes from
banks, LAs etc.
I always do cost – benefit analysis for activities
I know what is my return and cost on capital
I maintain a network of personal contacts for financial
consultation
I have incentive system to reward above-norm
performance
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Reclassified Indicators with
Component Loadings
INDICATORS Strategic
Management
I have continuous records of cash flow analysis Competency
I can plan my financial need for production according Financial
to market changes Management
I modify my activities to better suit our future objectives Competency
I try to create a positive climate and culture in the Personnel
business Management
I use personal contacts, influences, and relations to Competency
increase business Operations
I ensure that right people are assigned the right duties Management
and responsibilities Competency
I have links with experts/advisors for help
I have small sub-groups assigned specific roles and 0.715
activities 0.711
I motivate my colleagues to achieve targets and goals 0.663
I participate regularly in meetings to discuss future
actions 0.868
I have specific plans decided for the next one or two 0.866
years 0.859
I always ensure sufficient supply of resources in 0.854
business 0.804
I am very keen to ensure that the business runs smoothly 0.713
I try to minimize cost, effort and time by analysis [eg. 0.687
Vendor selection]
I evaluate alternatives before selecting an action 0.841
I can use technology to improve efficiency in
production 0.805
0.799
Extraction Method: Principal Component Analysis 0.778
Rotation Method: Varimax with Kaiser Normalization 0.737
Rotation converged in 12 iterations 0.682
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Table 3
Combined Loadings and Cross Loadings: Entrepreneurial Competency Scale
Entrepreneurial Competency
Strategic P value
Management
Financial
Management
Personnel
Management
Operations
Management
EC31TOT (-0.850) 0.515 -0.627 0.592 <0.001
EC36TOT (-0.621) -0.052 1.006 -0.099 <0.001
EC1TOT (-0.895) -0.243 -0.598 0.024 <0.001
EC10TOT (-0.839) 0.207 -0.053 -0.293 <0.001
EC13TOT (-0.699) -0.533 0.571 <0.001
EC8TOT (-0.936) 0.4 -0.06 0.071 <0.001
EC2TOT (-0.885) -0.731 -0.374 -0.003 <0.001
EC3TOT (-0.852) -0.471 -0.186 0.109 <0.001
EC9TOT (-0.708) -0.435 0.178 -0.285 <0.001
EC29TOT (-0.788) 1.222 -0.105 0.565 <0.001
EC4TOT (-0.747) -0.342 <0.001
EC12TOT (-0.931) 0.39 1.13 0.071 <0.001
EC43TOT 1.482 -0.06 -0.376 <0.001
EC40TOT -0.668 -0.731 -0.245 -0.063 <0.001
EC11TOT -1.157 (-0.759) -0.957 -0.121 <0.001
EC35TOT -0.68 (-0.694) -0.898 0.224 <0.001
EC42TOT (-0.747) 1.865 -0.143 <0.001
EC41TOT 0.81 (-0.853) 0.694 0.277 <0.001
EC15TOT 0.079 (-0.636) -0.17 -0.407 <0.001
EC7TOT 0.972 (-0.766) 1.23 0.182 <0.001
EC44TOT -0.464 (-0.520) -0.021 0.381 <0.001
EC34TOT -0.195 (-0.756) -0.096 0.092 <0.001
EC39TOT 1.467 (-0.767) (-0.935) 0.317 <0.001
EC22TOT 0.033 -0.415 (-0.897) 0.224 <0.001
EC24TOT 0.779 (-0.837) -0.18 <0.001
EC14TOT 0.98 -0.520 (-0.916) -0.243 <0.001
EC18TOT -0.652 0.123 (-0.934) -0.121 <0.001
EC27TOT -0.261 0.233 (-0.897) 0.256 <0.001
EC19TOT -0.448 -0.09 (-0.693) (-0.903) <0.001
0.351 0.357
1.191 0.91
0.121 0.447
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EC21TOT -0.114 0.355 0.642 (-0.886) <0.001
EC20TOT 0.921 -0.102 0.299 (-0.643) <0.001
EC23TOT -0.839 0.253 0.358 (-0.843) <0.001
EC17TOT 0.248 -0.672 -0.817 (-0.904) <0.001
EC47TOT 0.918 -0.416 -1.037 (-0.862) <0.001
Source: Analysis Results
As seen in Table 3, the average variance extracted for each variable (shown in parentheses) was higher than any other
values above or below it or to its left or right. Thus discriminant validity of the measurement model was established.
Table 4
Latent Variable Correlations – Entrepreneurial Competency Scale
Variable Entrepreneurial Competency
Correlations Strategic Financial Personnel Operations
Management Management Management Management
ECF1 (0.732) 0.569 0.680 0.033
ECF2 0.669 (0.680) 0.442 0.350
ECF3 0.680 0.442 (0.793) -0.251
ECF4 0.033 0.350 -0.251 (0.815)
Source: Analysis Results
Reliability
A measurement instrument has good reliability if the question statements associated with each latent variable
are understood in the same way by different respondents. For a measurement instrument to have good reliability, both
the composite reliability and Cronbach’s alpha coefficients should be equal to or greater than 0.7 (Fornell & Larcker,
1981; Nunnally & Bernstein, 1994). As all the indicators were reflective latent variable indicators, the criteria apply.
According to Field (2005), values between 0.7 and 0.8 of Cronbach’s α are acceptable values of consistency.
Table 5
Latent Variable Coefficients – Entrepreneurial Competency Scale
Variable Entrepreneurial Competency
Coefficients
Strategic Financial Personnel Operations
Composite Management Management Management Management
Reliability
Cronbach’s Alpha 0.924 0.881 0.916 0.891
Average Variance 0.909 0.845 0.887 0.803
Extracted(AVE)
Source: Analysis Results 0.737 0.862 0.629 0.665
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As seen in Table 5 the composite reliability coefficients ranged from 0.761 to 0.938 and the Cronbach’s alpha
coefficient between 0.722 and 0.924, both well above the 0.7 threshold. It was therefore concluded that the
measurement model has acceptable reliability. Thus, the 47 variables identified for measuring the construct of
entrepreneurial competency, were subject to factor analysis and four factors were identified to measure entrepreneurial
competency, such as strategic management competency, financial management competency, personnel management
competency and operations management competency.
Validation of Entrepreneurial Competency Entrepreneurial Competency Indicators
Construct Figure 1
Confirmatory factor analysis was used to find To assess the model fit with the data, it is
out the validity of the scale. While conceptualizing the recommended that the p-values for both the average
entrepreneurial competency construct, an important path coefficient (APC) and the average R-squared
issue was whether entrepreneurial competency needs (ARS) be both lower than 0.05. It is also recommended
to be defined as a formative or a reflective construct. that the average variance inflation factor (AVIF) be
A reflective construct implies that the different lower than 5 (Kock, 2012).
dimensions of EC are different manifestations of the
construct and therefore reflect the content of Table 6 below provides the model fit indices
entrepreneurial competency. A formative construct, on with p values of the estimated model. It was found that,
the other hand, is one in which the construct EC is all the three fit criteria were met and hence it was
defined as the outcome formed of its dimensions. In
the case of reflective constructs, increase in any one of
the dimension, say “strategic management
competency” will result in an increase in all the other
dimensions of EC. In the case of formative construct,
an increase in any one of the dimensions increases the
overall magnitude of EC, but does not necessarily
affect the other dimensions. Entrepreneurial
Competency was conceptualized in the study as a
second-order formative construct on theoretical
grounds. The dimensions of entrepreneurial
competency with the indicators based on factor
analysis are shown in Figure 1.
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assumed that the model had acceptable predictive and latent variable. In other words, it refers to the
explanatory quality as the data is well represented by percentage of explained variance of the latent variable
the model. that is due to the latent variables pointing at it. The R
squared coefficient for EC is 0.969 meaning 96
Table 6 percentage of the variance in EC is explained by the
Model Fit Indices and p Values – Entrepreneurial four dimensions in the study. The Q squared
coefficient, which is also known as Stone-Geisser Q
Competency Construct squared coefficient, reflects the predictive validity
associated with the latent variable. It is recommended
APC = 0.394, P<0.001 that accepted predictive validity in connection with an
ARS = 0.733, P<0.001 endogenous variable is suggested by a Q squared
AARS = 0.732, p<0.001 coefficient greater than zero (Kock, 2012). The Q
AVIF = 4.018, Good if < 5 squared coefficient as seen in Table 7 is 0.964 and
Source: Analysis Results hence predictive validity of the model was also
established.
In Table 7 the R squared and Q squared
coefficients are provided only for endogenous
variables. The R squared coefficient reflects the
percentage of explained variance associated with the
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Table 7
Latent Variable Coefficients –Entrepreneurial Competency Construct
Latent Variable Strategic Management
Coefficients Financial
management
Personnel
Management
Operations
Management
Entrepreneurial
Competency
R - Squared 0.969
0.697
Composite Reliability 0.924 0.881 0.916 0.891 0.800
Cronbach’s Alpha 0.909 0.845 0.887 0.803
0.693
Average Variance 0.737 0.862 0.629 0.665
0.964
Extracted(AVE)
Q - Squared
Source: Analysis Results
In the case of formative constructs, it is recommended Table 8
that indicator weights with P values lower than 0.05 Indicator Weights and VIF - Entrepreneurial
need be considered valid items in a formative latent
variable measurement item subset. As seen in Table 8, Competency Construct
all indicators have P value below 0.001, which
satisfies the criterion well and hence the need to Entrepreneurial P VIF
remove indicators did not arise. Competency Value
In addition to this, Cenfetelli and Bassellier lv_ECF1 (0.347) <0.001 2.466
(2009) and Petter, Straub and Rai (2007) recommend
that the variance inflation factors (VIFs) of all latent lv_ECF2 (-0.232) <0.001 2.324
variables be below the threshold 3.3 in the context of
PLS-based SEM in discussions of formative latent lv_ECF3 (0.328) <0.001 1.341
variable measurement (Kock, 2012).
lv_ECF4 (0.374) <0.001 2.104
Source: Analysis Results
VIF is a measure of the degree of vertical
collinearity or redundancy among the latent variables
that are hypothesized to affect another latent variable.
In reflective latent variables indicators are expected to
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be redundant while in formative latent variables dimensions results in an increase in Entrepreneurial
indicators measure different aspects of the same Competency. The four dimensions of entrepreneurial
construct and therefore should not be redundant. The competency could explain 97 per cent variation in
structural model explaining the statistical significance entrepreneurial competency construct.
of the four dimensions of entrepreneurial competency
is given in Figure 2. Conclusion
The current study is intended to explore the
Structural Model Analysis – Entrepreneurial dimensions of entrepreneurial competency construct
Competency Construct and the factors that make up each dimension. The
Figure 2 study identified four different dimensions of
entrepreneurial competency such as strategic
Structural equation models (SEM) with latent management, financial management, personnel
variables are often used to analyse relationships management and operations management
among variables. The relationships among latent competency, using factor analysis. The entrepreneurial
variables were tested only after testing the goodness of competency scale would be useful for small and
measures of the entrepreneurial competency scale. The medium entrepreneurs as well as policy makers to
statistical significance of relationships among conceive, design and implement training programmes
entrepreneurial competency and its extracted for entrepreneurs. The scale can be used by
dimensions were of interest to this study. The path implementing agencies for developing tailor made
coefficients (β) and p values for the relationships are training modules for entrepreneurs, covering all the
as shown Figure 2. All paths in the model were four dimensions of entrepreneurial competency as
significant (p<0.05) and all path coefficients (β) were identified by the study. Future research can focus on
also positive indicating that an increase in any of these the impact of these entrepreneurial competency
dimensions on the business performance of
entrepreneurs. The current study also contributes to
the literature in the sense that it provides a functional
perspective of measuring entrepreneurial competency
as it focuses on the business functions to be performed
in l organizational context. Even though the study is
based in Kerala, the finding are not culture specific,
and hence it is expected to be generalizable in national
and international context.
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THE DEVELOPMENT OF HIGHER SECONDARY BUSINESS SKILLS
LEARNING MODEL USING WHOLE BRAIN LITERACY (WBL)
AMONG TENTH GRADE STUDENTS MONTFORT COLLEGE
SECONDARY SECTION, THAILAND
Warinthrone Vasuwat1* , Nopasit Chakpitak2
Tanarat Rattanadamrongaksorn3 and Piyachat Udomwong4
1-4International College of Digital Innovation and Financial Technology,
Chiang Mai University, 239 Nimmanhaemin Road,
Suthep,Muang,Chiang Mai, 50200 Thailand
*Corresponding author. E-mail: [email protected]
Abstract
This research aim to study, analyze and develop business skills learning model in Grade 10, Montfort College
Secondary Section: Chiang Mai, Thailand. The proposed method was to analyze characteristics and develop
business skills learning model based on needs of higher secondary students - parents and those who succeed in the
business field in Thailand. The proposed method was developed by employing Whole Brain Literacy (WBL)
theory. Then, collected data were analyzed to determine characteristics of subject groups and required skills to be
developed. The Finding from this study revealed that significant factors used for developing business skills learning
model is accord with the most required skills for subject are creative and adaptive skills which mean and S.D.
values were 36.63 and 5.51, respectively. The least required skills for subject are team building and communication
skills which mean and S.D. values were 19.70 and 6.73, respectively.
Keywords: Whole Brain Literacy, Business Skills Learning Model, Brain Map, Brain Based Learning.
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Introduction Whole Brain Literacy (WBL) helps to manage
thinking, feeling, and other things in life for better,
Rapid development of technology and more creative and productive (Tayko, et al., 2017)
innovation has resulted in social revolution,
changes in economic structure, people’s learning Lynch (1986) explained Whole Brain Literacy
styles both inside and outside the classroom, as well (WBL) is a modern educational philosophy that
as decision on future careers. Nowadays (2020), the analyzes cognitive process, response, and human
global society is passing 4G: Information Society learning resulted from brain functions in 4 lobes for
into 5G era (society 5.0): Super Smart Society. the human development to understand oneself,
OECD (2018) is predicted that in 2030, learning others, and society with diverse and broadened
styles in schools and attitudes towards occupation perspectives based on individuality and peaceful
around the world will be completely changed. New coexistence. It can be divided as shown in Figure 1.
subjects will be added to study programs in many
schools and universities (UNESCO, 2017). Also, Figure 1: The Four-Brain Model
weird, new, and unpredictable jobs will be created.
Most students are likely to be self-employed, start a Soponkij (2010), WBL is a tool for change in
start-up business, and do an online marketing or e- many settings where learners with non-linear
commerce. They will prefer not to apply for a routine thinking patterns develop their potentials to perform
work. Additionally, relevant studies revealed that the tasks. As Organization Development
number of students who can earn money by Implementations (ODIs), WBL and Appreciative
themselves while studying at secondary school and Inquiry (AI) significantly change leadership styles,
university has been increasing (UKCES, 2014). shared values, skills and employee satisfaction.
This study aims to develop business skill In the same vein, Vongbunsin (2010) argued
learning model for tenth grade based on Whole Brain that, as an OD tool, WBL had a positive impact on
Literacy (WBL) theory. The study is conducted on the performance of the individual rather than the
tenth grade students in Montfort College: Secondary group.
Section, Thailand. The study was designed in order
to find significant factors used for developing Herrmann (2015) described whole brain
business skills learning model. The study included thinking is a scalable framework which provides a
the needs of developing learning styles and business lens for improved understanding and insight. It
skills according to students and parents’ needs and acknowledges that different tasks require different
future trends. mental processes, and different people prefer
different kinds of thinking. Whole brain thinking
Literature Review helps organizations get better results when they can
Tayko and Talmo (2010) presented WBL as a
tool for leaders, managers, executives, and
supervisors to manage their thoughts, feelings, tasks
and time in order to be more creative and productive
for their sustainable system. The four-brain model,
referred to as the thinking styles of brain functioning,
can be analyzed as I-control (I-C): thinking about
certainty and stability, I-explore (I-E): thinking about
ingenuity and creativity, I-pursue (I-PU): thinking
about results and productivity and I-preserve (I-PR):
thinking about relations and integration.
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strategically leverage the full spectrum of thinking 300 higher secondary students and 200 parents
available. in an academic year of 2020 were selected by random
sampling (Sample Random Sampling: SRS). Also, 6
Research Objectives successful business people with a great reputation in
society and national level (20-year experiences in
This study actually contains three different business field with property value above one hundred
components as follows: billion baht) were interviewed. One of those was
interviewed but the others were studied and analyzed
1. To analyze and classify students - parents’ needs their interviews from other sources.
towards providing business skill learning program
for tenth grade students in Montfort College Conceptual Framework
Secondary Section by employing WBL theory as an
analysis base. The conceptual framework in this research was
analyzing, comparing, designing, and developing
2. To analyze and classify personalities, attitudes and business skills learning from factors as follows:
skills of successful people in business field with a • Higher secondary students’ needs.
great reputation in society and national level by using • Parents’ needs.
the WBL as an analysis base. • Those who are successful in business field with a
great reputation in society and national level.
3. To compare and develop business skill learning • The analysis employed WBL theory in order to
model for tenth grade students in Montfort College effectively enhance students to have business skills
Secondary Section by using the WBL as an analysis and meet the criteria consistent with the developed
base. curriculum model as shown in Figure 2.
Scope of Research Figure 2: Research Conceptual Framework
The study is focused on three scopes of research Research Methodology
such as
1. This research aims to seek for guidelines, needs,
1. Scope of Content and expectations towards providing business skills
learning program for grade 10 students, Montfort
The studies, designs, and develops business College in order to develop the business subject
skill learning model in grade 10 consisting of 4 skills model.
based on WBL process such as subjects requiring
creative and adaptive skills (I-Explore: I-E), subjects 2. Tools for Data Collection: The study is comprised
requiring critical thinking and problem-solving skills of three data collections are as follows:
(I-Control: I-C), subjects requiring team building and • Checklist questionnaire of students and parents’
communication skills (I-Preserve: I-PR), subjects needs and expectations on providing business skill
requiring time management and organizing skills (I- learning program for high school consists of 3
Pursue: I-PU). sections such as Section 1: Survey regarding to
2. Scope of Data
The survey focused on Montfort College (MC),
Secondary Section: Muang Chiang Mai Thailand.
One of the leading schools in the country, Now in its
89th year of existence and there are 3,300 students
both lower and higher secondary.
3. Population and Sample
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personal information of students and parents such as • Data collection and statistical analysis based on
sex, grade level, studying program, age, career, WBL to classify a survey and an interview for
education level, etc. Section 2: Survey regarding to sampling group in 4 aspects are showed in the Table
students and parents’ needs and expectations on 7 2.
factors including a factor of expected curriculum
management, a factor of location, a factor of required Table 2: Classification of statistical analysis based
learning, a factor of the most needed business topics on WBL
the school needs to develop for students, a factor of
reasons for enhancing business skills, a factor of Brain Function Business Skills
relating expectations on educators (teachers –
lecturers – speakers), a factor of relating needs on 1) Anterior Critical Thinking
developing other skills in the curriculum (based on Left Brain: and Problem-Solving skills
21st century learning skills) and Section 3: Other I-Control : I-C
Suggestions.
2) Anterior Creative
• Open-ended interviews on factors relating Right Brain: and Adaptive skills
personalities, attitudes, and skills of 6 successful I-Explore: I-E
businesspeople with a great reputation in society and
national level (20-year experiences in business field 3) Posterior Time Management
with property value above one hundred billion baht) Left Brain: and Organizing skills
by criterion based selection with an interview for 1 I-Pursue : I-PU
person and studying – analyzing the other interviews
based on WBL and The interviews were decoded in
order to analyze interviewees’ qualifications,
characteristics, and skills following by WBL process
are shown in Table 1.
Table 1: The characterization of interviewees in 4) Posterior Team Building
Right Brain: and Communication skills
business field I-Preserve: I-PR
Types of Business Property Status Types
Interview Rank Value of
of (hundred Busin
Thailand billion ess
THB) • Statistics values were used for data analysis
comprising of percentage, mean and Standard
Interview Province - Alumni Shop Deviation (S.D.).
level ping 3. IPO Model
mall • Skill designing and all 7 factors applied in the
survey by using system process (IPO Model: Input-
Analysis The 1st 9.41 - Food Process-Output) were brought to prioritize factors
and surveys in the research as shown in Table 3.
of The 2nd 6.70 - Shop
interview The 4th 5.17 ping
mall
from
sources - Bever
age
The 5th 1.66 - Energ
y
The 7th 1.08 - Medi
cine
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Table 3: IPO model and prioritization of surveys Sample Analysis Results Based on WBL
Group (Percent)
Process Status Prioritization of Factors
Students
- Questions I-PU I-C I-PR I-E
Needed to Be Investigate 19.55 25.36 15.40 39.68
Input Student Gender Grade Studying Parents 28.77 25.63 16.24 29.35
level program
Parent Gender Status Age
Educatio Career Grade of Business 14.37 20.28 27.46 37.88
People
n level students
Students studying program
Process Location Desired curriculum
(6
management styles Average 20.89 23.09 19.70 36.63
Factors) Mean
Desired learning Business topic
styles needed to be
improved the most
Other skills needed to be added during S.D. 7.29 2.68 6.73 5.51
class
According to Table 4, it indicated the directions
(based on 21st century learning skills) and needs of students and parents, as well as
successful business people’s attitudes towards
Output Reasons for developing business skills business skill learning as follows. The most
important skills that the students and parents desired
(1 to develop were creative and adaptive skills (I-E)
with the average percentages of 39.68 and 29.35,
Factor) respectively. On the other hand, the least important
skills that the students and parents desired to develop
Results were team building and communication skills (I-PR)
with the average percentage of 15.40 and 16.24
The survey results of factors relating high respectively.
school students and parents at Montfort College, also
successful businesspeople in the country’s need However, in business people’s perspectives,
towards providing business learning skills for high there were some similarity and difference from
school students to classify functions based on WBL students and parents’. The most important skills for
are demonstrated in Table 4. business learning were creative and adaptive skills
with 37.88 %. Conversely, the least important skills
Table 4: The results of average mean and S.D. were organized and time management skills (I-PU)
analysis of sample groups based on WBL with 14.37 %.
After that, the results from the surveys were
displayed in the form of brain map in order to realize
the directions of 3 sample groups’ needs based on
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Whole Brain Literacy in 4 parts which are shown in innovations, and thinking outside the box with the
Figure 3. percentage of 35.63, which was the most desired skill
among 3 sample groups.
Figure 3: Analysis of sample groups’ needs • The skills that the sample groups from the survey
comparing with 4 - parts human’s WBL Brain Map needed to develop the least were the skills from
posterior right brain which functions in team
As shown in Figure 3, it depicted the building, relationship with others, emotions, and
relationship between 4 skills based on WBL process communication (I-Preserve: I-PR) with the
and brain structure model or brain map for percentage of 19.70.
developing the business skills learning model
(BSLM), which can be explained as follows. Analysis
• The survey samples were needed to develop Findings Summarization
business learning skills from the right brain process
the most (creativity and relationship with others) The sample groups desired to develop business
with the total average percentage of I-Explore and I- skills as follows: 1) The highest students and parents’
Preserve of 55.33. expectation of business skill is subjects requiring
• The skills arising from the left brain process (logical creative and adaptive skills (Anterior right brain: I-
thinking and analyzing) had total average percentage Explore: I-E) which average mean was 36.63 and
of I-Control and I-Pursue of 44.67, preceded by skills S.D. was 5.51 and also 2) subjects requiring critical
from left brain process. thinking and problem solving skills (Anterior left
• The average percentage of differences in the needs brain: I-Control: I-C) which average mean was 23.09
of business skill development between right and left and S.D. was 2.68. Moreover, 3) Subjects requiring
brain among the survey groups was 10.66 percent. team building and communication skills (Posterior
• The most important discovery from the brain map right -brain: I-Preserve: I-PR) is the lowest learning
model was that all of students, parents and business skill of stakeholders’ needs which average mean was
people specially focused on the business learning 19.70 and S.D. was 6.73 and the last subject requiring
skills functioning mainly on anterior right brain or I- time management and organizing skills (Posterior
Explore (I-E). This part of the brain functions in left brain: I-Pursue: I-PU) which average mean was
creativity, imagination, future vision, new 20.89 and S.D. was 7.29. The results are exhibited in
Figure 4.
Figure 4: A comparison of sample groups based on
Whole Brain Literacy (WBL)
Then, the results were applied for the
development of a business skills learning model
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(BSLM) in the proportion of 4 skills, shown in Table Problem - -Decision
5. Solving skills Making
Activity
Table 5: Proportion of Brain Leaning Functions I-PR -Design 4
(Ratio = 2) Thinking for
Business Skills Learning Model Team Building Business 2 8
and 2 16
Proportion of Brain Leaning Functions Communicatio - Team 4
n skills Building
I-PU I-C I-PR I-E Activity 2
I-E - Online 2
Time Critical Team building Creative (Ratio = 4) Marketing 2
Management Thinking and and Creative and Dialogue 10
Adaptive skills -Business
and and Communication Adaptive Communicatio 40
Organizing skills skills n
Problem Techniques
skills
Solving - Business
skills Project
- Digital
22 2 4 Start –Up
-Business
The proportion above can be applied to plan and Strategy
develop an additional business skill learning course + 1 Business
in grade 10, Montfort College, shown in Table 6. Internship
(Domestic)
Table 6: The Prototype Course of Business skills + 1 Overseas
learning in grade 10 at Montfort College Field Trip
(Optional)
Total
Grade 10 : Business Subject Course Outline
Student Club : 2 Hours / week According to Table 6, it shows the designing of
business skills course outline in grade 10, English
Semester 2 Academic Year 2020 program, Montfort College Secondary Section in the
2nd semester, academic year of 2020 for 20 weeks
Montfort College Secondary Section (40 hours). The course was designed to be taught for
2 hours per week based on BSLM from the analysis
Total : 40 Hours / Semester of WBL process. The relationship ratio of brain
function or WBL among I-PU: I-C: I-PR: I-E was
WBL Unit / Topic Perio Total 2:2:2:4. The course structure can be explained as
follows.
Functions d Semest
• Subjects requiring time management and
(Hrs) er organizing skills (I-Pursue: I-PU) were determined
for learning for 8 hours, consisting of the following
I-PU - Introductory 2 8 topics: Introductory of business project for 2 hours,
Business flow chart for 2 hours, and Business plan
(Ratio = 2) of Business for 4 hours.
Time Project 2
Management -Business Flow
and Organizing Chart 4
skills - Business Plan
I-C -Critical 28
(Ratio = 2) Thinking
Critical Activity
Thinking and 2
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• Subjects requiring critical thinking and problem- Name of Sample Developed The
solving skills (I-Control: I-C) were set for studying Researcher Group Learning number
for 8 hours, consisting of the following topics: of skills
Critical thinking activity for 2 hours, Decision (Year) Skills
making activity for 2 hours, and Design thinking for
business for 4 hours. Researcher High Time 8
2020 school management
•Subjects requiring team building and and 6
communication (I-Preserve: I-PR) were determined Organizing
to require 8 hours for learning, consisting of the skills, Critical 1
following topics: Team building activity for 2 hours, Thinking and 1
Online marketing dialogue for 2 hours, and Business Problem- 2
communication techniques for 4 hours. solving skills, 1
Team
• Subjects requiring creativity and adaptivity (I- building and
Explore: I-E) were determined to require 16 hours for Communicati
learning, consisting of the following topics: Business on skills,
project, Digital start–up, and Business strategy. Creative and
Moreover, students are required to participate in Adaptive
business internships (domestic) outside the skills
classroom for 1 time with no less than 40 hours to
gain experiences in business field from real Puntharee I. University Thinking and
workplaces. Also, students are able to participate in 2019 Action-
business study abroad program (voluntary) for 1 Related
time. skills,
Creative and
Conclusions Relationship
skills,
• From the survey, the business skills learning model
in grade 10, Montfort College, semester 2, in the Self-
academic year of 2020 was developed based on WBL management
process (40 hours/semester). The total units learned and Life
were 13 (according to the Table 6). All 8 skills used skills
to design and develop the model included time
management and organizing skills, critical thinking Salvacion University Problem-
and problem-solving skills, team building and E. Solving skill
communication skills, also creative and adaptive
skills. 2015
• The analysis and comparison of studies employing Thitiya D. University Ethics skill
WBL for the development of educational model
since 2006, it was revealed that this research 2011
develops more skills than the other researches as
shown in the Table 7. Ann B. University Thinking and
2011 Perspectives
Table 7: Comparison of WBL studies in business skills
and the related field
Trinetia R. Middle Art skill
2006 school
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• The sample groups focus on creative and adaptive • To make this research more complete, more
skills the most for learning business subjects with the samples relating foreign students and parents who
average mean of 36.63 %. For these skills, the came to Chiang Mai for studying such as Chinese,
students can develop their business skills by Korean, Indian and Japanese should be added.
designing business projects, doing digital start-up, Furthermore, there should be both qualitative and
planning business strategies, as well as internship quantitative data collection to specify the framework
outside classroom and abroad field trip (for 16 of sample groups’ needs in more details.
hours).
• The developed model will be used with students in • This study revealed that WBL process can be
grade 10, Montfort College in order to analyze and applied for analyzing population relating to
compare learning achievement before and after an education and designing – developing other courses’
experiment. The 2 sample groups are control and skill learning model in the future such as digital
experimental groups (40 hours of business subject). innovation, invention creation, financial technology,
and computer program design, as well as concept
1. Policy Recommendation mapping – various policies related to education.
Once the statistical test reveals that the Acknowledgements
developed model influences students’ business
learning skills, it will be presented to school board of I would like to express my special thanks of
directors for consideration and approval of this gratitude to Bro. Dr. Surakit Srisrankulwong, the
program. Also, the model will be applied to the director of Montfort College for supporting the
relating subjects of Art-Business studying program at research scholarship, Dr. Sirichai Preudhikulpradab,
Montfort College secondary section. Program Director and Lecturer of Master of
Management (Organization Development and
2. Further Study Management) Graduate School of Business
• It is expected to develop business skills learning Assumption University, Dr. Narong Thananuwat, an
model from successful people ranked at the top 10 in honorary consul of the Kingdom of Belgium, and Dr.
the world and international level (Forbes, 2020) such Narong Kongprasert, an honorary consul of the
as Bill Gates, Warren Buffett, and Mark Zuckerberg Republic of Finland, district 11, Chiang Mai for their
etc. Therefore, quality and standard of teaching and able guidance and support in completing my study.
learning in Thailand can be enhanced so that students
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A Study on Sustainability of Education During Covid19 in India
Ishpreet Kaur Saini
Bhopal,462024, India
[email protected]
The Bhopal School of Social Sciences
Abstract
The Covid19 had a widespread impact on each and every element of the world. One such impact has
been faced by the educational institutions. The Objective of the study is to understand the effect of UGC
and MOE Guidelines on the educational institutes that ultimately affected the learning in India. The
collection of primary data was done in the form of a survey through Google form, the number of valid
responses received for the study were 421. Further in order to examine the sample size the software
named G*Power 3.1.9.2 was applied. The software determined 262 sample size and 421 responses were
considered for the present research work. The respondents were from Pan India. In order to analyze the
structural equation model, the software used was SmartPLS. Further the same was used to test the
Research Hypothesis. As practical implications the government must try to make efforts in order to
reduce the equity gaps affecting the learning of the students. The study is helpful in understanding the
loopholes as well as the support required by the educational institutions from the government so as to
improve the learning of the students in the country.
Keywords: UGC, MOE, Educational Institutions, Learning
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Introduction higher education institutes adopted new tools and
techniques for its functioning. The importance of
The pandemic covid19 is a great threat for every virtual education is now being considered with the
sector of the economy. It has spread a fear of life introduction of E-books, Online material and
among every individual. One of the sectors affected learning (Jena, 2020).
by this coronavirus is the Education. The world
stopped as so the schools and colleges all around the Effect on Learning
globe were shut down for logical solution of social
distancing to be followed due to covid19. In the The paper discussed both positive and negative
Asian regions the educational challenges were concerned relating to covid19 on education. Also, it
addressed as quickly as possible. Re-thinking and considered the technological and infrastructure
critical thinking were majorly required to ensure the related problems that are a matter of concern for
comeback of learning. Educational Institutes has to government and educational institutes for the
face many challenges in the span of this emergency. purpose of learning (Jena, 2020).
There were various challenges faced in education
with respect to the planning, implementation and The study revealed that the situation of pandemic has
assessment. However, the mode of transfer of created concern among the students, teachers and
knowledge is now more about technology. A high parents in Kosovo. The study resulted that the two
need of strategic planning is required in the pandemic major problems reported are the student assessment
so that the challenges can be overcome by the as well as the evaluation of the learning aspect. It also
educational institutions (Toquero, 2020) revealed that there is motivation among the teachers
Government was equally concerned for this sector as to advance their present skills and knowledge
well and so the University Grants Commission (Duraku & Hoxha, 2020).
(UGC),Ministry of Education(MOE) and various
other authorities passed various circulars in order to The study confronted that 24.9% of Chinese college
not only safeguard the students and teachers but also students faced anxiety during the span of covid19.
to continue the teaching-learning process without One of the factors of anxiety was having a known one
any hindrance. Also, the measures relating to the as covid19 positive. The great need of psychological
mental health were considered. Introduction of new help was faced in these times (Cao, et al., 2020)
tools, techniques, E-books, E-materials, E-learning
aspects everything was being worked upon. The The study suggested that the educators are required
lockdown was important for safety but not for a stop to improve their teaching techniques and the
on learning. So, in order to understand every aspect curricular. The paper concluded that their must be
of the educational institutes, this study on emphasis on critical thinking amongst students in
sustainability of education during covid19 in India is order to get them engaged mentally. Innovation,
being conducted. communication is being discussed in the study so as
to ultimately develop the community (Joyce &
Review of Literature White, 2020)
Government Guidelines Conceptual Framework
The paper findings suggested that MOE issued The pandemic of coronavirus has affected every life,
guidelines relating to digital learning so as not to one of the affects was faced by the educational
have an end to learning among students. Also, UGC institutes and the students. In order to understand the
asked the universities not to ignore the safety of the affect the following conceptual framework (Figure 1)
hostel students. The overall focus of government was is being prepared. The Guidelines of UGC as well as
to safeguard the students, faculty, staff from covid19 MOE are considered and indicators are on the basis
with continuance of learning (Gupta & Goplani , of Academic Calendar, Examination, E-learning,
2020). Covid19 helpline, Work from home and new
education policy. Further, Burden on teachers,
Effect on Educational Institutes parents, Non-teaching staff, the research prospects
and teacher collaborations are considered for the
The paper suggested that even after the challenges effect on educational institutions. The dependent
the educational institutes continued with the
teaching-learning process. It explained that how the
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construct (effect on learning) considered the responses received for the study were 421. Further in
indicators of study environment, equity gap, general order to examine the sample size the software named
promotion, practical exposures and the retaining G*Power 3.1.9.2 was applied. The software
power of students. determined 262 sample size (Figure 2) and 421
responses were considered for the present research
work. The respondents were from Pan India. In order
to analyze the structural equation model, the software
used was SmartPLS Further the same was used to test
the Research Hypothesis.
Figure 1 Conceptual Framework Figure 2 G*Power Analysis
Research Hypothesis Source: Author’s Own Work
The Hypothesis framed for the study are: - Results and Discussions
H1: Effect on Educational institutions have Demographic Factors
significant impact on effect on learning.
There were 208 males out of 421 respondents that
H2: MOE guidelines have significant impact on constitute of 49.4% and 213 females (50.6%).
effect on educational institutions. According to the qualifications, 21 were Highschool
passed (5%), 113 were undergraduate (26.8%), 203
H3: MOE guidelines have significant impact on were postgraduate (48.2%) and 84 (20%) were P.hD
effect on learning. or Above. 21 (5%) respondents were below the age
of 18 years, 132 (31.3%) were between 18 to 30 years
H4: UGC guidelines have significant impact on of age, 180 (42.7%) were between the age of 30 to 40
effect on educational institutions. years and 88 (21%) were of 40 years and above.
Details are shown in Table 1 below.
H5: UGC guidelines have significant impact on
effect on learning.
Research Methodology
The collection of primary data was done in the form
of a survey through Google form, the number of valid
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Demographic Frequency Percentage values so calculated were more than the standard
Factors ones as shown in Table 2. Whereas for factor
loadings the limit required is 0.70 and that was
achieved for every indicator except in case of second
indicator (EOL2) of fourth construct (effect on
learning).
Gender
Male 208 49.4% Factor Cronba Composit Average
Loading ch's e Variance
Female 213 50.6% Alpha Extracted
s Reliabilit
Total 421 100 UGC 0.853 y (AVE)
1 0.782
Educational 0.895 0.891 0.578
Level UGC 0.703 0.866
2 0.891 0.578
Highschool 21 5% UGC 0.797
Guidelines UGC 0.903 0.651
Undergraduate 113 26.8% 3 0.806
MOE
Postgraduate 203 48.2% Guidelines UGC 0.720
4
PhD or above 84 20% _ 0.749
UGC
Total 421 100 Effects on 5 0.826
Education
Age UGC 0.845
al 6
Below 18 21 5% Institution 0.849
MOE
18-30 132 31.3% s 1 0.824
30-40 180 42.7% MOE 0.851
2 0.802
40 & Above 88 21% 0.797
MOE 0.780
Total 421 100 3 0.806
Table 1 Demographic Factors 0.846
MOE
Source: Author’s Own Work 4
Confirmatory Composite Analysis MOE
5
Confirmatory Composite Analysis was used in order
to assess the reliability and validity of constructs. EEI1
Cronbach’s Alpha, Composite Reliability and
Average Variance Extracted assessed that whether EEI2
the model has the validity or not. The values
calculated must be more than 0.70 for Cronbach EEI3
alpha and composite reliability and must be more
than 0.50 for Average Variance Extracted. The EEI4
EEI5
EOL1 0.753
Effects on EOL2 0.652
Learning EOL3 0.753
EOL4 0.734
EOL5 0.786 0.788 0.856 0.543
Table 2 Confirmatory Composite Analysis
Source: Author’s Own Work
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Discriminant Validity Indicators VIF
EEI1 1.981
Investigation of the discriminant validity was done EEI2 1.976
with the help of fornell-larcker criterion (1981). It EEI3 1.956
suggests that the square roots of Average Variance EEI4 1.918
Extracted (AVE) must be greater than the EEI5 2.212
correlational values of the constructs. The Table 3 EOL1 1.752
below shows the same and so the study is appropriate EOL2 1.512
so as to carry out the final analysis. EOL3 1.831
EOL4 1.585
Effects on Effects MOE UGC EOL5 1.920
Educational on Guidelines Guidelines MOE1 2.210
Institutions MOE2 2.260
Learning MOE3 2.360
MOE4 2.073
Effects on 0.807 MOE5 2.438
Educational UGC1 2.032
Institutions 0.768 0.737 UGC2 1.558
Effects on UGC3 2.169
Learning 0.795 0.721 0.839 UGC4 2.052
MOE UGC5 1.574
Guidelines 0.746 0.750 0.802 0.760 UGC6 1.694
UGC Table 4 VIF
Guidelines
Table 3 Discriminant Validity
Source: Author’s Own Work
Collinearity Statistics (VIF) Source: Author’s Own Work
In order to assess the collinearity in regression Structural Model Assessment
analysis the Variance Inflation Factor (VIF) is used.
The regression results are less reliable in case of high Structural Equation Model was availed so as to
VIF values. VIF values must not be more than 3.33 establish a relationship between the constructs and
(Diamantopoulos, 2008). The table 4 below shows the indicators. The factor loadings are being
that the VIF values of each indicator is less than 3.33 expressed between each construct and indicators in
which shows that the study is reliable. the figure 3 below. The factor loadings represent the
regression weights which helps in knowing the
organized interconnectedness. The factor loadings
must be more than 0.70 and it is for every indicator
except one that is positive impact of covid19 on the
practical aspects of learning (EOL2). It is slightly
less than 0.70 in this case.
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be more than 1.96 which is satisfied for all expect H3
as shown in table 6.
Mean, Original
STDEV, T- Sample (O)
Values, P-
Sample
Values Mean (M)
Standard
Deviation
(STDEV)
T Statistics
(|O/STDEV
|)
P Values
Figure 3 Structural Equation Model Effects on 0.424 0.423 0.063 6.715 0.000
Source: Author’s Own Work Educational 0.551 0.551 0.053 10.471 0.000
Institutions 0.101 0.103 0.069 1.463 0.144
Model Fit -> Effects 0.304 0.305 0.051 5.916 0.000
on Learning 0.353 0.354 0.069 5.133 0.000
The Model Fitting is used to analyze that how well
the model is framed so as to produce accurate MOE
outcomes. The Fitness is measured via Standardized Guidelines_
Root Mean Squared Residual (SRMR) which must -> Effects
be less than 0.08 and for the study it is 0.076 which on
is acceptable. The Goodness of fit is measured via Educational
Normal Fit Index (NIF) as well which must be more Institutions
than 0.90 but, in the study, it is slightly less than this. MOE
This is shown in the table 5 below. Guidelines_
-> Effects
on Learning
UGC
Guidelines -
> Effects on
Educational
Institutions
UGC
Guidelines -
> Effects on
Learning
Table 6 Results of Hypothesis Testing
Source: Author’s Own Work
Fit Summary Saturated Estimated Standardized Direct, Indirect and Total Effects of
Model Model Various Constructs
0.076
SRMR 0.076 1.347 The Direct, Indirect as well as Total effects of the
0.488 independent variables (UGC guidelines, MOE
d_ULS 1.347 guidelines) on the mediating variable (Effects on the
1171.014 Educational Institutions) and ultimately on the
d_G 0.488 0.797 dependent variable (Effects on Learning) are
determined as shown in the table 7.
Chi-Square 1171.014
NFI 0.797
Table 5 Model Fit
Source: Author’s Own Work
Results of Hypothesis Testing
Bootstrapping process was applied for the purpose of
hypothesis testing and it was observed that the p-
values for all hypothesis is supported except for H3
(There is significant impact of MOE guidelines on
the effect of learning). Also, the T-Statistics should
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Independent Variables↓ participation is required from the end of government,
educational institutions, teachers as well as students
Dependent UGC MOE Effects on so as to bring a stability in the teaching learning
Guidelines Guidelines Educational process in the current scenario.
Variables Institutions
↓ Recommendations
Effects on DE 0.304 0.551 - The study revealed that the MOE guidelines, UGC
Educational IE - - - guidelines have directly affected the effects on
Institutions TE - educational institutions and all these have directly or
0.304 0.551 indirectly affected the effects on learning. India has
affected it positively but should also make more
Effects on DE 0.353 0.101 0.424 innovative master plans so as to reduce the equity
Learning IE 0.129 0.234 - gaps in the learning. In order to assure proper study
TE 0.482 0.335 environment which is lacking in online learning,
0.424 planning is needed with respect to the continuance of
the educational activities while maintaining social
Table 7 Standardized Direct, Indirect and Total distancing. Proper policy framework is required in
Effects of Various Constructs terms of the new techniques for the assessment of the
academics.
Source: Author’s Own Work
Limitations and Further Study
There is a Direct Effect of UGC guidelines and MOE
guidelines on the effect on educational institutions as One of the limitations of the study was the primary
0.304 and 0.551 respectively. The same was the total data collection from the residents of a particular
effect as well. Further, Direct effect was observed of region of India. So, it can’t give a conclusion for
UGC, MOE guidelines and effect on educational whole world. Also, the educational system is
institutions on the effect on learning as 0.353, 0.101, different from different countries and so it won’t be
0.424 respectively. Also, there was an indirect effect appropriate to draw a conclusion for the universe.
of UGC guidelines and MOE guidelines on the effect Furthermore, the data was collected through google
of learning as 0.129 and 0.234 respectively. Hence form so it could reach only the educated and
leading to a total effect of UGC guidelines, MOE financially stable people, the poor financial
guidelines and effect of educational institutions on background or the uneducated section was being
the effect of learning as 0.482, 0.335 and 0.424 neglected. Their responses might have impacted the
respectively. Thus, the Independent as well as results of the present work.
mediating variable have affected the dependent
variable positively that is there is a positive effect of Acknowledgement
UGC guidelines, MOE guidelines and effect on
educational institutions on the effect on learning. I take this opportunity to thank Assumption
university Thailand and also The Bhopal School of
Conclusion Social Sciences India for providing the opportunity
to work upon the research article during this
The research has outlined different impacts of pandemic situation. I owe my sincere thanks to Dr.
covid19 on the educational institutions in India. The Amit Kumar Nag for his continuous guidance and
pandemic brought various challenges with support in building a Quality study.
opportunities as well that were needed to be focused
upon. The role of virtual learning is now being References
developed to a deeper extent. The digital learning is
now to be prioritize and is to be worked upon in terms Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong,
of the technological enhancements. The hypothesis J., & Zheng, J. (2020). The psychological impact of
testing resulted that the hypothesis that there is a the COVID-19 epidemic on college students in.
significant impact of MOE on the effect of learning Elsevier.
has been rejected as the p value was 0.144 that is
more than the standard value of 0.05. The hypothesis
of significant impact of MOE guidelines on effect on
the educational institutions has been accepted
(p<0.05). The results also showed that the
educational institutions have significant impact on
the effect on learning (p<0.05). Thus, an active
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Diamantopoulos, A. (2008, December ). Formative Jena, P. K. (2020, July ). Impact of Pandemic
indicators: Introduction to the special issue. Journal COVID-19 on Education in India. International
of Business Research , 61(12), 1201-1302. Journal of Current Research, 12(7), 12582-12586.
doi:10.24941/ijcr.39209.07.2020
Duraku, Z. H., & Hoxha, L. (2020). The impact of
COVID-19 on education and on the well-being of Joyce, D., & White, N. M. (2020). Colleges Need a
teachers, parents, and students: Challenges related Makeover: Adapting to Change One Class at a
to remote (online) learning and opportunities for Time. Journal of Higher Education Theory and
advancing the quality of education. Practice, 20(5), 11-15.
Gupta , A., & Goplani , M. M. (2020, May). Toquero, C. M. (2020). Challenges and
IMPACT OF COVID-19 ON EDUCATIONAL Opportunities for Higher Education amid the
INSTITUTIONS IN INDIA. Purakala, 31(21), 661- COVID19 Pandemic: The Philippine Context.
671. doi:10.13140/RG.2.2.32141.36321 Pedagogical Research, 5(4), 1-5.
Jena, P. K. (2020). Impact of Covid-19 on higher
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Advanced Education and Research, 5(3), 77-81.
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AN EVALUATION OF THE LIFE SKILL EDUCATION PROGRAM
IMPLEMENTATION FOR ITS ENHANCEMENT IN THE SCHOOLS IN
PEMA GATSHEL DISTRICT, EASTERN BHUTAN
Dhendup Gyeltshen1 Panchit Longpradit,2
Master of Education Program in Educational Management (International Program), Department of
Education, Faculty of Social Sciences and Humanities, Mahidol University, Thailand.
Email: [email protected]
2Lecturer, Department of Education, Faculty of Social Sciences and Humanities,
Mahidol University, Thailand
*Corresponding author. E-mail: [email protected]
Abstract
The purposes of this study were to evaluate the Life Skill Education (LSE) program implementation for
its enhancement from the teachers’ and students’ viewpoints; and to provide a set of actionable
recommendations for the enhancement of the program in the schools in Pema Gatshel district, Eastern
Bhutan. The Daniel Stufflebeam’s CIPP Evaluation Model was employed to evaluate the program’s
components, involving context, input, process and product. The study employed both quantitative and
qualitative methods. Quantitative data was collected using a survey questionnaire from 65 teachers
teaching LSE in all the schools in the district, while the qualitative data was collected using structured
interview questions from 10 students selected randomly from the middle and higher secondary schools.
Descriptive statistical analysis was employed with quantitative data and content analysis was applied to
analyse the interview data. The findings indicated overall teachers’ level of perception for the
effectiveness of LSE program was high with a mean score of 4.1. In addition, the Product component of
the evaluation model was rated at the highest level with the mean score of 4.35 which was highest of all
four components, whereas the lowest rated component was the Context with the mean score of 3.87 at
high level. Input and Process components were perceived at high level as well with the mean score of
4.00 and 4.18 respectively. On the effectiveness of the program from the students perspectives from the
content anslysis, the students were optimistic with the program and shared the positive impact the LSE
program had on their lives. Based on the findings, the study could suggest some actionable
recommendations to the teachers, school, district authority and Ministry levels. Life skill teachers are
recommended to use reliable data and reports in teaching to authenticate the information and the school
administration should strictly follow Ministry’s directives and guidelines in allocating periods for LSE.
This study has drawn insights and presented a novelty of the overall LSE program implementation
evaluation in Bhutan, which is the first ever study, although LSE has been adopted in the education
system in Bhutan for quite a long time.
Keywords: Program Evaluation, Life Skill Education, CIPP model
Introduction expected to make a significant influence with young
people’s life to make informed decisions and how to
Education plays an important role towards the relate with others. In addition, Life Skill (LS) is
overall development of human beings. School defined as “abilities for adaptive behaviour that
education helps in the formation of a sound enable individuals to deal effectively with the
personality in the child. The formal education is
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demands and challenges of everyday life (World Therefore, the aims of the study were to evaluate the
Health Organization 2001)” is equally essential. effectiveness of LSE program with CIPP model
from the teachers’ perspective and student’s
Therefore, it is an undeniable fact that the Life Skill viewpoint in the schools in Pema Gatshel district;
Education (LSE) program implementation in and to provide a set of actionable recommendations
schools is an indispensable measure, amongst many for the enhancement of the program based on
others, in helping students grow into a responsible credible findings.
and a productive citizen of a country. Figure 1 illustrates the conceptual framework of this
In general, LSE can play a preventive role to curb study. Based on the Stufflebeam’s CIPP evaluation
violence in children and enhance cognitive, social, model, the Context, Input, Process and Product
interpersonal and emotional skills thus helping our components of the model are independent variables,
children grow into a responsible adult. The benefits and the effectiveness of LSE program is the
of LSE is reaped by the adolescents beyond school dependent variable of the study.
years in terms of a lasting impact benefitting oneself
and others as a result of greater self and social Independent Variables Dependent Variable
awareness (Tan, 2018). 1. Context
On the contrary, Boyd, Herring, & Briers (1992) - Ministry of Effectiveness
established that lack of effective LSE in schools Education Policy of the Life
leads students to high-risk activities; youth become skill
a burden to society instead of contributors. Tan 2. In-put education
(2018) also claimed that the absence of LSE has a - Resources
long lasting negative impact in the minds of -Curriculum
adolescents thus affecting to lead a happy and
fulfilling life. Lack of LSE also deters to achieve 3. Process
good academic performance and foster student
- Teaching and
teacher relationship (Adhiambo, 2013). It was also Figulerear1n:inCgonceptual Framework
claimed that the absence of LSE has a long lasting Materials and Methods
negative impact in the minds of adolescents thus
affecting to lead a happy and fulfilling life. LSE in In this study, the CIPP model was adopted. It
schools also help students achieve good academic operationally defines evaluation as a process of
performance, foster student teacher relationship, delineating, obtaining, reporting and applying
reduce indiscipline problems, develop teacher pupil descriptive and judgemental information about some
relationship and improve attitudes and social skills. object’s merit, worth, significance, and probity in
Therefore, many countries across the world today order to guide decision making, support
have introduced the LSE in the school and college accountability, disseminate effective practices and
curriculum as it plays vital role to guide student’s increases understanding of the involved phenomena
life. Royal Government of Bhutan (RGOB) too had (Stufflebeam & Shinkfield, 2007).
realized the need for introducing LSE and thus To evaluate the LSE program implementation in
institutionalized in the school system in the year the schools under Pema Gatshel district in Eastern
2005. Ever since its inception in 2005, so much Bhutan, both qualitative and quantitative approaches
importance was emphasized with resources were adopted.
development and implementation processes for the The study was conducted with two different
effective delivery of the program. Although the populations; teachers for quantitative and students
subject has been long instituted in the education for qualitative approaches. The total population for
system, yet there have been no studies undertaken so quantitative method consisted of 65 teachers who
far in Bhutan to find out the effectiveness of the were teaching LSE subjects in their schools and due
program implementation. Literature also has it that, to COVID-19 pandamic, quota sampling of 10
most researches on effects of LSE program has been students were randomly selected for the qualitative
conducted in high income countries, hence, it study.
deemed most appropriate to conduct in Bhutan
which is considered a developing country. It is also
thought that a timely assessment and evaluation
would also help enrich the program features thus
help the outcome recipients immensely.
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The research instruments used were the survey 1) Teachers’ perspectives on the effectiveness of
questionnaire for quantitative data and an interview
guideline to gather qualitative data from the the LSE program implementation
respondents to evaluate overall program of LSE
implementation. The questionnaire in this study was The overall findings on the level of effectiveness of
comprised of two parts. the LSE program from teachers’ perspectives with
Part-I consisted of the personal information of the Stufflebeam’s four components of CIPP evaluation
respondents.
Part- II comprised of self-administered survey model using descriptive statistics such as mean,
questionnaire based on the four components of
Daniel Stufflebeam CIPP model. standard deviation and level are illustrated in Table
There were 31 items in total with five degree of
perception ranked based on 5-point Likert scale. The 3.
interview guideline with short and open ended
structured questions was used to collect data from Table 3: Overall Level of Effectiveness of LSE
the students for the qualitative method. program on four components of CIPP model
The questionnaire was verified for its content
validity by means of Item-Object Congruence (IOC) No. Components ̅ SD Level
by three educational management experts, and the
results of each item were between 0.66-1.00. In 1. Context 3.87 0.88 High
addition, reliability of the questionnaire was tested
by 30 respondents who were not included in the 2. Input 4.00 0.75 High
study population prior to the use by the respondents.
Cronbach’s Coefficient (1970) was used to calculate 3. Process 4.18 0.71 High
the result. Table 2 presented the result of Cronbach’s
Alpha Value of the questionnaire based on the CIPP 4. Product 4.35 0.65 Highest
model.
Overall 4.1 0.74 High
Note:1.00-1.80 Lowest, 1.81-2.60 Low, 2.61-3.40 Moderate,
3.41-4.20 High, 4.21-5.00 Highest (Best and Kahn, 1998)
Table 2: Cronbach’s Alpha Value of the As per the findings, the overall teachers’ level of
Questionnaire Alpha perception on the effectiveness of LSE program
Cronbach’s implementation’s mean score was 4.1 at high level
Variables Value which clearly indicated that the current practices of
LSE implementations is doing very well.
CIPP Model 0.71 The first component of CIPP evaluation model was
Context 0.85 Context. As per the result from the survey
Input 0.86 questionnaire the context component was rated high
Process 0.81 with a mean score of 3.87 but was rated the lowest
Product 0.81 of all. It had six items.
Total
Table 4: Items under Context component
Results and Discussion No Context Component Mean SD Level
1. The policy, aims and 4.15 0.74 High
The study analyzed the data through statistical objectives of teaching
analysis using computer program.The findings of LSE are relevant and
this study can be divided into three sections as attainable.
follows. 2. The institutionalizing 4.10 0.72 High
Teachers’ perspectives on the effectiveness of the of LSE by the ministry
LSE program implementation in the school is timely.
Students’ viewpoint on the level of effectiveness of 3. The LSE program has 3.93 0.85 High
the LSE program implementation reached to all intended
Recommendations developed based on the study target groups in the
findings. school.
4. Two periods allotted in 3.40 1.27 Moderate
a month for LSE is
adequate to implement
LSE program
effectively.
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5. The implementation 4.18 0.78 High No Input Mean SD Level
design of LSE 8. I am competent to 4.04 0.70 High
program could address teach the subject.
the needs and priorities 9. I receive positive 4.07 0.77 High
of the boys and girls in supports (e.g.
the school. administrative and
6. In-service training for 3.50 0.92 High resources) from the
teachers to teach LSE principal and other to
are well designed. conduct LSE activities
Overall 3.87 0.88 High in an effective way.
Note:1.00-1.80 Lowest, 1.81-2.60 Low, 2.61-3.40 Moderate, 10. The content of the 4.15 0.63 High
3.41-4.20 High, 4.21-5.00 Highest (Best and Kahn, 1998) curriculum is
The item Q5 “The implementation design of LSE adequate.
program could address the needs and priorities of the 11. The textbooks, syllabi, 3.70 0.91 High
boys and girls in the school” had the highest mean
stationery items and
score of 4.18 which indicated that the current
implementation practices was most suitably other required learning
designed to achieve the goals of the program. The materials are made
item Q1 “The policy, aims and objectives of available in the
teaching LSE are relevant and attainable” had the
mean score of 4.15 at high level to which teachers’ classroom
were positive with the idea of institutionalizing LSE 12. The topics /issues 3.90 0.86 High
in the school. The item Q2 “The institutionalizing of
LSE by the ministry in the school is timely” and Q3 covered in the modules
“The LSE program has reached to all intended target
groups in the school” were also rated high which are appropriate and
indicated that teachers felt LSE program was sufficient.
instituted on right time and had benefited all the
students at different levels. Findings also revealed 13. The teaching learning 4.12 0.73 High
that the teachers were positive with the
implementation design which caters the needs of the modules are contextual
students and the inservice training provided to the
teachers were also perceived sufficient with the (appropriate and
rating of high.
related) and effective.
Meanwhile, the item Q4 “Two periods allotted in a
14. The content of LSE is 4.33 0.65 High
month for LSE is adequate to implement LSE
program effectively” was rated moderate with a within the framework
mean score of 3.40 which indicated that the time
allotted for LSE by the Ministry of Education was of relevant national,
felt inadequate by some teachers.
state and worldwide
The Input component was rated high with the mean
score of 4.00. Ten items were measured under this policies (Drug abuse,
component as presented below.
conflict and violence,
early pregnancy, HIV
and AIDS and health
education).
15. The resources like 3.55 0.81 High
funds, expertise, and
time were adequate
and used in
economical manner to
achieve the objective
of the program.
16. I motivate the learner 4.40 0.63 Highest
to have student-student
and student- teacher
interactions.
Table 5: Items under Input component Overall 4.00 0.75 High
Note:1.00-1.80 Lowest, 1.81-2.60 Low, 2.61-3.40 Moderate,
No Input Mean SD Level 3.41-4.20 High, 4.21-5.00 Highest (Best and Kahn, 1998)
7. My school has 3.83 0.89 High The findings showed that the items under Input
required teaching components were generally high with each item
learning materials for having mean score of more than 3.55 at high level.
The item Q16 “I motivate the learner to have
the successful student-student and student- teacher interactions”
implementation of the
program.
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was rated highest which showed that LSE teachers program” was rated at the mean score of 3.55 which
motivate their children to make the lesson more was also high but rated lowest of all. This illustrated
interesting and meaningful. The schools were also that on addition to using of readily available
found to have well equipped with teaching learning resources in the school, external resources like
material to enhance learning with the mean score of expertise, and funds could be out sourced from
3.83 which was high, of item 1. environment, locally available materials and even
borrow or share departmental or interschool levels
Item Q8 “I am competent to teach the subject.” was in order to achieve the objectives of the program.
rated at high level with mean score of 4.04, which
showed close relation to what Harmond (2009) The Process component was rated at high level with
stated, as teachers who possess good content and the mean score of 4.18 indicating the teaching
pedagogical knowledge can help the students’ learn learning process adopted by the teachers was
effective, as showed in Table 6.
well and attain mastery of the LSE subject.
Table 6: Items under Process component
Similarly, item Q9 “I receive positive supports (e.g.
administrative and resources) from the principal and No Process Mean SD Level
other to conduct LSE activities in an effective way”
was perceived high by the techers with 4.04 mean 17 I prepare lesson plan 4.30 0.75 Highest
score which was also closely linked with the positive
outcome of the program which was rated highest. which incorporates all
The item Q10 “The content of the curriculum is the essential
adequate,” was rated high with 4.15 mean score
indicating that the content included in the current components.
manual is sufficient enough to impart the essential
LS to the students required in their lives. The items 18 I use appropriate 4.52 0.73 Highest
Q11 “The textbooks, syllabi, stationery items and
other required learning materials are made available lesson introductory
in the classroom,” and Q12 “The topics /issues
covered in the modules are appropriate and closure procedures of
sufficient” were also high were also rated at high
with the mean score of 3.70 and 3,90 respectively. the lesson.
This showed that beside adequacy, the contents were
also found appropriate and in addition school have 19 I organize activities 4.38 .65 Highest
learning materials readily available for the effective
delivery of the content. for everyone to
The mean scores of 4.12 of Q13 “The teaching actively participate in
learning modules are contextual (appropriate and
related) and effective” and 4.33 of Q14 “The content the lesson
of LSE is within the framework of relevant national,
state and worldwide policies (Drug abuse, conflict 20 I use case studies to 4.00 0.71 High
and violence, early pregnancy, HIV and AIDS and
health education),” showed that the teaching teach related topics.
modules included in the text were appropriate and
contextual so that students can easily understand and 21 I use wide range of 4.32 0.67 Highest
relate to their practical life. The findings also
illustrated that the content is relevant with the strategies for
inclusion of current emerging issues like drug
abuse, conflict and violence, early pregnancy, HIV assessing students'
and AIDS and health education, suicides, dropout
and so on. work (self, peer,
Meanwhile, the item Q15 “The resources like funds, group, teacher, etc.)
expertise, and time were adequate and used in
economical manner to achieve the objective of the 22 I prepare appropriate 3.98 0.64 High
learning materials to
teach LSE subject..
23 I use data and reports 3.81 0.80 High
to make the teaching
authentic
24 I use immediate 4.16 0.75 High
surroundings as
evident based
teaching.
Overall 4.18 0.71 High
Note:1.00-1.80 Lowest, 1.81-2.60 Low, 2.61-3.40 Moderate,
3.41-4.20 High, 4.21-5.00 Highest (Best and Kahn, 1998)
The study found that the mean score of four out of
eight items such as Q17 “I prepare lesson plan which
incorporates all the essential components” (4.30);
Q18 “I use appropriate lesson introductory closure
procedures of the lesson,” Q19 “I organize activities
for everyone to actively participate in the lesson”
and Q21 “I use wide range of strategies for assessing
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students' work (self, peer, group, teacher, etc.)” were are satisfied and engaged with the LSE program?”
rated highest which indicated that the teachers were was rated highest of all at 4.78 mean score which
adopting the teaching methodology appropriately indicated that LSE teachers’ perception on the
for effective implementation of the program. student engagement and satisfaction from the
program was high, hence, concluded that the
Findings showed that four other items were also students have gained maximum benefit out of LSE
rated at high level ranging from 3.81- 4.16 mean program, which is essential component of their lives.
score with the lowest score for Q23 “I use data and
reports to make the teaching authentic” which Finding illustrated that the item Q28 “LSE helps
showed LSE teachers’ used least when it comes to students how to be firm in making good decisions”
use of raw data and report to authentic their teaching. was rated lowest at 4.33 mean score at highest level
This was perhaps due to inavailabilty of the which was a small indication that students were
resources in the schools. although trained with LS yet they may not be firm
enough when it comes to decision making which
The fourth component of CIPP model was the requires lot of matured thinking.
Product which was measured with seven items
which is as presented in Table 7. 2) Students’ viewpoint on the level of
effectiveness of the LSE program
Table 7: Items under Product component implementation
No Product Mean SD Level The findings from the semi-structured interview
administered to 10 students in evaluating the LSE
25 LSE promote 4.49 0.59 Highest program implementation with CIPP model from the
student’s viewpoint was overall satisfactory
awareness and according to their reponses. The conclusion drawn
from the interview was very positive. All the
enhance change of interviewees responded similar views on most of the
questions but in little different ways. The findings
behaviour. drawn from the content analysis on the Product
component where all interviwees have positive
26 LSE help build 4.46 0.61 Highest views on the benefits they receive from the LSE
program was closely linked to the result of
effective descriptive analysis which was rated at highest level.
On the whole their perceptions were very positive
communication skills. and suggestive ones which will benefit at large.
On Context component of the CIPP model
27 LSE program build 4.50 0.66 Highest interviewees were asked whether the period
allocated by the Ministry was enough for LSE and
awareness on to provide recommendations if it was not adequate.
All the 10 interviewees reported that the time
reproductive health of allocated by the Ministry of Education was adequate
for implementing LSE in the schools under Pema
adolescents Gatshel district. However, on the contrary to
students’ responses, teacher respondents’ have rated
28 LSE helps students 4.33 0.65 Highest at moderate level which indicated that the allocation
of two periods in a month was not as adequate as
how to be firm in perceived by the interviewees.
making good From the analysis the researcher had concluded that
schools do not seem to have uniform allocation of
decisions periods although there was a clear directive from the
Ministry to have only two periods in a month. This
29 LSE is an important in 4.58 0.58 Highest was discovered with one interviewee who had
mentioned that school has 4 periods (180 minutes)
the school curriculum. of LSE in a month which was why she felt adequate.
30 LSE curriculum is 4.36 0.70 Highest
adequate and relevant
to reduce the issues in
school community
31 In your opinion, do 4.78 0.81 Highest
you think students are
satisfied and engaged
with the LSE
program?
Overall 4.5 0.65 Highest
Note:1.00-1.80 Lowest, 1.81-2.60 Low, 2.61-3.40 Moderate,
3.41-4.20 High, 4.21-5.00 Highest (Best and Kahn, 1998)
Amongst the four components, the Product
component of evaluation was rated at the highest
level with the mean score of 4.5, which showed that
the program overall had a positive impact on the
learners. All seven items were rated highest out of
which Q31 “In your opinion, do you think students
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But remaining 9 interviewees did not state the actual it was suitable. They have expressed that the
number of periods or time allotted for the LSE. language used in the text is not so hard so they can
read and learn, refer and relearn as and when needed.
With regard to the importance of teaching LSE in the However, on the contrary, three interviewees
schools all respondents have reported similar commented that there does not exists a separate text
positive opinions. They expressed that the LSE helps for LS program and expressed that the content they
in overall character building so that they grow into a teach depend on individual teachers teaching LSE. It
productive and responsible persons. They were also was therefore concluded that, while there was no
in the opinion that LSE provides them with the prescribed text available for the students, there
knowledge and values which are important to lead a certainly was a teacher guide which teachers refer to
happy life. One of them also had mentioned that our teach the LSE in the school.
youths are prepared for their better life from the very Furthermore, one interviewee reported that the text
young age with such a befitting lessons in the school can be upgraded to look great and yet another
which is true. In general, interviewees have given interviewee felt that more examples could be added
their honest opinion saying that the teaching of LSE for better understanding. The study drew conclusion
was important indicating that the very purpose of that although the present text used by the teachers’
institutionalizing the subject was realized by the was found appropriate and suitable, yet it can be
receivers, the students. improved with certain content up-gradation as
suggested by the interviewees.
Input was the second evaluation component. The Student interview questions on the process
study had three questions focussing on resources and component was focused on teaching strategies used
curriculum to evaluate the input of the LSE program. by the teachers and impact of using them on the
On asking for the adequacy of the content and their effectiveness in teaching. Nine interviewees out of
recommendations, all 10 interviewees expressed that 10 had responded “yes” to the question “do you
the content in the syllabus is adequate for acquiring think the teaching strategies teachers’ uses are good
LSE knowledge. The other question was “How do and adequate for teaching life skills education in the
using of teaching learning materials (TLM) help to schools? Interviewees in general articulated that
learn LSE concepts better? Why do you think that?” their teachers’ teach LSE contents using various
Regarding this, all the 10 interviewees responded strategies. They responded that their teachers use
that understanding and remembering of the concept related stories, slides, through videos, charts, case
was much better when taught along with the studies, problem solving, inductive and deductive
materials. One of them expressed that use of TLM methods, lecturing and through use of pictures as
fosters interactions and discussions which ultimately what KIE (2008) had stated of using different
helps them learn better. It was also shared that using methods like discussions, debates, roles plays, story-
of TLM provides them opportunity to learn beyond telling, songs and dances, brainstorming, case
the boundaries of syllabus and helps to boost self studies, miming, poetry and recitals, games and
confidence and improve communication skills. questions and answer method can be used in
Interviewees also articulated that their teachers’ clarifying concepts, attitudes and values, gathering
uses teaching learning materials which helps them opinions from others, building consensus, gathering
learn better, which was rightly pointed out by KIE ideas and learning new skills like listening critically.
(1999) that a wide variety of materials are necessary The study hence concluded that there was a strong
for effective teaching of any subject to which the practice of adopting different strategies in teaching
interviewees had shared similar opinion as their LSE which is indispensible to enhance learning.
teachers’ uses similar materials which makes On the query for the teacher’s preparedness on the
learning more effective and easier to grasp. lesson for the effectiveness an interviewee shared
her opinion saying that delivery of well-prepared
The findings established that the use of TLM makes lesson adds cream on the topic which makes them
learning more fun and joyful so that learners are learn better. Similar opinion was expressed by three
intrinsically motivated and eventually learn better other interviewees saying that its worth listening and
inspirational if the teachers are physically and
which Aila (2005) stated, as TLM are important mentally prepared well to deliver a lesson. Some
interviewees also shared differing opinions stating
because they enhance learning, generate more that no matter how effective the delivery of LSE
interest and create a situation where the students lesson may be there seem to be of little or no impact
could fully engage in classroom activities. In trying
to find the opinions on the suitability of textbooks
that is being used, majority of the interviewees felt
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on the behavioural changes for some students. The programs which could help assist achieve the aims
findings from the study hence concluded that a LSE and objectives of the program.
program needs to be strengthened and conducted
vigorously in the school which can also be ii) School administration
supplemented by other similar supplementary 1. The school administration should strictly follow
programs which could help assist fulfill the aims Ministry’s directives and guidelines in allocating
and objectives of the program. periods for LSE.
CIPP’s Product component received positive 2. The administration should ensure the TLM are
responses from all the 10 interviewees. Overall, made available and assist LS teachers' to mobilise.
everyone shared similar benefits that they reap from 3. The administration must provide full support in
attending LSE program in the school. The findings terms of administrative and financial resources for
obtained from this semi-structured interview had the successful implementation of the program.
established what KIE (2008) sated, LSE as skills
and knowledge a person experiences that are iii) District level authority
necessary for effective living which was related to 1. This study recommended district level authority
what interviewees felt with the LS they learn will to work closely with the schools for the mobilization
have positive impact throughout their life. In and development of material and human resources
general, from their responses, it can be concluded to boost LSE program in the schools.
that all 10 core life skill identified by the UNICEF is 2. District level authority should prepare plans to
more or less imparted to students through this put monitoring mechanism systems in place to
program. Furthermore, the interviewees have ensure that the program is efficiently implemented
expressed their opinions that the implementation of in the schools.
LSE has a far-reaching impact on the lives of the
students and hence, we cannot agree any less to work iv) Ministry of Education
on the enhancement of the program that this study 1. As revealed from this study with teachers’
intended to. moderate perception on the sufficiency of the
periods, Ministry of Education should re-enforce the
3. Recommendations developed based on the need to provide 1 period in a week than existing 2
study findings periods in a month for effective implementation of
Based on the study findings and content analysis, the LSE program in the school.
following recommendations were made to different 2. Some interviewees mentioned that there is no
stakeholders involved in the implementation of LSE separate text for the students to refer hence
program. recommends developing one for the benefit of the
students.
Teachers 3. The study could recommend Ministry to revisit
1. Teachers are recommended to improvise the text teachers were using and upgrade the content
teaching/learning materials and go to the extent of as suggested by the interviewees.
outsourcing from the environment, locally available 4. Ministry of Education in collaboration with the
materials and even borrow or share departmental or district level authority should intensify in-service
inter school levels in order to equip learners with teachers training on life skills education.
adequate knowledge on LS.
2. As expressed by the students on the importance of Conclusions
using varied teaching strategies, LSE teachers are
recommended to come up with innovative strategies This study was aimed at evaluating the
which they view to be effective in the teaching and effectiveness of LSE program implementation from
learning of Life Skills in schools. the teachers’ and student’s viewpoints; and at
4. Teachers could change their classroom activities providing recommendations for the enhancement of
to be more participatory to enrich teaching learning the program in the schools in Pema Gatshel district
processes. in Eastern Bhutan.
5. LS teachers are recommended to use reliable data
and reports in teaching to authenticate the The study was conducted with two groups of
information. populations; teachers teaching LSE for quantitative
6. LSE programs needs to be strengthened and method and students for qualitative approach using
conducted vigorously in the school which can also semi structured interview.
be supplemented by other similar supplementary
The findings of the study concluded that the
overall teachers’ level of perception on the
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effectiveness of LSE program was high with a mean Foremost, deepest appreciation and gratitude goes to
score of 4.1 which clearly indicated that the current Dr. Panchit Longpradit, my major advisor, for his
practices of LSE implementations is doing quite encouragement, guidance and advice from the start
well. The Product component of the evaluation to final level of writing this thesis. I am also equally
model was rated highest with the mean score of 4.35 indebted to my co-advisors Associate Professor Dr.
which indicated that the LSE program overall had Arisara Leksansern, and Dr. Sovaritthon
been helpful to the beneficiaries with positive Chanseangsri for their invaluable comments, general
impact on the lives. The three other components of support and guidance. I gratefully acknowledge my
the CIPP model were rated high with the mean score external examiner Associate Professor Dr. Piya
ranging from 3.87-4.18 which was also an indication Sakcharoen for his wider views and perspectives,
of an efficient implementation of the program. thoughtful feedback and suggestions.
The students’ perception derived from semi I acknowledge office bearer of the Faculty of Social
structured interview also reaffirmed that the Sciences and Humanities who had assisted me with
implementation of LSE program was effective with their technical support which contributed to the
interviewees expressing their satisfaction with the success of this work.
overall benefit from the program. The study revealed Also, special thanks go to Thailand International
that the current LSE program in general was Cooperation Agency (TICA) for the fully funded
effective determining at the constructive opinions scholarship granted on me; else my aspiration of
expressed on the importance and the benifits they pursuing higher studies would not have been
reap from the program. achieved.
Based on the findings, a number of
recommendations were developed for different References
stakeholders in various organizations, who are
directly or indirectly involved in the implementation Adhiambo, L. P. (2013). Implementation of Life
process. These organizations could be recommended Skills Education in Secondary School in Uriri and
to work in collaboration as a team to bring Awendo districts, Migori Cunty, Kenya.
improvement with the LSE program in the schools. Aila, H. (2005). Factors influencing the use of visual
The recommendations will also help them recognize aids in pre-school in Asego Division of Homa Bay
it’s current status and the current practices of the District. Unpublished M.Ed, Kenyatta University.
implementation process in the schools. The Boyd, B. L., Herring, D. R., & Briers, G. E. (1992).
recommnedations overall would obviously enhance Developing life skills in youth Leadership, 4(38), 6–
the implementation of LSE program in the schools 80.
in Bhutan. Harmmond, B. (2009). The Right Pedagogy.
Although this study was an insightful opportunity to Washington: Prestige Press.
evaluate the overall program implementation KIE. (1999). Guidelines for early childhood
process of the LSE for the first time in Bhutan, it was development in Kenya. NACECE. Nairobi
in the pioneering stage with a limited scale of KIE. (2008), Life skills Education Syllabi. Nairobi:
population. Therefore, future in-depth studies can be Government Printers.
conducted on a larger scale to substantiate the Stufflebeam D., & Shinkfield A. (2007). Evaluation
findings of this study, including the studies in theory, models, & applications. San Francisco:
different districts or across the country for more Jossey Bass/John Wiley & Sons, Inc.
thorough investigation aiming toward overall Tan, S. (2018). Life Skills Education: Teachers’
enhancement of the program in Bhutan. Perceptions in Primary School Classrooms in
Finland and Singapore. 65.
Acknowledgments World Health Organization. (2001). Partners in Life
Skills Education. Conclusions from a United
This paper was developed from the master thesis in Nations Interagency Meeting. Geneva: World
Faculty of Graduate Studies, Mahidol University, Health Organization.
Thailand prepared by Dhendup Gyeltshen. The
author express his gratitude to following persons.
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Four Day Workweek A Magic Trick or A False Impression
: Sustainability Analysis In The Digital Era
Dr. Durdana Ovais1, Dr. V. Selvalakshmi Bharatan2 & Dr Geetanjali Shrivastava3
1.Assistant Professor- Department of Commerce ,The Bhopal School of Social Sciences, Bhopal
2.Assistant Professor ,Research Scholar& Author, Department. of Business Administration,
Valliammai Engineering College
3.Assistant Professor- Department of Commerce ,The Bhopal School of Social Sciences, Bhopal
Corresponding Author email address ;- [email protected], [email protected]
Abstract
Introduction: For long the Keynesian economic model had been adopted by the policy makers
to boost the economic growth of a country. In the current scenario a relook is required to ensure
economic growth. This requires measures beyond what have been suggested by Keynes to
recover from a depression. Objective: The research study focuses on the consumption function
and the nudges required to increase it in this digital era. The effect of four day work week is
probed in the study as a way to suati Prominent among these are the four day work week and
its influence on consumer behaviour and consumption pattern. Research methodology: The
research centres around the middle class of the society which forms a crucial revenue base and
capital formation base for an economy. Subjective factors which determine the consumption
are taken as Independent Variables, Dependent variable for the study is taken as the
consumption pattern and Four-day work week is taken as a mediating variable for the purpose
of the study. The universe taken is M.P. India. Sampling elements targeted are middle income
group sample size consists of 388. Analysis & Findings: Data collected is put through
preliminary analysis, validity analysis and reliability analysis. Data is analyses in PLS SEM
3.3.2. The research aims to propose a model for boosting consumption in the economy post
the COVID lockdown period which would be beneficial for both policymakers as well as
organisations.
Key Words: four-day work week, consumer behaviour, saving patter, buying motives,
consumption pattern, Keynesian model, middle class, India
Introduction: John Maynard Keyens is a name gone to increase the employment level and in turn
holding a prominent place in Macroeconomics who increase the Income and consumption level in the
was brought to the limelight as the saviour of the US economy. Adam Smith the father of Economics had
economy from the great Depression of 1929. He was always propagated the laissez faire concept that is with
amongst the prominent economist panel of President the market forces in paly the economy will govern
Roosevelt. The first president who realised that the itself as such the main role of the government is to
theories and principles of Adam Smith had to be let collect taxes and protect it borders. The present concept
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of welfare state and the role played by the government Focus on the investment function has proved to
was no were to be seen in his theories. So when overcome the recessionary trends but the noval times
recession struck the US economy at the beginning of of a pandemic requires the focus to be shifted on the
1929 the same principle of laissez faire was adopted. consumption function and more so on the subjective
But only to see the economy plunge into deeper factors. The subjective factors are those behaviour
recession. Then President Herbert Hoover followed the pattern which are fixed by the psychology of human
much prevalent economic policies that is to do nothing nature. The psychological or subjective factors,
and wait for the market forces to bring back the “consist of basic values, attitudes, states of mind, etc.
situation to equilibrium. With economic indicators These are not quantifiable or specific like economic
sinking the plight of the public emerged. Without factors. Motives behind consumption, according to
employment there was no money to spend, with no Keynes, are enjoyment, short-sightedness, generosity,
money to spend there was no food to consume. miscalculation, extravagance, and ostentation.
Gradually it sunk in that something had to be done on However, these elements do not change significantly in
the part of the government to give a boost to the the short run. Despite this, these subjective and cultural
economy through way of employment. factors are capable of changing the shape and the level
of the function.”Musa.et al(2020). These factors play
This marked the turning point in the history when a an important role to determine the behaviour of an
path that was different to the generally followed was individual by influencing the expectations and attitude.
undertaken. The Hover government started distributing
food to, gave medical aids to the needy and stated the This behaviour is specially seen in the social order of
construction of the Great HOOVER dam with a hope the society and is named as the demonstration effect in
to put money in the economy. The efforts didn’t bring the society where everyone tries to climb up the social
a drastic change in the situation and ultimately led to ladder. Talking about the societal setup this is the
the outstating of Herbert Hoover. The next president specific feature of the middle class of the society. The
was Roosevelt who is credited with bringing the research study focuses this part of the Keynesian model
American economy out from the depression. And the in the current situations and how these subjective
policies that he followed are accredited much to the factors can be harnessed to bring about a level of
concepts propagated by John Maynard Keynes. optimism and thereby increase the consumption of the
middle class. Which in turn would increase the
According to Keynes in an economy, Employment, expenditure and aggregate demand in the economy.
aggregate Demand and Expenditure are interrelated. The research aims at analysing these subjective factors
As such an increase in one will lead to an increase in and amongst them a special focus is being given to a
others. The model given by Keynes suggested that in four day work week concept.
the short run the supply of products cannot be Objectives of the study:
increased but aggregate demand can be increased
(Barner 2020) . Which in turn depends upon two 1.To analyse the current consumption pattern in the
factors. The total demand in an economy depends economy with special reference to middle class in India
upon two things what is the level of consumption and and the nudges required.
investment in the economy. As both consumption and
investment in an economy depends on several factors, 2.To study the subjective factors (consumer behaviour)
he called them as consumption function and to leverage the consumption function.
investment function. He suggested that to increase the
employment, demand and expenditure in the short run 3.To analyse perception towards four-day work week
Investment function should be focused by the and its effectiveness to save cost and to ensure
government. Which has been done by governments spending in the economy.
time and again.
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Theoretical Framework:
Figure 1 Conceptual Framework
Source: Developed for the purpose of the Study
CONSUMPTION PATTERN: consumption function. The life cycle theory of
consumption and saving theories sees the allocation of
J.M.Keyes has hypothesized the existence of the consumers consumption and gives the equation to
relationship between family income and total family find the consumption function:
consumption. He also proposed the idea that
consumption is considered as the stable function of C = aWR + cYL
income.
Where 'WR' is real wealth, 'a' is the marginal
Life cycle Hypothesis theory of Franco Modigliani propensity to consume out of wealth, 'YL' is labour
(1954) and Permanent Income Hypothesis of Milton income, and 'c' is the marginal propensity to consume
Friedman (1957) gave a pioneer theories of out of labour income.
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Friedman’s Permanent Income Hypothesis states that while taking purchase decisions , sort to comparative
expected level of consumption is of same proportion to shopping and involve in less wastage .As well as ,
the level of permanent income irrespective of that consumers sorted to aggressive bargaining and indulge
income and as well the proportion varies from the in pre-purchase checking. Durability of the products
ration of non-human wealth to the permanent income , and value for money were the main aspects considered
alignment and age of the spending units and so on. during the purchase decision. Authors suggests that,
due to changing needs and consumption patterns
Patterson in his series of studied potential among the consumers , organisations should
improvements to the consumption function concerns strengthen their presence in the market where they have
with respect to durable goods. According to him strong brand presence. At the same time should acquire
consumer durables and liquid assets are considered to weak competitors. Based on this hypothesis is
be wealth and consumer durables a life period of one formulated that
accounting period and undergo physical depreciation
(which is assumed as constant). H1 : Consumer Behaviour significantly affects the
consumption pattern.
Pranesh Mishra(1987) directed a survey on possession
levels of customer durables in three cities Bombay, H1a : Saving Pattern significantly affects the
Delhi, and Madras. The survey was led to make a consumption pattern.
similar examination of the discoveries with the prior
examination conducted by a Market Research H1b: Buying Motives significantly affects the
Organization. The ultimate conclusion of the study was consumption pattern.
that, level of ownership of durables has considerably
increased & improved between 1978 and 1985 in all H1c : Spending Pattern significantly affects the
the three metros. consumption pattern.
A study on by Rena Bartos(1976) investigated and FOUR DAY WORK WEEK:
found that compared to the housewives, working
women vary demographically, psychographically, Early 1970’s vast studies were conducted to analyse the
media viewing and also in shopping behaviour.Ariehg benefits of the four-day work week.(Cross)Tire one
Goldman(1978) through his study indicated that lower company reported the 400% sales increase due to the
income consumers don't focus their buys on more implementation of four-day work
modest or lower quality store and also they don’t week.(kanter)Another textile mill in England claimed
confine their purchases to a confined/small subset. that its survival was entirely due to the four-day work
week.(Buisman)mentioned that absenteeism in the
Ramakrishna Rao, Rama Raju, and Ram company was reduced almost to half.
Prasad(1987) conducted a survey on 'Husband-Wife
involvement in Buying Decision Making'. The study George stafy (1972),”The four –day work week study
was conducted by selecting households equally had garnered increased attention over past few years/
distributed between employees and business people. decades. A union attitude towards four day work week
Three durable products and three consumable was explored. He identified that , small firms
conveniences were studied. The major findings of the experienced better results due to four day work week
study is that husbands, who are young, highly educated while large sized firms faced issues and obstacles.
and belong to the high-income group are relatively less Organised labour will be able to achieve more with five
dominant than their older, less educated, and low- day work schedule compared to this four day work
income group counterparts. schedule.Clayman and Hannigan(1972) At the same
time steel producers opined that , this style of
Swee et al (2000) examined the impact of functioning wont suit their round the clock production
economic crisis on consumers and business (Asian) schedules.
and the adjustments the asians undergone due to (Asian
Crisis) situations of the changes happen in the Calvasina & Boxx (1975), investigated the efficiency
economic environment. Study observation advocated of the four day work week on the workers
that due to the crisis , there was very vast change in productivity.Comparison of five-day work week
consumption pattern. Asians become very vigilant efficiency Vs four day work week efficiency was
carried out.Two apparel factory situated in two
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different locations but having similar working H3b: Buying Motives significantly affects the Four-
environment was studied. Labour efficiency remained day work week.
consistent irrespective of the work week ( four or five
days a week), however productivity increased .It H3c : Spending Pattern significantly affects the Four-
concluded with the note that, highly engaged mind set day work week.
and heavy physical work is required to make four day
work week successful. And based on the above two hypothesis a third
hypothesis to analyse the mediation effect of Four-day
Bird(2010),Research study on impact of four- day work week on consumer behaviour and consumption
work week was gaining popularity among researchers pattern is analysed, that is
made the author to take up the study. Qualitative study
was methodology adopted. It concluded that many H4 : Four day work-week mediated the relationship
organisation considered the implementation of four- between consumer behaviour and the consumption
day work week as the innovative work place pattern.
pratices.Energy consumption criteria was accounted as
the variable of the study. Energy costs and its burden Material & Method
was actually shifted to the employees rather than to the
employer. The exploratory descriptive research study is based on
both secondary data and primary data of 388 samples.
Nelly Cardinale (2013), Researchers The secondary data will work as a theoretical base for
examined about the impact of four-day work week and the development of model for the study. Primary data
work life balance at a college. Further, negative and is collected through google form, from respondents.
positive aspects of four-day work week was explored
and studied. The outcome of the study stated that, four- Sample: The sample collection timings included first
day work-week actually facilitated in increased two weeks in the month of October 2020. Several
productivity, performance among the employees. researches have suggested that samples size less than
Employees morale was also increased. They 100 or with fewer than 3:1 participant-to item ratios are
experienced better work-life balance along with generally inadequate (Reise et al., 2000). Gorsuch
reduced commuting experience and longer weekends. (2003) has proposed a minimum of 5:1 ratio of
On the other side, it created daily work related stress participants to items to be adequate for further analysis.
along with daily work& day care conflicts. This also Another popular rule is that there should be more than
made employees work for longer week days which in 5 and ideally, at least 10 respondents for each item in
turn created reduced family time during weekdays. the instrument being used (Garson, 2008). This
Study concluded with the note, if leaders aim for 4 day indicates that for every questionnaire item, there should
work week strategy, certain policy /guidelines be a minimum 10 times responses to satisfy the
implementation is needed such as adhering to only 9 requirement for good statistical analysis. Software by
hours work day which will reduce the work/day care the name G*Power software 3.1.9.7 was used to
conflicts, stress and burnout. Based on the above calculate the minimum sample size based on statistical
reviews second hypothesis is formulated that is: power (Erdfelder et al., 2009). To gain the power of
0.95 with an f 2 value of 1.216 we need a minimum of
H2 : Four day work-week significantly affects the just 15 sample size. Which is much below than the
consumption pattern. sample collected of 388 . As such is can be said that the
sample is adequate and the results can be generalized
H3 : Consumer behaviour is significantly related to as that of being the population.
Four-day work week
H3a : Saving Pattern significantly affects the Four-day
work week.
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Table 1 Constructs and Sources
Variable Types Constructs Sources
Independent Variable Saving Pattern Yakuban, et.al (2015)
Independent Variable Motives - Buying Behaviour Pärson & Vancic (2020)
Independent Variable Spending Pattern Pärson & Vancic (2020)
Mediating Variable Four Day work Week Turner et.al (2017)
Tarek et.al 2020.
Dependent Variable Consumption Pattern
Source: Developed for the purpose of the Study
Variable under study: - analysis as such it does away with the assumption of
normality of data and the challenges therein (chin,
The variables under study are consumption function, 1998). The analysis in the software follows the
Four-day work week, subjective factors, Middle class, measurement of both the model and the structural
Indian Economy. measurement too. Chin (2010) Hair, Hult, Ringle, and
Sarstedt (2017).
Independent Variable-Subjective factors which
determine the consumption As a statistical technique Structural equation Modeling
Dependent variable for the study is taken as the (SEM)is a multivariate technique providing for the
consumption and Four-day work analysis of the relationship among multiple variables
Mediating variable Four-day work week is taken as a (Tabachnick & Fidell, 1996). A prevalently used
for the purpose of the study. technique in social sciences SEM allows simultaneous
Results & Discussion: investigation of multiple relationships among latent
and observed variables. Its feature of combining factor
“Although it is tremendously important how you analysis with multiple regression is of particular appeal
collect data, it is just as important what you do with the to researchers which saves on the time and enhances
data once collected” (Gummesson, 2005). Data the presentability of data (Hair Jr, Hult, Ringle, &
collection is of no importance if it is not analyzed and Sarstedt, 2014). In SEM, the measuring of the
interpreted in an effective way Data analysis was done relationships between variables cannot be done directly
using Smart PLS (version 3.3.2) as per the guidelines but rather indirectly through indicators that serve as
of (Ringle, Wende, & Becker, 2015). PlS- Sem has its proxies of the latent variable of interest(Hair. et al.,
foundation in the year 1982 by Wold( wold1982). The 2009). PLS-SEM is similar to multiple regression
software was used with regard to ease in usability and largely but, its central objective is to maximize the
due to the fact that the software aims at better explained variance in the dependent construct and to
explaining the variance of the endogenous variable assess the quality of the data based on the
(Independent variable) of the endogenous (dependent characteristics of the measuring model (Hair Jr. et al.,
variable) constructs. The software uses nonparametric 2014).
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Figure 2 Measurement Model of the Study
Source: Developed for the purpose of the Stud (2017). A value higher than 0.70 of Cronbach Alpha
(Bryman & Bell, 2010, p.164) is accepted as being
4.1 Assessment of Measurement Model reliable. All the variables met the in the study meet the
stated criteria. Composite reliability analysis that
The reflective measurement model is a type of whether the sample reliable and is free from bias
measurement model setup in which the direction of the (Nunally and Bernstein 1994). For assessing the
arrow is from the construct to the indicator (manifest internal reliability all the loading below 0.6 were
variable), indicating the assumption that the construct removed from the study. For assessing composite
causes the measurement model (more precisely, the reliability the results were within the stated limits of
covariation) of the indicator variables (Hair et.al, 0.70 and 0.90 as mentioned by (Hair Jr. et al., 2014).
2013). The measurement model was assessed by the It overcomes the deficiency of Cronbach alpha and as
parameters set by Chin (2010) and Hair et al. (2017), such is considered as more reliable in PLS-SEM (Hair
to assess the reliability and validity of the model. et al., 2017). The results of Dijkstra and Henseler’s rho
A are as per the stated limits that is greater than 0.6
4.2. Reliability and validity (Dijkstra & Henseler, 2015). The values of Convergent
and AVE are also as per the set criteria that is to be
PLS-Sem is used to analyze the reliability and validity greater than 0.5. As such it can be stated that
of data. Measurement model is assed by using indicator convergent validity exists.
and construct reliability, convergent validity, and the
discriminant validity. The five reflective constructs
were assessed according to the criteria set by Hair et al.
95
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Table 2 Constructs Reliability & Validity
Cronbach's Alpha rho_A Composite Average
Reliability Variance
Extracted
MOTIVES- Behavioural 0.887 0.89 0.908 (AVE)
Change 0.87
SPENDING PATTERN 0.938 0.902 0.524
0.887 0.895
SAVING PATTERN 0.868 0.873 0.892 0.619
0.52
FOUR DAY WORK 0.86 0.89 0.878 0.514
WEEK 0.515
CONSUMPTION 0.841
PATTERN
Source: Developed for the purpose of the Study
Table 3 and table 4 shows the results of Discriminant validity analysis by Fornell and Larker criterion and HTMT
criterion. The results presented in the table affirms the constructs are unique and different from each other. As
such according to both the criterion discriminant validity is established for the constructs.
Table 3 Fornell and Larker criterion
CONSU- FOUR MOTIVES - SAVING SPENDING
MPTION DAY Behavioural PATTERN PATTERN
PATTERN WORK Change
WEEK
CONSUMPTION 0.718 0.724 0.721
PATTERN -0.348 0.717 -0.028 -0.217
FOUR DAY WORK 0.359 0.43
WEEK -0.303 -0.036
MOTIVES- Behavioural
Change 0.563
SAVING PATTERN
SPENDING PATTERN 0.579 -0.278 0.787
Source: Developed for the purpose of the Study
Table 4 HTMT criterion
CONSU- FOUR MOTIVES- SAVING SPENDING
MPTION DAY Behavioural PATTERN PATTERN
PATTERN WORK Change
WEEK
CONSUMPTION 0.15
0.144 0.484
PATTERN 0.625
0.307
FOUR DAY WORK 0.364
WEEK
MOTIVES- Behavioural 0.437
Change
SAVING PATTERN 0.322
SPENDING PATTERN 0.601 0.246
Source: Developed for the purpose of the Stud
96
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Assessment of Structural Model VIF of each item should be lower than 5 (Hair et al.,
2017). Also, the outer weights were analyzed outer
In order to establish the second-order construct, a two- weight which should be significant. The general rules
staged approach was used. The first staged involving state when the VIF value is above 10 or the tolerance
assessment of measurement model to establish the value is below .10, there is problematic
second-order constructs. (Ali et al., 2018). In the first multicollinearity (Field, 2009). Suggestions in the
stage, six first-order constructs were analyze. There previous researches can be found up to 3.33
were Depression, loneliness, stress, optimism Bias (Diamantopoulos & Siguaw, 2006) and 5 or 10 (Craney
towards Self, optimism Bias towards Community and & Surles, 2002). This research employed the lowest
Anxiety. They were assessed for the necessary criteria among them, namely 3.33. The results of this
preliminary analysis or reliability and validity. The analysis are provided in Table. According to the
second stage involved the assessment of second-order tolerance and VIF value, there is no multicollinearity.
formative construct. The inner model consisted of three In the case of formative construct items with non-
constructs namely, Emotional distress, Optimism Bias significant outer weights, the literature suggests
and Anxiety. The formative constructs were checked checking their outer loadings (Hair et al., 2017). If the
for reliability, Convergent, and discriminant validity. outer loading is significant, the items can be retained;
Table (5) shows the results of the analysis which items that fail to load significantly can also be retained
ensures the results are meeting the criteria set. Apart should the researcher opt to keep the items (Hair et al.,
from that VIF values were analyzed to assess the 2017).
constructs for multicollinearity (Hair et al., 2017). The
Figure 3 Structural model of the study with control variables.
Source: Developed for the purpose of the Study
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Table 5 Total effect ( Structural Model )
TOTAL EFFECT
Hypothesis Path Original Sample Standard T Statistics P Decision
H1 Sample Mean Deviation (|O/STDEV|) Values Accepted
CONSUMER (M) (STDEV)
H1a BEHAVIOUR -> (O) 0.562 3.195 0.001
H1b CONSUMPTION 0.585 0.183
PATTERN
H1c SAVING PATTERN -> 0.258 -0.07 0.26 0.991 0.322 Rejected
H2 CONSUMPTION
PATTERN 0.278 0.264 0.08 3.487 0.001 Accepted
H3 MOTIVES- Behavioural
H3a Change -> 0.303 0.284 0.092 3.303 0.001 Accepted
H3b CONSUMPTION -0.121 -0.119 0.084
H3c PATTERN 1.438 0.151 Rejected
SPENDING PATTERN -
> CONSUMPTION -0.393 -0.377 0.192 2.047 0.041 Accepted
PATTERN -0.173 0.059 0.203
FOUR DAY WORK -0.187 -0.172 0.063 0.852 0.395 Rejected
WEEK -> -0.203 -0.19 0.091
CONSUMPTION 0.475 0.457 0.101 2.959 0.003 Accepted
PATTERN 0.517 0.503 0.047
CONSUMER 0.44 -0.069 0.454 2.225 0.027 Accepted
BEHAVIOUR -> FOUR 0.099 0.098 0.074
DAY WORK WEEK -0.04 -0.048 0.09 4.694 0.000 Accepted
SAVING PATTERN ->
FOUR DAY WORK 11.019 0.000 Accepted
WEEK
MOTIVES- Behavioural 0.97 0.333 Rejected
Change -> FOUR DAY
WORK WEEK 1.323 0.186 Rejected
SPENDING PATTERN -
> FOUR DAY WORK 0.446 0.656 Rejected
WEEK
MOTIVES- Behavioural
Change -> CONSUMER
BEHAVIOUR
SPENDING PATTERN -
> CONSUMER
BEHAVIOUR
SAVING PATTERN ->
CONSUMER
BEHAVIOUR
AGE GROUP ->
CONSUMPTION
PATTERN
AGE GROUP -> FOUR
DAY WORK WEEK
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GENDER -> 0.061 0.06 0.067 0.912 0.362 Rejected
-0.024 0.071
CONSUMPTION -0.118 0.079
0.047 0.086
PATTERN
GENDER -> FOUR DAY -0.017 0.236 0.813 Rejected
1.503 0.133 Rejected
WORK WEEK
PROFESSION -> -0.118
CONSUMPTION
PATTERN
PROFESSION -> FOUR 0.047 0.549 0.583 Rejected
DAY WORK WEEK
Source: Developed for the purpose of the Study
The data analysis shows that consumption behaviour does affects the consumption pattern. While buying
behaviour and spending pattern positively and significantly affect the consumption pattern it was noted that the
saving pattern was having an insignificant relationship with the consumption pattern. It was against the
expectations found that the four-day work week is not having a significant relationship with consumption pattern.
As such the mediation effect could not be established. The findings of the data indicate that consumer behaviour
is positively and significantly related to four-day work week. While saving pattern is again not significantly related
to the construct of four-day work week the other two sub constructs of buying behaviour and spending pattern.
The data analysis shows that the control variables of Age, gender and profession were also nor statistically
significant.
Table 6 Model Fit
Saturated Model Estimated Model
SRMR 0.087 0.087
d_ULS 6.471 6.471
d_G 2.11 2.11
Chi-Square 1861.735 1861.735
NFI 0.615 0.615
Source: Developed for the purpose of the Study
99
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