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PT4 0.799
Perceived Usefulness
PU1 0.818 0.916 0.920 0.937 0.749
PU2 0.876 0.878
PU3 0.891
PU4 0.851
PU5 0.889
Satisfaction
SA1 0.934 0.931 0.931 0.956
SA2 0.934
SA3 0.943
Table 3 below represents results of Fornell-Larcker criteria
which indicate that, discriminating validity of the study is
achieved as square root of the average variance is higher
than crossed correlation constructs.
Figure 4: Structural Equation Model The Heterotrait-monotrait ratio is the approach
Source: Authors’ own work on Smart PLS based on the correlations (HTMT) to assess discriminant
validity. HTMT is the average between heterotrait-
heteromethod correlations and monotrait-heteromethod
correlations. Threshold proposed for HTMT by some
authors is maximum of .85 (Kline., 2011, Henseler et al.,
2015) while by others is maximum of .90 (Teo et al., 2008,
Gold et al., 2001). We can see in table 4 that all the values
of HTMT are below to .90 thus it can be concluded that
construct is having discriminant validity. Thus, further
analysis for model fit can be done. Table 5 presents data
relating to Model fit summary which indicates that the
model is fit as SRMR is 0.073 which is less than maximum
of 0.08 and NFI is 0.745 which is though less than 0.90 but
can still be considered.
7.2 Discriminant Validity
Discriminant validity was used to further analyse
the variables under the study and finding out whether they
are truly different to each other or not. Discriminant
variables defines whether measurements that are not
hypothetical to be interrelated are unrelated. To test
discriminant validity Fornell-Larcker Criterion (Fornell,
1981) and HTMT criteria was used. Fornell- Larcker
Criterion is a method based on the degree to shared variance.
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Table 3: Fornell - Larcker
Perceived Perceived Perceived Perceived Perceived Satisfaction
Accessibility Cost Risk
Trust Usefulness 0.937
0.870 0.796 0.825 Satisfaction
Perceived 0.582 0.753 0.889 0.866
Accessibility 0.581 0.642 0.771 0.782 0.722
0.547 0.789 0.762
Perceived 0.735 0.672
Cost
0.814
Perceived
Risk 0.790
Perceived
Trust
Perceived
Usefulness
Satisfaction 0.725
Source: Authors’ own work on Smart PLS
Table 4: Heterotrait-Monotrait Ratio (HTMT)
Perceived Perceived Perceived Perceived Perceived
Accessibility Cost
Risk Trust Usefulness
0.651 0.657
Perceived 0.829 0.710 0.840 0.850
Accessibility 0.903 0.591 0.852 0.828
0.869 0.866
Perceived
Cost
Perceived
Risk
Perceived
Trust
Perceived
Usefulness
Satisfaction 0.795 0.732 0.776
Source: Authors’ own work on Smart PLS
Table 5: Model Fit
Saturated Model Estimated Model
0.073
SRMR 0.073 1.992
1.346
d_ULS 1.992 757.351
0.746
d_G 1.346
Chi-Square 757.351
NFI 0.746
Source: Authors’ own work on Smart PLS
7.2. Structural Model Assessment of the model and to test the hypothesis. Figure 5 and Table
6 shows the results of the analysis.
The study was assessed by bootstrapping in the
PLS SEM structural model. Bootstrapping process with P- value indicate results of hypothesis. Hypothesis
5000 bootstraps were used to analyse the predictive power H1, H2, H4 and H5 are accepted and Hypothesis H3 failed
to accept the null hypothesis which implies that there is a
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significant relationship between Perceived Risk associated
with digital banking and the Satisfaction of customers in
Banking Industry
Figure 5: Structural Equation Model
Source: Authors’ own work on Smart PLS
Table 6: Hypothesis Accepted / Failed to accept
Original Sample Standard T Statistics P Values Accepted/
Deviation (|O/STDEV|) Failed to
Sample (O) Mean (M) (STDEV) 0.563 Accept
0.578 0.115
Perceived Accessibility 0.094 0.087 0.163 1.578 0.000 Accepted
-> Satisfaction 4.196 0.241
0.147 1.172 0.462 Accepted
Perceived Cost -> 0.231 0.284 0.735 Failed to
Satisfaction 0.092 Accept
Perceived Risk -> 0.385 0.362 0.156 Accepted
Satisfaction
0.111 Accepted
Perceived Trust -> 0.182 0.164
Satisfaction
Perceived Usefulness - 0.082 0.071
> Satisfaction
Source: Authors’ own work on Smart PLS
8. Conclusion given service as compared to other factors. People prefer
their privacy over and above any other factor. The mental
The research was undertaken to study customers satisfaction that their data is not being misused plays a
perception towards digitalisation in banking services. It is primary role in determining the adoption of any new
concluded that there is significant relationship of perceived technology. The study also suggests there is no significant
risk associated with banking transactions and satisfaction relationship of Perceived Accessibility, Perceived Cost,
achieved by banking customers. In a country like India the Perceived Trust and Perceived Usefulness on the
focus of the customer is more on risk factors associated with Satisfaction of customers on online Banking services.
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The review found that most customers are Litvishko, O., Beketova, K., Akimova, B.,
moderately satisfied with online banking services provided Azhmukhamedova, A., & Islyam, G. (2020).
by banks. Thus it is concluded there is significant Impact of the Digital Economy on the Banking
relationship of Perceived risk and customer Satisfaction of Sector. E3S Web of Conferences, 159, 1–10.
customers on online Banking services. https://doi.org/10.1051/e3sconf/202015904033
9. Limitation and Further Study Meena, R. K. (2019). Implications of Digitalization in
Banking sector : A Review of Literature.
The data for study was primarily collected by International Journal of Advanced Scientific
residents of Bhopal (Madhya Pradesh, India) and its Research and Management, 4(9).
surroundings. Moreover, data have been collected by means https://doi.org/10.36282/ijasrm/4.9.2019.1648
of a Google Form and distributed to people who are known
to the researchers directly or indirectly. The study ignored a Sbarcea, I. R. (2019). Banks Digitalization - A Challenge
broader segment of society, including people from remote for the Romanian Banking Sector. Studies in
areas, countries and people from across the world, their Business and Economics, 14(1), 221–230.
online digital banking experience would certainly affect the https://doi.org/10.2478/sbe-2019-0017
findings of this report. The study has conducted research on
107 samples as G* Power Software suggests, further study Shailaja, D., & Ramesh, O. O. (2021). a Study on Mobile
should consider the wider universe. The analysis also avoids Banking Services and Their services in India.
constructs that have shown the relevance of the current International Journal of Research and Analytical
study and suggests that rigorous research will be conducted Reviews (IJRAR), 8(1), 101–105.
on these constructs using longitudinal cross-country data in
the future. Surya Prakasha Rao, B., Vol, I., Agarwalla, S. K., Barua, S.,
Jacob, J., Varma, J. R., Jaya Priya, O. M.,
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Development of a Teacher Guideline for Wisdom Education Management
in Teaching and Learning in Yunnan’s Secondary Schools
Xuan Wang1
Master of Education Program in Educational Management (International Program),
Department of Education, Faculty of Social Sciences and Humanities,
Mahidol University, Thailand. Email:[email protected]
Panchit Longpradit2
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 survey current situations of teachers on wisdom education in teaching and learning in secondary schools in
Yunnan, China, and to propose a teacher guideline for wisdom education in teaching and learning and evaluate its effectiveness in view of
experts. This research adopted two sets of questionnaires of quantitative methodology as data collection methods, one was for surveying 100
secondary school teachers in terms of wisdom education teaching and learning preparation ability, wisdom education teaching and learning
implementation ability, wisdom education teaching and learning evaluation reflection ability, wisdom education teaching and learning
innovation ability; and another was for verifying the effectiveness of the proposed guideline by views of 5 experts based on the criteria of 4
abilities, including the preparation, implementation, evaluation reflection and innovation abilities of wisdom education in teaching and learning.
Firstly, the survey results showed that the overall four components of wisdom education in teaching and learning was at a high level with the
mean score of 3.96. Secondly, the expert reviews showed that the effectiveness of the wisdom education guideline for teachers in teaching and
learning was very positive and enlightening.
Keywords: Wisdom Education, Wisdom Education in Teaching and Learning, Teacher Guideline
Introduction education through information terminals, so as to improve
the efficiency of teaching and management, and ultimately
In recent years, with the rapid development of promote education reform and development (Yun & Rong,
technologies such as cloud computing, big data, and the 2017). It is a more comprehensive, rich, diverse and
Internet of Things (IoTs), technology has completely education. By constructing a wisdom learning environment
penetrated into all aspects of social life, particularly and using wisdom teaching methods of wisdom education,
education, from the initial auxiliary media tools. It has it promotes learners to learn vigorously, and cultivates
brought a great impact on educational resources, traditional people with high intelligence and creativity (Zhu & He,
learning and teaching modes and other educational factors. 2012).
The comprehensive and in-depth use of modern information Wisdom education is the current hot spot and trend
technology is therefore more essential than ever before. of education. China has always regarded education as a very
Wisdom education refers to education for wisdom important part of its national strategy. The Ministry of
with technology (Wang, 2012). It can be understood as the Education of China has formulated the relevant policy
use of information technology to digitally collect "Education Informatization 2.0 Action Plan" and invested a
educational information, use intelligent information large amount of education funds to expand the scale of the
technology to process and intelligently determine the wisdom education market to ensure that wisdom education
collected information, and provide feedback and serve is faster and more efficient. Good generated in the field of
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education. This is also a necessary choice for China to
promote education informatization to support and lead the
development of education modernization and to adapt to the
development of education in a wisdom environment.
Secondary education in China is regarded equal Figure 1: Research Framework
importance. The government attaches great importance to
compulsory education (primary school and secondary Materials and Methods
school), and sufficient investment funds for the compulsory
education stage. As the age, physical and psychological In this research, there were two main studies of
conditions of secondary school students have developed quantitative methodology.
well, they can concentrate their attention for a longer period
of time according to the requirements of teaching. Firstly, the study was to survey the current
Therefore, improving the teachers’ wisdom education situation of wisdom education in teaching and learning. Due
ability of secondary school is essential to help learners better to a COVID-19 pandemic and the difficulty in data
individualized development. However, China's secondary collection, the samples were 100 teachers determined by a
wisdom education is still in the development stage and quota sampling from 4 regions of Kunming, Yunnan
needs to promote the development of teachers' educational Province, 25 from Wuhua District, 25 from Panlong
wisdom ability, including educational concepts, and the District, 25 from Xishan District and 25 from Guandu
knowledge structure of teaching and learning. Through the District, and a convenient sampling was applied for each of
study of wisdom education in teaching and learning, it can the districts. A questionnaire with Sun’s wisdom education
help stakeholders involved realize the current situation and teaching and learning ability (Sun, 2018), involving wisdom
can deploy the study findings to rectify the problem and to education teaching and learning preparation ability, wisdom
create a good wisdom learning environment for students. education teaching and learning implementation ability,
Therefore, the main purposes of this research were to wisdom education teaching and learning evaluation
develop a guideline for teachers’ wisdom education in reflection, and wisdom education teaching and learning
teaching and learning in secondary school level and evaluate innovation ability), was adopted. The questionnaire
its effectiveness by views of experts, so as to enhance consisted of 2 parts. Part I included personal information of
teachers' ability of wisdom education in teaching and respondents and Part II comprised of 22 items based on
learning. This guideline will help teacher better manage Sun’s wisdom education teaching and learning ability (Sun,
wisdom teaching activities, promote teachers’ educational 2018) with five degrees of perception ranked on 5-point
wisdom ability, including the development of educational Likert scale.
concepts and the knowledge structure of teaching and
learning. Through wisdom education in teaching and
learning of teachers, it is expected to create a good wisdom
learning environment for students. Figure 1 exhibits the
research framework for this study.
Secondly, the study was to propose a teacher
guideline for wisdom education in teaching and learning,
and evaluate the effectiveness of the proposed guideline.
Another set of a 5-point Likert scale evaluation
questionnaire with the integration of management functions:
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planning, organizing, leading and controlling and Sun's Results and Discussion
wisdom education teaching and learning ability (Sun, 2018)
was employed, where 5 experts were purposively selected The study analyzed the data through statistical
to verify the effectiveness of the questionnaire. The analysis using computer program. The findings of this study
selection criteria for experts were as follows, firstly, can be divided into three sections as follows.
considering that the wisdom education guideline in teaching
and learning is to improve teachers' ability to apply wisdom 1) Current situations of teachers on wisdom
education in the classroom, the 5 experts in this research education in teaching and learning in secondary schools in
then needed to teach in secondary schools in Yunnan Yunnan, China.
Province and Kunming City and are leaders in teaching and
learning. Secondly, they needed to serve as a teacher in the The overall findings on current situations from
school's wisdom classroom and to be able to carry out teachers’ perspectives using descriptive statistics such as
wisdom education activities on a regular basis. Following mean, standard deviation and level are illustrated in Table 2.
that, the experts needed to be key secondary school teachers
with more than 8 years of teaching experience. The last Table 2: Overall Teachers’ Wisdom Education Ability in Teaching
selection criterion was that they needed to be able to make and Learning
full use of information technology to innovate education and
teaching methods and methods. There were 31 items in the No. Components ̅ SD Level
questionnaire.
1. Wisdom education 3.97 0.85 High
teaching and learning
preparation ability
2. Wisdom education 3.91 0.83 High
teaching and learning
Both questionnaires were verified for its content implementation ability
validity by means of Item-Object Congruence (IOC) by 3. Wisdom education 4.00 0.83 High
three educational management experts, and the results of teaching and learning
each item were between 0.67-1.00. In addition, reliability of evaluation reflection
the survey questionnaire of wisdom education in teaching 4. Wisdom education 4.07 0.88 High
and learning was tested by 30 respondents who were not teaching and learning
included in the study population prior to the use by the evaluation reflection
actual respondents. Cronbach’s Coefficient (1970) was used
to calculate the result, and the result of Cronbach’s Alpha Overall 3.97 0.85 High
Value of the questionnaire was 0.94. Table 1 illustrates the Note:1.00-1.80 Lowest, 1.81-2.60 Low, 2.61-3.40 Moderate, 3.41-
IOC and Cronbach’s Alpha Value for each component of 4.20 High, 4.21-5.00 Highest (Best & Kahn, 1998).
Sun’s wisdom education ability in teaching and learning.
As per the findings, the overall mean score of
Table 1: Cronbach’s Alpha Value of each of the Item in the teachers’ wisdom education ability in teaching and learning
Questionnaire was 3.97 at a high level, which clearly indicated that the
current teachers’ basic recognition of the 4 components of
No. Components IOC Cronbach’s wisdom education in teaching and learning, including
1.00 Alpha preparation ability, implementation ability, evaluation
1. Wisdom education 1.00 Value reflection ability, and innovation ability. The mean score of
1.00 0.94 wisdom education teaching and learning evaluation
teaching and learning 1.00 reflection component received the highest mean score of
0.93 4.07 (SD=0.88) among them.
preparation ability
0.93 The results of the first component of Sun’s wisdom
2. Wisdom education education ability (Sun, 2018) are presented in Table 3. There
0.92 were 6 items under this dimension.
teaching and learning
implementation ability
3. Wisdom education
teaching and learning
evaluation reflection
4. Wisdom education
teaching and learning
evaluation reflection
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Table 3: Items under Wisdom Education Preparation Ability The results of 5 items under wisdom education
Component implementation ability component, are exhibited in Table 4.
No. Wisdom education teaching ̅ SD Level Table 4: Items under Wisdom Education Implementation Ability
and learning preparation Component
ability
No. Wisdom education teaching ̅ SD Level
and learning implementation
Q1 I understand the basic concepts 3.71 0.82 High ability
and basic knowledge of wisdom
education.
Q2 I think information technology 4.26 0.77 Highest Q7 I can integrate subject education 3.86 0.83 High
(multimedia, etc.) help wisdom and intelligent information
classroom teaching and learning technology to assist students in
activities. wisdom classroom teaching and
learning activities.
Q3 I can skilfully apply wisdom 3.78 1.01 High Q8 I can use wisdom technology to 3.76 0.83 High
education to the daily teaching monitor students’ learning in time
and learning content in the
classroom. and make timely adjustments in the
teaching process.
Q4 I can clearly position the 4.05 0.81 High Q9 I can acquire subject resource 4.17 0.79 High
learning objectives of the 0.86 High knowledge through different
teaching subjects. channels (network, book or self-
created).
Q5 I can make a plan for students’ 3.90
thinking ability according to Q10 I have the ability to solve technical 3.75 0.83 High
their characteristics based on the problems in the wisdom
situations of wisdom education. classroom.
Q6 I think wisdom education in 4.13 0.83 High Q11 I am proficient in using 4.03 0.88 High
teaching and learning can help multimedia for daily teaching and
students to learn and understand learning activities.
knowledge points faster and
easier. Overall 3.91 0.83 High
Overall 3.97 0.85 High
Note: 1-1.80: lowest, 1.81-2.60: low, 2.61-3.40: moderate, 3.41- Note: 1-1.80: lowest, 1.81-2.60: low, 2.61-3.40: moderate, 3.41-
4.2: high, 4.21-5.00: highest (Best & Kahn, 1998). 4.2: high, 4.21-5.00: highest (Best & Kahn, 1998).
As per the result from the survey questionnaire, As can be seen from Table 4, the item Q9 had the
this component was overall rated high with a mean score of highest mean score of 4.17 (SD=0.79), indicating that
3.97 (SD=0.85). The item Q2 had the highest mean score of teachers are relatively good at acquiring knowledge of
4.26 (SD=0.77), indicating that teachers are more proficient subject resources through different channels, whereas the
in applying information technology as a medium of modern item Q10 had the lowest mean score of 3.75 (SD=0.83),
education to teaching and learning activities in wisdom suggesting that teachers need to improve their ability to
classrooms, whereas the item Q1 had the lowest mean score solve technical problems in the wisdom classroom.
of 3.71 (SD=0.82), indicating that teachers’ awareness of
the basic concepts and knowledge of wisdom education is The results of wisdom education teaching and
lower than other aspects. learning evaluation reflection ability component, which
contained 5 items, are illustrated in Table 5.
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Table 5: Items under Wisdom Education Teaching and Learning Table 6: Items under Wisdom Education Innovation Ability
Evaluation Reflection Ability Component Component
No. Wisdom education teaching and ̅ SD Level No. Wisdom education teaching ̅ SD Level
learning evaluation reflection and learning innovation
ability ability
Q12 I can make multiple evaluations based 3.95 0.73 High Q17 I am willing to accept, try and 4.16 0.75 High
on the students' mastery of knowledge. explore new lesson preparation
methods (for example, through
Q13 I can generally use some auxiliary 4.08 0.91 High wisdom education intelligent
means to give feedback on wisdom systems).
teaching and learning effects.
Q14 I can conduct self-evaluation 3.94 0.80 High Q18 I can accept differentiated 4.17 0.79 High
regularly. teaching and learning in wisdom
education.
Q15 I can communicate with other teachers 3.99 0.88 High Q19 I believe wisdom classrooms can 4.17 0.99 High
or experts to get advice and feedback improve the quality of teaching
on wisdom teaching and learning. and learning in the classroom.
Q16 I can help students make personalized 4.03 0.82 High Q20 I can create a wisdom learning 3.95 0.89 High
teaching and learning choices based on environment that effectively
their learning feedback and evaluation. improves students' learning
effects.
Overall 4.00 0.83 High
Note: 1-1.80: lowest, 1.81-2.60: low, 2.61-3.40: moderate, 3.41- Q21 I can use new situational 3.91 0.90 High
4.2: high, 4.21-5.00: highest (Best & Kahn, 1998). methods combined with
intelligent technology to
As depicted in the table, the item Q13 gained the complete an interesting wisdom
highest mean score of 4.08 (SD=0.91), signifying that classroom format.
teachers are more proficient in the feedback on the effects
of wisdom teaching and learning through some auxiliary Q22 I realise that wisdom education 4.03 0.85 High
means. On contrary, the item Q14 had the lowest means can form good ideological and
score of 3.94 (SD=0.80), indicating that teachers pay less moral qualities and scientific and
attention to the regular self-evaluation part than other items. cultural literacy, and lay the
foundation for lifelong learning
and development.
Lastly, the results of the wisdom education Overall 4.07 0.86 High
innovation ability, with 6 items measurement, are presented
in Table 6. Note: 1-1.80: lowest, 1.81-2.60: low, 2.61-3.40: moderate, 3.41-
4.2: high, 4.21-5.00: highest (Best & Kahn, 1998).
As exhibited in Table 6, this component was
overall rated at a high level with a mean score of 4.07
(SD=0.86). The items Q18 and Q19 were both perceived
with the highest mean score of 4.17 (SD=0.79 and SD=0.99,
respectively). This shows that teachers have a higher degree
of acceptance of differentiated teaching and learning in
wisdom education. Additionally, teachers agree that the
current wisdom classroom can improve the quality of
teaching and learning. On the other hand, the item Q21
received the lowest mean score of 3.91 (SD=0.90), depicting
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that teachers still need to improve their ability to complete implementation resources and improve their professional
the wisdom classroom through the situational method of
intelligent information technology. Although teachers agree ability ability development to achieve the
and accept the use of wisdom classrooms, they are relatively
new and immature to incorporate new scenarios compared expected wisdom education goals.
to other wisdom technologies.
GP7: Teachers should design and
2) Development of a teacher guideline of wisdom education combine multiple forms of intelligent
in teaching and learning in secondary schools by means of technology in teaching to make learning
expert review more open, let students have a sense of
actual participation, and stimulate
students' interest in learning, enthusiasm
and innovation.
The survey results were summarized and used to Wisdom GP8: With the help of wisdom technology,
education teachers should make plans to understand
formulate a teacher guideline of wisdom education in teaching and students’ learning and welcome feedbacks
teaching and learning, under the integration of Sun’s learning in order to reflect on the deficiencies in
evaluation teaching.
wisdom education teaching and learning ability (Sun, 2018) reflection
and 4 functions of management –planning, organizing, GP9: Teachers should make multiple
evaluation plans based on students'
leading and controlling. Table 7 illustrates the results. knowledge mastery.
Table 7: A Teacher Guideline of Wisdom Education in Teaching
and Learning
Wisdom GP10: Teachers have to design a
Component Planning education hierarchical teaching and learning process
Wisdom GP1: Teachers should understand teaching and according to different subject attributes.
education the importance of wisdom education learning
teaching and in teaching and learning. innovation ability GP11: Teachers should be equipped with
learning the knowledge about innovation creation
preparation ability GP2: Teachers should actively apply
prior to delivering classes.
wisdom education related plans to
Component Organizing
wisdom classroom teaching to create a
wisdom learning environment. Wisdom GO1: While implementing the wisdom
education education, teachers must guide students to
GP3: Teachers should prepare teaching and use modern information technology
themselves to understand the basic learning reasonably and widely disseminate
concepts of wisdom education in preparation ability relevant operating rules and moral and
teaching and learning, and know how to
apply them to the teaching and learning ethical concepts to students.
of wisdom classrooms.
GO2: Teachers have to clarify the
GP4: Teachers need to understand how to responsibilities of students in the learning
use modern information technology to process of wisdom education.
carry out normalized wisdom education
activities in teaching and learning. Wisdom GO3: Teachers must proficiently apply the
education basic operations of various intelligent
GP5: Teachers must prepare to analyze teaching and technologies (such as multimedia).
the thinking ability of students according learning
to the situation of wisdom education and implementation GO4: Teachers have to use software
the characteristics of learners. packages or educational technology to
ability create activities related to course contents.
Wisdom GP6: Teachers need to make a plan to Wisdom GO5: Teachers must form group activities
education implement new modern education education
teaching and technology (wisdom education platform teaching and with experienced teachers to discuss and
learning or knowledge resource library) to learning reflect on students’ weaknesses and ways
continuously supplement rich learning
to improve.
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evaluation GO6: Teachers should regularly conduct Component Controlling
reflection teaching research and demonstrate lessons
in the form of group activities in order to
summarize and find a better way to Wisdom GC1: Teachers should effectively store
conduct teaching and learning activities. education teaching resources and process
teaching and management teaching activities through an
GO7: Teachers should use the wisdom learning intelligent management system according
education platform to communicate with preparation ability to the results of wisdom teaching and
their peers and clarify their rights and
responsibilities in teaching and learning. learning goals, so as to realize the
equalization of students' learning resources
and the fairness of learning.
Wisdom GO8: Teachers should combine modern Wisdom GC2:Teachers should use the campus
education information technology with the teaching
teaching and and learning of daily courses, rationally education supervision system (APP) to effectively
learning allocate the learning resources brought by teaching and manage students’ daily routines, notices,
innovation ability wisdom education, create a good wisdom
learning and home-school contact and to ensure the
learning environment, and promote the
development of students' expression, implementation timeliness of the actual situation of the
understanding and exploration
capabilities. ability school.
GO9: Teachers should organize wisdom Wisdom GC3:Teachers should make use of modern
education lessons on innovation creation education information technology to record the
so that students can develop their teaching and teaching process, summarize the practical
innovation skills. learning sessions and reflect on the deficiencies of
evaluation wisdom education in teaching and
reflection learning.
Component Leading GC4:Teachers should revise the plan of
wisdom education in teaching and learning
regularly in order to have a better plan.
Wisdom GL1: School administrators should GC5:School administrators should make
education encourage teachers to train in modern use of modern information technology to
teaching and information technology related to wisdom evaluate the teaching and learning
learning education. activities of teachers’ wisdom education,
preparation ability update all aspects of teaching in real time,
check for defects, and take relevant
Wisdom GL2: Teachers should have the knowledge measures.
education and ability to lead students to solve basic
teaching and modern information technology problems. Wisdom GC6:Teachers use modern information
learning education technology, combining new situational
implementation teaching and methods with intelligent technology, to
learning equip students with good scientific and
ability innovation ability cultural literacy and lay the foundation for
Wisdom GL3: School administrators should support lifelong learning and innovation
education teachers to have a strong sense of development.
teaching and evaluation, through timely adjustment of
learning relevant wisdom education strategies As illustrated in Table 7, the proposed guideline is
evaluation through the problems arising in the process composed of 11GPs (Guideline for Planning), 9GOs
reflection of teaching and learning. (Guideline for Organizing), 5GLs (Guideline for Leading,
and 6GC (Guideline for Controlling), each of which is
Wisdom GL4: Teachers should inspire students to incorporated under Sun’s wisdom education teaching and
education establish the consciousness of lifelong learning ability (Sun, 2018).
teaching and learning.
learning
innovation ability GL5: Teachers should encourage students
to learn wisdom education and apply
related wisdom technologies.
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3) Evaluation of the effectiveness of the proposed teacher teachers’ wisdom education can help foster student learning
guideline for wisdom education in teaching and learning in in the digital era, the similar studies are still limited in the
secondary schools by means of expert review secondary education level in China. Teachers’ attitudes and
beliefs towards information technology and their knowledge
Applying Sun’s wisdom education teaching and and their skills in information technology are the most direct
learning ability (Sun, 2018) as evaluation criteria, Table 8 and critical factors for the integration of technology into
presents the results of expert reviews toward the proposed teaching. Their acceptance of information technology
teacher guideline. directly affects the depth of the integration of information
technology and curriculum (Wang & Tang, 2017). Only
Table 8: Overall Expert Reviews toward the Proposed Teacher teachers who are proficient in the application of information
Guideline for Wisdom Education in Teaching and Learning technology, the integration of information technology and
education, and the creation of a wisdom teaching classroom
Management ̅ SD Level environment, can better promote sustainable students'
Functions wisdom learning ability and promote student diversity
Planning (11GPs) 4.71 0.58 Highest development.
Organizing (9GOs) 4.58 0.84 Highest
Leading (5GLs) 4.60 0.61 Highest Especially now during the COVID-19 pandemic,
Controlling (6GCs) 4.47 0.54 Highest students cannot go to the classroom for learning activities.
4.59 0.55 Highest Teachers are required to use modern and/or intelligent
Overall information technology for teaching and learning activities
much more than ever before, through the integration of
Note: 1-1.80: lowest, 1.81-2.60: low, 2.61-3.40: moderate, 3.41- education resources and information to analyze and monitor
4.2: high, 4.21-5.00: highest (Best & Kahn, 1998). the classroom, manage teaching and learning, provide
feedback and evaluation to improve the efficiency of
As illustrated in Table 8, the overall mean score of teaching and learning, and to create wisdom and efficient
expert reviews was 4.59 (SD=0.55) at a highest level. The classrooms. This study has provided an affirmation that
Planning components with 11 items had the highest mean every teacher should be encouraged and promoted to have
score ( ̅ = 4.71, SD=0.58), followed by the Leading the ability of wisdom education.
component ( ̅ = 4.60, SD=0.61), the Organizing component
( ̅ = 4.58, SD=0.84) and finally, the Controlling component Acknowledgment
( ̅ = 4.47, SD=0.54). All results can be interpreted that the
5 purposively selected experts expressed their most highly
positive views toward the proposed guideline.
In teaching and learning of wisdom education, This paper was developed from the master thesis in
teachers can use the teaching interactive platform as the Faculty of Graduate Studies, Mahidol University, Thailand
basis to realize the interaction between students and prepared by Xuan Wang. The author would like to express
intelligent systems. At the same time, they can use new her deep gratitude to the advisory committee for their
media to push technology to broaden the knowledge encouragement, guidance, advice and unfailing support
resources of teachers and students, and realize student from the start to final level of writing the thesis.
learning, teachers and students. Communication. Real-time
education technology is used for teaching and learning References
feedback to form an efficient teaching and learning
evaluation. Best, J.W, & Kahn, I.V. (1998). Research in Education.
Boston: Allyn and Bacon.
Conclusions Cronbach's alpha - Wikipedia. (2021). Retrieved 9 March
This research was mainly aimed at providing an 2021, from
effective teacher guideline for wisdom education in teaching
and learning in Yunnan’s secondary schools. Although the https://en.wikipedia.org/wiki/Cronbach%27s_alph
wisdom education has been a promising area of research,
affirmed elsewhere that it is essential and that the ability of a
Sun, P. (2018). Research on the Construction of Evaluation
Index System of the Wisdom Teaching in primary
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and middle school (Ph.D.). Northeast Normal
University.
Wang, S. (2012). Say "wisdom City". Library And
Information Work, 5-9.
https://doi.org/CNKI:SUN:TSQB.0.2012-02-003
Yun, R., & Rong, N. (2017). "wisdom Education" in the
Context of Educational Information. The Chinese
Education Information Website. Retrieved 6 July
2020, from http://www.ict.edu.cn.
Zhu, Z., & He, B. (2012). Wisdom Education: A New Realm
of Education Informatization. Audio-Visual
Education Research, (1003-1553), 5-14.
https://doi.org/CNKI:SUN:DHJY.0.2012-12-0
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The Relationship of Burmese High School Students’ Motivation,
Perception of Teachers’ Effectiveness and Self-Efficacy in Learning
English as a Foreign Language
Phyo Ma Ma Aung1
Richard Lynch2
Abstract
The purpose of this quantitative correlational study was to determine whether there was a significant relationship between Grades 10 and 11
students’ motivation for learning English as a foreign language and perception of teachers’ effectiveness with self-efficacy for learning English
as a foreign language at Mingalar Education Center Private High School, Sanchaung, Yangon, Myanmar. Research design, data and
methodology: A total of 82 Grades 10 and 11 students participated in this study. In order to measure participants’ levels of motivation, perception
of teachers’ effectiveness and self-efficacy in learning Emglish, data were gathered through administering a survey questionnaire, which was
adapted from the international version of Gardner’s (2004) Attitude/Motivation Test Battery and Questionnaire for English Self-efficacy. For
the analysis of the collected data, descriptive statistics, and correlational analysis (using multiple correlation coefficient) was used. Results: The
findings of the research indicated that there was a significant, positive, and strong relationship between students’ motivation for learning English
as a foreign language and their perception of teachers’ effectiveness for learning English as a foreign language with self-efficacy for learning
English as a foreign language. Conclusions: Based on the findings, the researchers provide recommendations for teachers, students, school
administrators, Ministry of Education (Myanmar) and future researchers.
Keywords : English as a Foreign Language, Motivation, Perception of Teachers’ Effectiveness, Self- Efficacy, Myanmar Education
JEL Classification Code: C12, I20, I21, N35
1. Introduction Teachers as models are an indirect source of
If an individual is motivated, he/she has reasons for motivation and self-efficacy for the students (Pintrich &
engaging in the relevant activities, attends to the tasks, Schunk,1996). Students’ perceptions of their teachers’
shows the desire to achieve their learning goals, and shows effectiveness refer to students’ views or opinions of
enjoyment in the classroom activities (Gardner, 2010). teachers’ abilities in different aspects that teachers use to
When students are not motivated to learn, they will not be help them to learn, which can influence students’ learning
as systematic in their learning efforts. Language classroom behavior and academic performance.
environment affects the students’ motivation. As well as, the
Self-efficacy refers to an individual’s belief in
nature of the course, and the curriculum, the characteristics his/her capabilities to organize and execute the courses of
of the teacher, and the behaviors of the students can also action required to manage prospective situations (Bandura,
affect the motivation and self-efficacy of an individual 1995). Teachers’ planning efforts, how they deliver
(Bandura, 1994; Gardner, 2010). instruction, and monitor students’ performance have an
important impact on students’ motivation (Pintrich &
Traditional teaching methods center on the
teachers as leading actors, with students learning passively Schunk, 1996).
as information is provided in a single teacher-to-student 1.1 .Research Objectives
direction. Under the traditional teaching method, the The students enrolled in Mingalar Education
students’ attitude toward learning Chinese is usually not Center Private High School, which is located in Sanchaung
positive (Lai, 2013).
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Township, Yangon, Myanmar, follow their teachers’ as a second/foreign language, attitude toward learning
instructions during the English Language lesson, and they English as a second/foreign language, and motivational
seem to believe in their teachers and trust their teachers. On intensity to learn English as a second/foreign language
the other hand, these students seem to have a lack of (Gardner, 2010).
confidence in using English in class or in their daily life. The
researchers, concerned with the traditional teaching method 1.2.2.Bandura’s (1994) Self-Efficacy Theory
of English language education at Mingalar Education Center
Private High School, designed this quantitative correlational In this study, the theory of self-efficacy in learning
study to address the following objectives. English as a foreign language is based on Bandura’s (1994)
social cognitive theory and is used to determine the students'
1. To determine the level of Grades 10 and self-efficacy in learning EFL. Self-efficacy is an
11students’ motivation for learning English as a foreign individual’s belief in their ability to achieve their goals.
language at Mingalar Education Center Private High According to Bandura (1994), self-efficacy beliefs
School, Sanchaung, Yangon, Myanmar. determine how students think, feel, motivate themselves,
and how they behave in their language learning class.
2. To determine the level of Grades 10 and 11 Students with high assurance in themselves and what they
students’ perception of teachers’ effectiveness for learning can do are willing to do or challenge themselves to do more
English as a foreign language in Mingalar Education Center difficult tasks in their lessons. Students’ motivation level,
Private High School, Sanchaung, Yangon, Myanmar. their affective states, and actions are based more on what
they believe than what the actual situation is (Bandura,
3. To determine the level of Grades 10 and 11 1995).
students’ self-efficacy for learning English as a foreign
language at Mingalar Education Center Private High 1.3. Conceptual Framework
School, Sanchaung, Yangon, Myanmar.
This study was a correlational research one, that
4. To determine whether there is a significant aimed to examine the relationships among students’
relationship of Grades 10 and 11 students’ motivation for motivation for learning English as a foreign language,
learning English as a foreign language and perception of perception of teachers’ effectiveness, and self-efficacy for
teachers’ effectiveness with self-efficacy for learning learning English as a foreign language. Figure 1 presents the
English as a foreign language at Mingalar Education Center conceptual framework of this research study.
Private High School, Sanchaung, Yangon, Myanmar.
1.2. Theoretical Framework
In this study the researchers used two theories to
examine the variables of this research study: (1) The socio-
educational model of second language acquisition theory by
Gardner (2010), to explain, measure, and analyze the
motivation for learning EFL and the perception of teachers’
effectiveness in teaching EFL; and (2) the social cognitive
theory by Bandura (1986), which was used to explain,
measure, and analyze the self-efficacy component.
1.2.1.Gardner’s (2010) Socio-Educational Model of
Second Language Acquisition
Highly motivated students do better than those who Figure 1: Conceptual Framework of This Study
have lower levels of motivation because of their desire to
achieve their learning goals (Gardner, 2005). Second/ 2. Literature Review
Foreign language learning motivation is the major focus of
this theory. In the socio-educational model of
second/foreign language acquisition, there are three
components to assess motivation; the desire to learn English
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In this section, some previous studies related to the Burmese-speaking teacher. The participants were 24 Grade
research variables addressed in this study are reviewed and 10 students and 58 Grade 11 students, and their ages ranged
summarized. from 14 to 16 years. The target students have been studying
English for 9 to 11 years.
In 2004, Bernaus et al. conducted a study to
determine the relationship between motivation and attitudes 3.2. Research Instrument
toward learning languages in multicultural classrooms. The
study took place in multi-cultural language classes in a For this study, the Students’ Motivation,
public secondary school in Barcelona, Spain. Participants Perception of Teacher Effectiveness, and Self-Efficacy for
were 114 students, aged 12 to 16. The study aimed to Learning English as a Foreign Language Questionnaire was
determine if there was a significant correlation among three used to collect the research data. This survey questionnaire
variables (attitude, motivation, and anxiety) toward learning consisted of three parts, comprised of 72 items from
Catalan, Spain, and English in multicultural classrooms. instruments developed in previous studies to measure and
Moreover, for each of the languages, the students also analyze the variables of this research.
compassed self-rating of their language achievement. The
results showed that high positive loadings were found 3.2.1. Part I
between the attitude and motivation measures referring to
Catalan culture and language (Bernaus et al., 2004). Part I of the questionnaire consists of the items
which measured the students’ motivation in learning EFL
Bernaus and Gardner (2008) conducted a study adapted from three subscales of Gardner’s (2004)
entitled “Teacher motivation strategies, student perceptions, International Attitude/Motivational Test Battery (Gardner,
students’ motivation, and English achievement.” The 2010). The AMTB is aimed to analyze and measure
sample population of the study was 31 English teachers and students’ motivation in learning EFL and is comprises of 12
694 students from Catalan Autonomous Community, Spain. subscales (104 items). In the current study, three subscales
The results supported the validity of the socio-educational from the AMTB were used to measure the students’
model (Bernaus & Gardner, 2008). motivation to learn English as a foreign language (see the
items in Appendix 1). They were motivational intensity (10
In 2008, Pajares and Usher published an article items), desire to learn English (10 items), and attitudes
about self-efficacy, motivation, and achievement in school toward learning English (10 items). A 6-point Likert scale
from the perspective of reciprocal determinism in the was utilized. The students have to select one out of six
education context. In the article, Pajares and Usher (2008) choices (1 = strongly disagree, 2 = moderately disagree, 3 =
also explained the relationship between reciprocal slightly disagree, 5= slightly agree, 6 = moderately agree, 7
determinism using different examples. The study found that = strongly agree).
the way students think and behave is affected by the
environment of the students, especially the teachers. Lastly, 3.2.2. Part II
the authors also mentioned that teachers can also shape the
classroom environment, providing an environment Part II of the questionnaire consists of items to
conducive to learning and learning opportunities. measure the students’ perceptions of their teachers’
effectiveness adapted from two subscales of Gardner’s
3. Research Methods and Materials (2004) International Attitude/Motivational Test Battery
(Gardner, 2010). They were English teacher evaluation (10
In this section, details on the study’s population, items) and English class evaluation (10 items). On the other
sample and research instruments are provided. hand, in this research, the researchers only used the English
teacher evaluation subscale. In order to collect the responses
3.1. Population and Sample from the participants, a 6-point Likert scale was utilized.
The students have to select one out of six choices (1 =
The population was 25 Grade 10 students and 60 strongly disagree, 2 = moderately disagree, 3 = slightly
Grade 11 students at Mingalar Education Center Private disagree, 5= slightly agree, 6 = moderately agree, 7 =
High School, Sanchaung Township, Yangon, Myanmar. In strongly agree).
this research, the target English class was taught by a native
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3.2.3. Part III The overall mean score for Grades 10 and 11
students’ perception of their teacher effectiveness was M =
Part III of the questionnaire consists of the items to 5.98, SD = .75, and according to interpretation, the mean
measure self-efficacy for learning EFL items adapted from score can be interpreted as moderately high, since the mean
Questionnaire for English Self-Efficacy (QESE, Wang, et score was between 5.01-6.00.
al., 2014). The Questionnaire for English Self-Efficacy
(QESE, Wang, et al., 2014) was composed of 32 positively Table 2: Mean Scores, Standard Deviations and Interpretations of
worded items, which are used to measure and analyze the the Grades 10 and 11 Students’ Perception of Teachers’
students’ self-efficacy for learning EFL in four sub-
variables consisting of the four language macro-skills: self- Effectiveness for Learning English as a Foreign Language
efficacy for listening (8 items), self-efficacy for speaking (8
items), self-efficacy for reading (8 items), and self-efficacy Variable Grades 10 and 11
for writing (8 items). In order to investigate the students’ English teacher evaluation M SD Interpretation
level of self-efficacy for learning EFL, in this study, a 7- 5.98 .75 Moderately high
point Likert-type scale was utilized. The students have to
select one out of seven choices (1 = I am totally unable to 4.3. Findings From Research Objective 3
do this, 2 = I am unable to do this, 3 = I am possibly unable
to do this, 4= I am possibly able to do this, 5= I am basically The overall mean score for Grades 10 and 11
and in principle able to do this, 6 = I am able to do this, 7 = students’ self-efficacy for learning English as a foreign
I am able to do this well). language was M =5.72, SD =.93 moderately high since the
mean scores are over 5.51. The mean scores for the four
4. Results subscales of Grades 10 and 11 students’ self-efficacy for
learning English as a foreign language were the following:
From the analysis of the collected data, the the mean score for self-efficacy for listening was M = 5.72,
following findings were obtained. SD = .88, which can be interpreted as moderately high; the
mean score for self-efficacy for speaking was M = 5.75, SD
4.1. Findings From Research Objective 1 = .85, which can be interpreted as moderately high; the mean
score for self-efficacy for reading was M = 5.74, SD = .87,
Grades 10 and 11 students’ motivation in learning which can also be interpreted as moderately high; and the
EFL can be interpreted as very high since the mean scores mean score for self-efficacy for writing was M = 5.69, SD =
were over M = 6.09, SD = .73. For motivational intensity, .86 which can also be interpreted as moderately high.
the mean was M = 6.05, SD = .75 which can be interpreted
as very high. As for the desire to learn English, the mean Table 3: Mean Scores, Standard Deviations and Interpretations of
was M = 6.15, SD = .71 which can also interpret as very the Grades 10 and 11 Students’ Self-Efficacy for Learning English
high. As for attitude toward learning English, the mean was
M = 6.07, SD = .72 which can also be interpreted as very as a Foreign Language
high.
Variable Grades 10 and 11
Table 1: Mean Scores, Standard Deviations and Interpretations of Self-efficacy for learning English M SD Interpretation
the Grades 10 and 11 Students’ Motivation for Learning English 5.72 .93 Moderately high
as a foreign language
as a Foreign Language Self-efficacy for listening 5.72 .88 Moderately high
5.75 .85 Moderately high
Variable Grades 10 and 11 Self-efficacy for speaking 5.74 .87 Moderately high
Motivation for learning English M SD Interpretation 5.69 .86 Moderately high
6.09 .73 Very high Self-efficacy for reading
as a foreign language
Motivational intensity 6.05 .75 Very high Self-efficacy for writing
Desire to learn English 6.15 .71 Very high 4.4. Findings From Research Objective 4
Attitudes toward learning English 6.07 .72 Very high In order to measure research objective 4, the
researcher used correlational analysis (using multiple
4.2. Findings From Research Objective 2 correlation coefficients). As the first step, the researcher
calculates bivariate correlations between the students’
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motivation for learning English as a foreign language and R R2 dfs F p
students’ perception with their teachers’ effectiveness for
learning English as a foreign language ( independent .44 .19 2, 79 9.46 < .001
variables of this study) and the students’ self-efficacy for
learning English as a foreign language ( dependent variable Regarding to this research objective, the following
findings were obtained: there was a significant, positive, and
of this study) concerning to Grades 10 and 11 students from moderately strong relationship between students’
Mingalar Education Center Private High School, motivation for learning English as a foreign and perception
Sanchaung, Yangon, Myanmar. of teachers’ effectiveness with self-efficacy for learning
English as a foreign language (R = .44, p < .001) at .05
Table 4: Bivariate Correlations Between the Variables Addressed significance level. In the table, it is also showed that the
in the Current Study independent variables (motivation for learning English as a
foreign language and their perception toward teachers’
Variables 1 2 3 effectiveness for learning English as a foreign language)
- - explained 19% of the variance of dependent variable; self-
1. Motivation for learning efficacy for learning English as a foreign language, R2 =
English as a foreign language .40** .19, F(2,79) = 9.46, p < .001. The other 81% of the variance
(< of self-efficacy for learning English as a foreign language is
2. Perception of teachers’ explained by other factors not considered in this study.
effectiveness for learning .001)
English as a foreign language
3. Self-efficacy for learning .41** .31** -
English as a foreign language (< (<
.001) .001) 5. Discussion
Note. **. indicates a statistically significant relationship (statistical
significance level at p = .05, two-tailed) while p-values appears In this section, the findings obtained from this
within parentheses below the correlation coefficients. study are discussed, placing them in context with previous
studies. The discussion is organized by variables.
There was significant moderately strong
relationship of Grades 10 and 11 students’ motivational for 5.1. Motivation for Learning English as a Foreign
Language
learning EFL with their self-efficacy for learning EFL (r =
.41, p < .001).
Similarly, significant moderately strong and The finding of the current research study identified
that the Grades 10 and 11 students’ level of motivation for
positive relationship was found between Grades 10 and 11 learning English as a foreign language was found to be very
students’ perception toward their teachers’ effectiveness high at Mingalar Education Center Private High School,
Sanchaung, Yangon, Myanmar. On the other hand, the
with their self-efficacy for learning EFL (r = .40, p < .001). finding of a research study by Nant and Eamoraphan (2020)
revealed that the students showed very high motivation in
A significantly moderately strong and positive learning English as a foreign language. Moreover, that many
relationship was found between Grades 10 and 11 students’ previous research studies revealed that the students were
perception toward their teachers’ effectiveness with their highly motivated for learning English as a foreign language
(Siphora & Lynch, 2019, Gardner 2010). In addition, in
motivational for learning EFL (r = .30, p < .001). 1972, Gardner and Lambert also indicated that motivation
for learning English as a foreign language plays an essential
When dealing with multiple independent variables role in success in the language learning situation (Gardner,
and single dependent variables, correlation analysis using 2010).
multiple correlations is useful. Further calculation of the
multiple correlation coefficient was needed, since both The results from the current research study were
independent variables from this study were significantly expected based on previous studies reported on the available
correlated with the dependent variable. Table 5 displays the literature (Gardner, 2001; Siphora & Lynch, 2019). In
multiple correlation analysis (using multiple correlational common with the current research study, these studies
coefficients) in this study. presented those students who consider motivation as one of
Table 5: Multiple Correlation Coefficient Analysis Between
the Variables of the Current Study
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the main factors in learning the language. Thus, the 5.3. Self-Efficacy for Learning English as a
individual who demonstrates a high level of motivation also Foreign Language
demonstrates a high level of self-efficacy level in learning a
language and their academic score. Similarly, students who This research study examines the relationship
demonstrate a low level of motivation, equally demonstrate between motivation for learning English as a foreign
a low level of self-efficacy level in learning language and language, perception toward their teachers’ effectiveness,
their academic score. Gardner (2000) has stated that the and self-efficacy in learning English as a foreign language
individual’s perception toward their teacher can affect their of this study sample and determines the level of variables.
behavior and motivation in the language learning classroom. There was a significant positive strong correlation among
the variables was found in the study and the level of self-
5.2. Perception of Teachers’ Effectiveness in efficacy in learning EFL is also moderately high. Self-
Learning English as a Foreign Language efficacy can also be a key center of attention in
second/foreign language learning situations.
Grades 10 and 11 students’ results showed that a
moderately strong and positive perception toward their Bandura (1994) mentioned that a strong sense of
teachers’ effectiveness and a significant positive strong personal efficacy increases the wellbeing of that individual
relationship between motivation for learning English as a and also increases that individual’s achievement. According
foreign language, students’ perception toward their to Bandura (1977), self-efficacy makes a difference in how
teachers’ effectiveness for learning English as a foreign an individual thinks, feels, and acts. An individual’s
language. The results were expected since the students motivation in learning a language and academic
showed a positive and moderately high level of their achievements is influenced by the self-efficacy of the
teachers’ effectiveness for learning English as a foreign students in language learning (Schunk, 1991).
language.
The current research study had reflected a well-
The correlation was expected based on previous known agreement among the researchers which pointed out
studies and constructed on available literature (Bernaus et that an individuals’ self-efficacy is associated with the
al., 2004; Lin & González, 2019; Nam & González, 2017). student's motivation in learning languages and their
In common with the current research study, these studies academic achievements (Alexander & González, 2020;
presented those students who consider the perception of Bandura,1994; Huang & Lynch, 2017; Kalambo & Lynch,
teachers’ effectiveness in learning English as a foreign 2021; Zhang & Lynch, 2017). Thus, the higher self-efficacy
language. There are many types of factors that influence the students have, the more effort, persistence, and
students in their study which are beyond the control of the resilience they will apply in order to achieve their target
teacher (Gardner, 2010). The educational context offers the goals. Similarly, the lower self-efficacy the students have,
teacher, role models, learning situations, and strategies that the less effort, persistence, and resilience they will apply in
can foster language learning (Gardner, 2005). order to achieve their target goals.
Models provide important elements for developing 5.4. Students’ Motivation and their Perceptions
the self-efficacy of the individual (Bandura, 1986). Teachers toward their Teachers’ Effectiveness for learning
are one of the essential foundations in language learning and English as a Foreign Language
most of the students set the teachers as their role models in
their language learning situation. An individual who is This research study examines the relationship
willing to go to class and enjoy the class with their teachers between students’ motivation for learning English as a
and follow the teachers’ instructions. According to Pintrich foreign language and their perception toward their teachers’
and Schunk (1996), the interaction between the teacher and effectiveness in teaching English as a foreign language of
the students can critically influence the students’ this study sample and there was a moderately high, strong,
motivation. In 1961, Bandura and his co-authors conducted and positive correlation is found in the study. The
a study that involved social modeling, and that experiment correlation was expected based on previous studies and
was known as the BoBo doll and is one of the most famous constructed on available literature (Bernaus et al., 2004; Lin
experiments of Bandura and social learning theory. & González, 2019). In common with the current research
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study, these studies presented the students with positive and their teachers’ effectiveness and positive attitude toward
high levels toward their teachers’ effectiveness and positive their language learning situation also displayed a high level
of motivation in learning the language. In addition, if the
attitude toward their language learning situation also students have a high level of motivation in language
learning, their self-efficacy in language learning also goes
displayed a high level of motivation in learning the high.
language. The individual observes the things from This study finding was in line with previous
research studies that have proved that students’ perception
their environment and the examples that are provided by toward their teachers’ effectiveness is one of the essential
factors in a language learning situation and it can generate
their environment such as media, television, internet, the the level of students’ motivation and their self-efficacy
(Bandura, 1961; Bernaus & Gardner, 2008; Kalambo &
teachers, peers, parents, and so on. According to Bandura Lynch, 2021; Pajares & Usher, 2008).
(2008), the observational learning of the individual is 6. Recommendations
influenced by four sub-functions. Bandura (1994) has stated Based on the study findings, the following
recommendations are provided for students, teachers,
that the types of activities and the environments that an school administrators and future researchers.
individual chooses can influence that individual’s self-
6.1. Recommendations for Teachers
efficacy beliefs.
The findings of the research have indicated that
This study finding was in line with previous self-efficacy in learning English as a foreign language can
research studies that have proved that students’ perception be increased by increasing students’ motivation in learning
toward their teachers’ effectiveness is one of the essential English as a foreign language and students’ perception
factors in a language learning situation and it can generate toward their teachers’ effectiveness. Teachers should also
the level of students’ motivation (Bernaus et al., 2004; Lin motivate the students in learning in order to increase
& González, 2019). Teachers play either a passive or active students’ self-efficacy in learning English as a foreign
role in the language learning situation of the students. language. The researcher believes that the factor of the
Teachers are one of the essential foundations in language language teacher and the characteristic of that teacher has a
learning and most of the students set the teachers as their significant relation on students’ motivation and on their self-
role models in their language learning situation. Models efficacy in learning the language.
provide important elements for developing the self-efficacy
of the individual (Bandura, 1986). Most of the students The finding of this current research study showed
endorsed their teachers as their role models and trying to that the students were very highly motivated in learning
behave like their teachers in their lifetime. English as a foreign language. The researcher believes that
most of the students admire their teachers as role models and
5.5. Students’ Motivation, their Perceptions the characteristics of the teacher have a big impaction on the
toward their Teachers’ Effectiveness and their students’ motivation and self-efficacy in language learning.
Self-Efficacy for Learning English as a Foreign Moreover, even though students believe that learning
Language English to be a very essential part of their life and
acknowledged favorable attitudes toward learning English
This research study examines the relationship as a foreign language. The researcher strongly
between students’ motivation for learning English as a recommended the teachers should add more combinations
foreign language and their perception toward their teachers’ of innovation to the curriculum modification and add
effectiveness in teaching with self-efficacy in learning differentiated instructional strategies.
English as a foreign language of this study sample and there
was a moderately high, strong, and positive correlation is
found in the study. The combined independent variables
also explained 19% of the variance of self-efficacy in
learning English as a foreign language. The correlation was
expected based on previous studies and constructed on
available literature (Bandura, 1961; Bernaus & Gardner,
2008; Kalambo & Lynch, 2021; Pajares & Usher, 2008). In
common with the current research study, these studies
presented the students with positive and high levels toward
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The teachers also should create interesting and students’ perception toward their teachers’ effectiveness in
entertaining lessons plans and develop the lessons which can learning English as a foreign language. Therefore, the
lead to increased students’ attention and implementing the school administrators and the Ministry of Education
different pedagogies, strategies, and methods. The teachers (Myanmar) should also encourage the EFL teachers to be
should also pay attention to the students and always motivated and also to motivate their students. The school
cautiously observing in their students’ qualities. Moreover, administrators and Ministry of Education (Myanmar)
the teachers also should encourage the students to learn should support teachers and encourage the EFL teachers to
English as a foreign language and improve their language by providing and offering better materials for the lessons
skills in order to meet the students’ target goals. In and a learning environment that helps students develop self-
consequence, the students might likely to show their interest confidence in learning English as a foreign language.
in the lesson or class and activity corporate in their lesson The school administrators and the Ministry of
and as an outcome, the students can learn their English Education (Myanmar) can also provide the professional
language better. developments or train the teachers to use effectively in order
6.2. Recommendations for Students to use the resources, provided the resources to use in the
The findings of this research study showed that the lessons such as interactive textbooks or workbooks,
televisions, or projectors, so that the students can develop
students with high levels of motivation and have positive their skills and self-confidence in learning English as a
perceptions toward their teachers’ effectiveness will also foreign language as they interact with those resources.
have high levels of self-efficacy in learning EFL. The
finding of the study would lead the students to realize, 6.4. Recommendations for Future Researchers
recognize and understand that during the school years, their The current research study was a quantitative
aspects toward their teacher and motivation in learning
English as a foreign language. Moreover, the more the correlational research design which was developed to find
students are motivated to learn the language, their self- the relationship between Grades 10 and 11 students’
efficacy in learning the language also goes up.
motivation for learning English as a foreign language and
perception of teachers’ effectiveness with self-efficacy for
Hopefully, from this research study, the students learning English as a foreign language at Mingalar
would realize some thoughts concerning that their self- Education Center Private High School, Sanchaung, Yangon,
efficacy can be affected by their motivation and their Myanmar. The data of this study were collected only
perception toward their teachers’ effectiveness. In addition, focusing on the Grades 10 and 11 levels from a private high
the students could also obtain some positive improvements school in Myanmar. Due to the access limitations, the
from this research study. As a result, the students could also researcher would recommend the future researcher to collect
be able to make some improvements and make a better data in the different contexts with wide-reaching scale to
chance to be successful in learning EFL and also to have more reliable and valid results. The researcher would
understand their weaknesses and strength in learning EFL. also like to recommend the future researcher to expand the
Through more interesting and correlational research area into different school or different type of school
learning, students should develop a more positive attitude, such as public school, government school or international
perception toward their teachers’ effectiveness, and positive school, gender. In addition, the future researchers also
self-confidence in their capabilities in order to learn English should consider the other variables and factors (e.g.,
as a foreign language. teaching strategies; goals and outcomes expectations;
models of motivated learning; students’ perception toward
6.3. Recommendations for Administrators and their environment; expectations of their outcomes;
Ministry of Education (Myanmar) cognition; metacognition; gender and ethnicity) that could
This research has indicated that students who influence the motivation for learning and perception of
believe self-efficacy in learning English as a foreign teachers’ effectiveness with self-efficacy for learning
language can be increased by increasing students’ English as a foreign language.
motivation in learning English as a foreign language and
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Moreover, this research had limitations that small and English achievement. The Modern Language
sample (N =82) so that would recommend the future Journal, 92(3), 387-401.
researchers to use a larger sample size to have more reliable
and valid results. This is necessary for future researchers to Bernaus, M., Masgoret, A. M., Gardner, R. C., & Reyes, E.
conduct future research with different education divisions in (2004). Motivation and attitudes towards learning
order to get the results from different perspectives. languages in multicultural classrooms.
International Journal of Multilingualism, 1(2), 75-
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Students Transition from Primary to Secondary School at an International
School in Bangkok, Thailand
Sunantha Luthra1
Richard Lynch2
Abstract
Purpose: The purpose of the study aims at investigating the existence of significance difference in students’ attitudes towards school, academic
self-efficacy, and perceived social adjustment of Year 7, Year 8, and Year 9 students at an International School in Bangkok, Thailand. This
research was a quantitative comparative design utilizing three questionnaires to collect data: the School Attitude Questionnaire by Seker (2011),
the Self-Efficacy Questionnaire for Children by Muris (2001), and the Student Adjustment to College Questionnaire by Baker and Siryk (1984).
The three questionnaires were combined and called the Students’ Overall Adaptability to School Questionnaire. The researcher collected data
from 222 students from Year 7 (71 students), Year 8 (78 students), and Year 9 (73 students). The data were analyzed using descriptive statistics
and a One-Way Analysis of variance for statistical hypothesis testing. The study indicated that the students had positive attitudes toward school.
The academic self-efficacy was moderate, followed by students' perceived social adjustment, which was slightly acceptable. There was a
significant difference between the perceived social adjustment of Year 7, Year 8, and Year 9 students. Still, there was no significant difference
between students' attitudes towards school and academic self-efficacy of the Year 7, Year 8, and Year 9 students.
Keywords : Students' Attitudes Towards School, Academic Self-Efficacy, Perceived Social Adjustment to School, Comparative Study, Year
7, Year 8 and Year 9 Students, An International School in Bangkok Thailand.
JEL Classification Code (up to 3-5): C12, I20, I25, I29, Y1
1. Introduction (2002) believe that the school environment plays an
essential role in students' attitudes and outlooks (cited in
The most challenging time in a student's Moe et al., 2009). As students move up to high school, they
life is during middle school. It is like a roller-coaster for are expected to be active and prompt in their academic work
students and all involved, such as educators and parents, but and be responsible for their learning process. The student's
parents fear it. In this stage, these young adolescents start crucial goal is to perform well academically, which can be
experiencing physical changes, the need for recognition and affected by many factors, such as self-confidence to achieve
social connections, intense emotions, and being rebellious good grades.
towards authority. At this stage in student life, it is essential
to recognize that the transition from primary school to Adjustment means adaptation, wherein
middle school is crucial to their attitudes towards school and the individuals who try to adjust themselves to the changed
how they adjust in the classroom and school (Martinez, circumstances in their environment can be happy and
2020). The transition for Thai students to an international content. Hence, social adjustment is adjusting with others in
school is significantly difficult. The issues they face most society and living up to the standards and values (Moe et al.,
are the language barrier and the difference in the cultural 2009). Thai culture evolves around Buddhism and the
norms. One of the most critical objectives in an academic respect for seniority regardless of age, status, or wealth.
setting is for students to become academically successful. Hofstede (1991) also confirmed that Thai society is
Therefore, most researchers have focused on factors related collectivistic and high in power distance (cited in Minkov &
to students' high cognitive performance in school. Hofstede, 2011). According to Mulder (1996), the
researcher observed that Thai people's conservative ways
As per Patrick et al. (2002), students' limit their possibility of creative thinking. However, more
attitudes towards school impact three aspects: the cognitive, research is a need in this aspect (cited in Rojanapanich,
affective, and environmental, concerning social 2010).
relationships and individual goals. In addition, Patrick et al.
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Research Objectives
The researcher developed the following six Figure 1: Conceptual Framework of this study.
research objectives for this study.
1. To determine the levels of students' attitudes towards the Literature Review
school of Year 7, Year 8, and Year 9 students at an
International School in Bangkok, Thailand. Students' Attitudes Towards School
2. To determine the levels of students' academic self- According to Moe et al. (2009), attitudes towards
efficacy of Year 7, Year 8, and Year 9 students at an
International School in Bangkok, Thailand. school are connected to the school and psychological
3. To determine the levels of perceived social adjustment of environment, which means students adjust to the new
Year 7, Year 8, and Year 9 students at an International school, peers, teachers, new settings, culture, and more. In
School in Bangkok, Thailand. addition, the students' cognitive approach also depends on
4. To determine whether there is a significant difference in this social environment, such as their interpretation of peers
the students' attitudes towards the school of Year 7, Year 8, and the school, academic values, and subjective perceptions.
and Year 9 students at an International School in Bangkok, Thus, attitudes towards school are associated within a
Thailand classroom setting and the overall school setting.
5. To determine whether there is a significant difference in
the students' academic self-efficacy of Year 7, Year 8, and Social Cognitive Learning Theory
Year 9 students at an International School in Bangkok, According to Bandura (1977), the social cognitive
Thailand.
6. To determine whether there is a significant difference in theory emphasizes that learning is connected to cognitive,
the students’ perceived social adjustment of Year 7, Year 8, environmental, and behavior factors. Based on this social
and Year 9 students at an International School in Bangkok, cognitive theory, it sees learners as a taking-charge and self-
Thailand. reflecting. This means that these learners have the self-belief
to get their desired outcome (Simon, 2001).
Conceptual Framework According to Bandura (2006), people are not born with this
efficacy, but it is built upon and is linked to its performance
This study compares Year 7, Year 8, and Year 9 and functions. Therefore, students' skills and expertise are
students' attitudes towards school, academic self-efficacy, connected to their academic work, called academic self-
and perceived social adjustment at an International School
in Bangkok, Thailand. The researcher distributed the
questionnaires to Year 7, Year 8, and Year 9 students of an
International School in Bangkok to measure this (see:
Figure 1)
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efficacy. According to Sharma and Nasa (2014), academic sections are demographic information, school attitude
self-efficacy is an individual's belief that one can subscale from school attitude questionnaire (Seker, 2011),
accomplish academic tasks at a desired level of academic self-efficacy subscale from self-efficacy
performance. questionnaire for (young adolescents) children (SEQ-C),
(Muris, 2001), and perceived social adjustment subscale
Perceived Social Adjustment from student adjustment to college questionnaire (SACQ)
One's attempt to cope with a society's norms, by (Baker & Siryk, 1989).
beliefs, and needs for acceptance is called social adjustment In the first section, the researcher obtained the
(Lamba, 2018). This psychological process deals with demographic information on the age, gender, year group,
standards and values. Technically, adjustment means class section, and how many years the students have been at
getting along with the society members. According to Jain an International School in Bangkok, Thailand. In the second
(2011), psychologists use the term adjustment of varying section, the researcher collected data from sample students
social and interpersonal relations conditions in society. to identify their school attitudes. This section had 22 items
Therefore, the response to demands and pressures of the covering six attributes of students' attitudes towards school:
social life on the individual is called an adjustment. teaching, school image, loneliness at school, testing and
feedback, reluctance, and belongingness (Seker, 2011).
Methodology/Procedure Table 2 shows six attributes and the items in this section.
This research design is a quantitative comparative The attitude subscale uses a five-point Likert scale
(1=strongly disagree, 2=disagree, 3=unsure, 4= agree,
study of students' attitudes towards school, academic self- 5=strongly agree) and the negatively worded scale
efficacy, and perceived social adjustment at an International (5=strongly disagree, 4=disagree, 3=unsure, 2= agree,
School in Bangkok, Thailand. A close-ended questionnaire 1=strongly agree) for the six attributes for students' attitudes
called the Students' Overall Adaptability at School towards school. Table 1 summarizes the school attitudes
questionnaire (SOAS) measured the students' attitudes subscale's interpretation of the Students' Overall
towards school, academic self-efficacy and perceived social Adaptability in School questionnaire (SOAS).
adjustment at an International School in Bangkok, Thailand.
Table 1
Population and Sample
This study's total population was from Year 7, Year Summary of the Interpretation of the School Attitude
8, and Year 9 students are 208, 213, and 200. In this study, Subscale of the Students' Overall Adaptability in School
the researcher collected the sample through the school. First,
the school sent out an email to parents asking for their Questionnaire (SOAS).
permission for their child to answer the questionnaire. Once
the parents agreed, the researcher sent a second email to the Frequency Scale Scale Score Interpretation
students directly. Unfortunately, not all parents gave
consent, and not all students answered the questionnaire as level (Negative level
it was all done online through google form during the end of
the school term. The researcher decided to use google form score)
to send the questionnaire due to the pandemic as students
and their parents were in lockdown. Therefore, the I strongly 5 1 4.51- Highly
researcher got only 71 students from Year 7, 78 students agree
from Year 8, and 73 students from Year 9, totaling 222 5.00 positive
students from the high school campus to answer the
questionnaires during the 2020-2021 academic year. I agree 4 2 3.51- Positive
4.50
I partially 3 3 2.51- Moderate
agree 3.50
I disagree 2 4 1.51- Negative
2.50
Research Instruments I strongly 1 5 1.00- Highly
The researcher combined three instruments called disagree
1.50 negative
the Students' Overall Adaptability in School questionnaire
(SOAS) to accomplish this study's objectives. The four
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Table 2 shows the reliability of the school attitude subscale. Table 3
Summary of the Interpretation of the Academic Self-Efficacy
Table 2 Subscale of the Students' Overall Adaptability in School
Reliability of the School Attitude Subscale Questionnaire of Questionnaire (SOAS).
the Student's Overall Adaptability to School (SOAS).
Cronbach's alpha
Cronbach's alpha value
value
Muris Current
Seker Current Values Items (2001) Study
(2020) Study
Values Items Seker
(2011) academic
self- 1, 4, 7, 10, 13, 16,
19, 22 .88 .89
efficacy
Teaching
1, 2, 3 .48 .48 .66
.60 .60 .81
School image .60 .60 .67 Table 4 shows the reliability of the self-efficacy
.51 .51 .66 questionnaire for children.
.66 .66 .78
4,5,6,7 .33 .33 .81
.89 .89 .92
Loneliness 8, 9,10 Table 4
Testing Reliability of the Academic Self Efficacy Subscale of the
Reluctance 11, 12, Students' Overall Adaptability in School Questionnaire
13, 14 (SOAS)
15, 16, Cronbach's alpha
17, 18, value
19, 20
Values Items Muris Current
(2001) Study
academic 1, 4, 7, 10, 13, 16, 19,
Belongingness self- 22 .89
21, 22 .88
efficacy
Total In the fourth section, the questionnaire (SACQ) by
Baker & Siryk (1989) has four features of the college
For the third section, the Self-Efficacy adjustment: academic, social, personal-emotional, and
Questionnaire for Children (SEQ-C) (Muris, 2001) has three institutional attachment. For this study, the researcher
domains of self-efficacy with a total of 24 items. There are examined the 17 items of the social adjustment subscale.
social self-efficacy (8 items), academic self-efficacy (8 The researcher used a 9-point Likert-type scale to measure
items), and emotional self-efficacy (8 items). The researcher how well each statement applies to the respondent, ranging
used only the Academic Self-Efficacy Subscale from the from 1 (Does not apply to me at all) to 9 (Applies very
Self-Efficacy Questionnaire for Children (SEQ-C). This closely to me) and for the negatively worded 9 (Does not
study questionnaire uses a 5-point Likert scale (1 = not at all apply to me at all) to 1 (Applies very closely to me).
- 5 = very well). Table 3 shows the interpretation of the
academic self-efficacy subscale questionnaire. Table 5 shows the interpretation of the fourth section of the
questionnaire.
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Table 5 Findings
Summary of the Interpretation of Perceived Social
Adjustment Subscale of the Students' Overall Adaptability in In this section, the research findings are presented
School Questionnaire (SOAS). according to the research objectives.
Frequency Scale Scale Score Interpretation Research Objective 1
level Table 7 shows the students' attitudes towards school's means
Level (Negative) 8.50- and standard deviations of Year 7, Year 8, and Year 9
9.00 Perfectly students of an International School in Bangkok, Thailand.
Applies very 9 1 acceptable
closely to 7.51- Table 7
me 8.50 Acceptable Means, Standard Deviations, And Interpretations of
Students' Attitude towards the school of Year 7, Year 8, and
82 6.51- Usually Year 9 students at an International School in Bangkok,
7.50 acceptable Thailand (n=222)
73
5.51- Slightly In conclusion, Year 9 seemed to have had a more
64 6.50 acceptable positive attitude towards school than Year 7 and Year 8
students. However, Year 8 students seemed to have
55 4.51- Neutral struggled a little more than Year 7 students in some areas.
5.50
46 Slightly Research Objective 2
3.51- unacceptable Table 8 shows the students' academic self-efficacy's means
37 4.50 and standard deviations of Year 7, Year 8, and Year 9
Usually students of an International School in Bangkok, Thailand.
28 2.51- unacceptable
3.50 Unacceptable Table 8
Does not 1 9 Means, Standard Deviations, And Interpretations of
apply to me 1.51- Totally Students' Academic Self-Efficacy of Year 7, Year 8, and Year
2.50 unacceptable 9 students at an International School in Bangkok, Thailand
at all (n=222)
1.00-
1.50
Table 6 shows the reliability of the social adjustment
subscale.
Table 6
Reliability of the Perceived Social Adjustment Subscale of
the Students' Overall Adaptability in School Questionnaire
(SOAS)
In conclusion, Year 7 students' academic self-
efficacy was somewhat low compared to Year 8 and Year 9
students. Year 8 students looked somewhere in-between and
showed some having low academic self-efficacy towards
school. On the other hand, Year 9 students looked well-
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adjusted and had a more positive academic self-efficacy Results of the One-Way ANOVA Test on Students' Academic
towards school. Self-Efficacy of Year 7, Year 8, and Year 9 Of an
Research Objective 3 International School in Bangkok, Thailand.
Table 9 shows the students' perceived social
adjustment's means and standard deviations of Year 7, Year
8, and Year 9 students of an International School in
Bangkok, Thailand.
Table 9 Research Objective 6
Means, Standard Deviations, And Interpretations of Table 12 shows the results of the One-way ANOVA test on
Students' Perceived Social Adjustment of Year 7, Year 8, students' perceived social adjustment of Year 7, Year 8, and
and Year 9 students at an International School in Bangkok, Year 9 of an International School in Bangkok, Thailand.
Thailand (n=222)
In conclusion, Year 8 and Year 9 students Table 12
perceived social adjustment was more towards the positive Results of the One-Way ANOVA Test on Students' Perceived
side. However, Year 7 students had issues feeling a part of Social Adjustment of Year 7, Year 8, and Year 9 Of an
the school environment. International School in Bangkok, Thailand.
Research Objective 4 The results of the ANOVA test from Table 12
Table 10 shows the One-way analysis of variance indicated that there was a significant difference (p= .05) in
(ANOVA) test results on students' attitudes towards the students' perceived social adjustment towards school for
school of Year 7, Year 8, and Year 9 of an International Year 7, Year 8, and Year 9 students of an International
School in Bangkok, Thailand. School in Bangkok, Thailand. Therefore, ' 'Scheffe's post
hoc multiple comparison test was performed to determine
Table 10 which groups were significantly different. Table 13 displays
Results of the One-Way ANOVA Test on Students' Attitude the results of Scheffe’s post hoc test.
Towards School of Year 7, Year 8, And Year 9 Of an
International School in Bangkok, Thailand
Table 13
Results of the Scheffe's Post Hoc Test for Perceived Social
Adjustment of SOAS
Research Objective 5
Table 11 shows the results of the One-way ANOVA test on
'students' academic self-efficacy of Year 7, Year 8, and Year
9 of an International School in Bangkok, Thailand.
Table 11 The results from Scheffe's post hoc multiple
comparison test (Table 13) revealed that, concerning the
perceived social adjustment, the results failed to show a
significant difference of Year 7 and Year 8 (p =.87), Year 8
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and Year 9 (p = .19) and Year 9 and Year 7 (p=.07) students examination questions are straightforward and
of an International School in Bangkok, Thailand. understandable, and appropriate" testing and feedback" are
provided. Also, when positive contributions come from the
school environment, families support and require school
Discussion activities, positive attitudes around students encourage them
The current study's findings showed that the to adopt positive attitudes, and students are encouraged to
students' attitudes towards school, academic self-efficacy, participate in school activities. As a result, students in Year
and perceived social adjustment in Year 7, Year 8, and Year 7, Year 8, and Year 9 feel they want to go to school and feel
9 have different impacts. Year 9 students had a more a sense of belonging. Conner (2009) and Roorda et al.
positive attitude, academic self-efficacy, and perceived (2011) have shown that having a positive learning
social adjustment towards school than Year 7 and Year 8 environment result in a better relationship between the
students. Although Year 8 students had lots of issues in all students, teachers, and school administration and students'
three areas as compared to Year 7 students. Based on that, positive attitudes towards school. Similarly, Hallinan (2008)
this section reviews the significant differences among the points out that teachers' influence and presence on students
three-year group (Year 7, Year 8, and Year 9 students) with play a vital role in their attitudes towards school, as this
three variables (attitudes towards school, academic self- study has shown.
efficacy, and perceived social adjustment) of the study are Academic Self-Efficacy
also explored in order to present probable reasons. Based on the findings from the SOAS
Students' Attitudes Towards School questionnaire – Self-Efficacy Questionnaire for Children
Based on the findings from the SOAS (SEQ-C) and the inferential statistics applied to compare
students' academic self-efficacy for Year 7, Year 8, and
questionnaire – School Attitude Questionnaire and the Year 9 at an International School in Bangkok, Thailand,
inferential statistics applied to compare students' attitudes Year 7, Year 8 and Year 9 students had moderate academic
towards school for Year 7, Year 8, and Year 9 at an self-efficacy towards school. Furthermore, based on the
International School in Bangkok, Thailand, it showed that analysis, there was no significant difference in students'
Year 7, Year 8 and Year 9 students had positive attitudes academic self-efficacy for Year 7, Year 8, and Year 9 of an
school. However, it also indicated that their attitudes were International School in Bangkok, Thailand.
decreasing or somewhat not positive. Also, there was no
significant difference in students' attitudes towards school The analysis revealed that some students suffered
for Year 7, Year 8, and year 9 of an International School in from low to moderate levels of academic self-efficacy with
Bangkok, Thailand. Like Moe et al. (2009) stated, attitudes areas of academic activities such as asking questions and
towards school are connected to the school and responding to questions in the classroom, concentrating in
psychological environment, which means students have to the classroom, asking for help from teachers, doing
adjust to the new school, peers, teachers, new settings, classwork and homework, engaging in academic discussion
culture, and more. with friends, doing tasks in class successfully and more.
This result shows that when students can share their learning
problems, they want to feel supported and have exciting According to Nasir and Iqbal (2019), academic
lessons, and when teaching is 'good,' students feel lucky to self-efficacy results from cognitive skills development and
be students of this school and feel privileged. When school perceived self-efficacy. Academic self-efficacy can be
services are adequate, it gives the school a 'good image.' developed by improving cognitive skills that apply learned
What the school needs to work on is loneliness and attention skills and use them in different situations. According to
to students. Although students do feel somewhat lonely in Bandura (1994) and Zumeri (2005), a student's achievement
class, they do not have healthy conversations with their in completing a task is interconnected with their belief in
teachers. Although the teachers try to divide their attention their ability to complete that task. Prior studies by Honicke
to all students, they still feel lonely and neglected. and Broadbent (2016), Köseoğlu (2015), and Zajacova et al.
(2005) found that students with high self-efficacy are
On the other hand, students are allowed to ask associated with higher levels of academic performance and
questions and criticize ideas. Their mistakes are corrected experience less stress, fewer health problems, and a better
without offending them, the achievement is enhanced, adjustment to the school environment.
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Perceived Social Adjustment study, students had an overall positive attitude towards
Based on the findings from the SOAS school but faced loneliness and awkwardness. Older
students can be used as mentors, buddies, and peer
questionnaire – Student Adjustment to College supporters to advise and encourage the younger student.
Having this support helps new students know other students
Questionnaire (SACQ) and the inferential statistics applied
to compare students' perceived social adjustment for Year 7, and navigate the school. Presenting a welcome pack or
Year 8, and Year 9 at an International School in Bangkok, online welcome pack about the school, such as a map, room
Thailand, it showed that Year 7, Year 8 and Year 9 students numbers of staff and teachers, will be helpful.
had an overall slightly acceptable level of perceived social Recommendations for Teachers
adjustment towards school. Furthermore, based on the Based on the research findings of the current study,
analysis, there was a significant difference in students'
attitudes towards school for Year 7, Year 8, and Year 9 of teachers should have a file of all the students' reports, doctor
an International School in Bangkok, Thailand. recommendations, and other records to suggest strategies to
smooth the transition of new students, particularly special-
According to Baker and Siryk (1989), social and needs students. The overall Year 7, Year 8, and Year 9
interpersonal activities help create a positive relationship students' attitudes towards school were positive. However,
between students and help students socially adjust with it is essential to keep all students' attitudes positive and
peers in the classroom and at school. Using the SACQ improve their attitudes toward school by having more
questionnaire, the current study also showed that when
students were happy with the extra curriculum activities or communication channels in the classrooms, during sports
had an opportunity to participate in activities, they felt part time, and during lunch. The school should perk up their
of the school. However, the current study also showed that student's academic self–efficacy to help them achieve their
students become withdrawn from classroom activities and
goals. In addition, teachers need to be more welcoming and
have low self-confidence and loneliness when there is not supportive to students struggling, and this confidence
much opportunity or chance. Overall, results highlight the carries on when they are doing homework and projects.
importance of stability, teacher-student relationship within Although, the overall academic self-efficacy and perceived
the school, and communication within the classroom needs social adjustment were somewhat moderate, which shows
to be more open. In addition, the current study showed teachers have more work to do. Therefore, the researcher
students had difficulty feeling at ease, did not have enough would recommend that teachers arrange for a positive and
social skills to get along in school, felt lonely, and could not supportive learning environment to promote positive
mix well with the opposite sex. Year 7 and Year 8 students attitudes towards school.
seemed to be battling more than Year 9 students. Recommendations for School Administrators
When students transition from Year 6 to Year 7 or School administrators should better monitor and
transition from a new school, they must adapt to this new
school environment with so many new challenges (Jindal- help support students within the school. They should create
Snape & Foggie, 2008). As seen in the current study, these a system to help the new and current students adjust and
changes e negatively influenced the student's psychological adapt to the school. In addition, school administrators
well-being. However, a positive teacher-student and should also provide more professional development for
student-student relationship could ease the transition and teachers to better understand how to help students adjust,
create a more open dialogue with students have activities, and create bonds. Based on the findings of
(Longobardi,(2016). this study, students are not adjusting well and feel lonely and
disconnected. Therefore, school administrators should have
Recommendations seminars for teachers and parents to help them understand
how to support the students.
Recommendations for Students Recommendations for School Counselors
This research has indicated that students adapt to The school counselors play a vital role in the
different situations and know whom they can approach. school as they help resolve students' personal and
Students have to support and help each other through the interpersonal issues. A significant recent change to the
transition and be more vocal with teachers. Based on this
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school counselor's role is the new forms of bullying, Bandura, A. (2006). Toward a Psychology of Human
especially cyberbullying. Younger students are using
technology for communication and socializing. By doing so, Agency. Perspectives on Psychological Science,
they are putting themselves at risk for bullying. Therefore, 1(2), 164–180.
school counselors must constantly be aware of new social
issues arising among students. In addition, counselors Conner, J. O. (2009). Student Engagement in an
should provide more seminars to teachers and parents to
help support the children and look for signs of distress. Independent Research Project: The Influence of
Recommendations for Parents Cohort Culture, Journal of Advanced Academics,
This study found that parents' support and 21(1), 8–38.
influence are essential factors. Parental support was a INcompassing Education. (2021, February 4). The Role of
significant factor for students, and parents can ease the
pressure for students entering the school. Parents should Parents in Education. Incompassing Ed | Partners
have a more open dialogue with the students and teachers to
understand what is expected. Teenage students do not share in Educational Leadership.
much, but parents and teachers should communicate more
to support them. https://incompassinged.com/2017/08/04/the-role-
Recommendations for Future Researchers of-parents-in-education/
The researcher recommends that future researchers
Hallinan, M. T. (2008, June 30). Teacher influences on
have a larger sample size and a more comprehensive
geographical range to conduct an extensive study on the students' attachment to school. Sociology of
variables of interest that affect new students or students
transitioning from small to big schools. Another suggestion Education.
would be to use qualitative research to get more in-depth
information on the variables, e.g., interviews with students, Hanewald, R. (2013). Transition Between Primary &
parents, teachers, school counselors, and school
administrators. This would provide greater richness, depth Secondary School: Why it is Important & How it
to understanding and addressing the issues. There is still a
need for more research as many variables can affect students can be supported. Australian Journal of Teacher
from primary to high school, e.g., self-esteem.
Education, 38(1).
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Analyzing The Effect of Alternative Banking Channels on
the Employees Productivity of the Commercial Banks:
Evidence from the State Bank of India
Vinod Kumar Adwani1, Geetanjali Shrivastava2and Neeta Vaydande3
Abstract
Alternative Banking Channel is a branchless access channel to banking institutions at a lower cost, convenience, high subscription rate, faster
transaction speed, and expanded income sources. The purpose of this study is to look on the other side also i.e. the productivity of the employees.
For the study, State Bank of India has been selected (largest Public Sector Bank of India). Only secondary sources such as annual reports,
published publications, conference papers, books, and banking websites were used to obtain the data. With the help of regression model, an
attempt has been made to analyze the impact of alternative banking channels on the productivity of SBI's employees. According to this research,
the rate of use of ABC products such as Online Banking, ATM Card, POS, Internet Banking, Mobile-Cash, Electronic Fund Transfer, and Real-
Time Gross Settlement is increasing which has not only boosted the profitability of SBI but also increased the Business productivity of
employees.
Key Words : Alternative Banking Channels (ABC), Automated Teller Machines (ATM), Business Per Employee (BPE), State Bank of India
(SBI), point of sale (POS).
1. Introduction be congested which shows customers continue seeking
services in bank branches. Due to the perpetual presence of
Technology is now the life blood of each and every the branch banking system, the employees are always
undertaking of services sector. As a vital component of the playing a vital character in the banking sector. The role of
sector, commercial banks are also the major user of human resources of banking sector is also distressing with
technology for the delivery of various services to their the demanding practice of new alternative channels. There
customers. In this way the technology-based banking are many factors affecting the performance of a commercial
products became an indispensable part of banking sector. bank, e.g., quality of management, product-portfolio,
Since last two decades both public and private sector banks customer’s satisfaction, level of competition, liquidity
have shown a robust growth in the use of not only the position etc. But it’s mainly depending upon the
technology-based banking products, but they are also productivity of their human resources. In modern age it’s
focussing on alternative banking channels. These channels also affected by the span of alternative banking channels.
are used for providing the financial services or products The productivity of the banking employees is closely linked
without relying upon the bank branches. Branchless banking with these channels, as various channels are now used as the
is a cost saving method. substitute of the services provided by banking employees.
For the growth and survival of each and every commercial
Now the banks are using these channels for almost bank, the coordination of the efficient employees and the
all the banking services including core activity of deposits effective alternative banking channels is critical. In this term
and credit. The impact of intensive use of alternative private sector banks are well ahead of the public sector
banking channels is visible on each space of banking sector. banks. We can observe this through the greater efficiency of
employees of the private sector banks and the wide use of
In an effort to reach the unbanked people a the alternative banking channels by them. Now with the
revolution in the range of branchless banking solutions has increasing competition and the presence of more demanding
been witnessed. The installation and operation of these customers, public sector banks like SBI are also focusing on
channels requires more efficient and tech-savvy human the alternative banking channels.
resources in the banking sector, so the role of the employees
is now more challenging and dynamic. With the existence
of alternative banking channels, still bank halls continue to
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The aim of this research is to understand the relationship Reduction in transportation and execution cost for
between alternative banking channels and employee customers
productivity. In more detail, to determine how ATM,
internet banking, and mobile banking impact the Movable and placeless
productivity (in the terms of business, revenue and profit) of 24X7 availability.
bank employees. The study will contribute knowledge by Suitable for all age groups
discovering the impact of alternative banking channels on Faster, secure, and convenient delivery of services.
the productivity of the employees of leading public sector Now customers can execute most of the financial and non-
bank of India i.e., State Bank of India. financial transactions through alternate channels such as
withdrawal of cash, deposits of cash, pass--book printing,
1.1 Alternative Banking Channels (ABC): account statement request, cheque book request, opening a
fixed deposit account, purchase of securities, apply for new
Indian Banking sector is one which has perceived debit card or credit card, payment of utility bills, renewal of
incredible adaptations in its day-to-day business dealings fixed deposit, submission of Form 15G/15H, transfer of
due to the advanced technology. E-Banking or alternate funds etc.
delivery channels or Alternate Banking Channels (ABC) are
the results of advanced technology which leads to the 1.2 Employees Productivity:
branchless banking concept. It is becoming a dynamic
element in delivery of banking services to the customers. What is productivity? Let’s start with the answer
These channels are used for delivering the financial services to this question. As we know the process of production is
or products without relying upon the bank branches. contributed by four major inputs that are land, labour,
Branchless Banking is the order of today & tomorrow. It is capital and entrepreneurship. Productivity is the simple
a cost saving method. While this strategy may complement relationship between the inputs (or we can say the resources
an existing bank branch network for giving customers a used in the process of the production of goods or services)
broader range of channels through which they can access the and the resulted output (or we can say production or yield).
financial services. These channels can replace the Brick & In the term of the formula:
mortar branch structure of Indian banking sector.
“E-banking includes the provision of retail and small Productivity = Output / Input
value banking products and services through the With the measurement of the productivity, we can
electronic channels as well as a large value in electronic easily determine the performance and efficiency of one
payments and other wholesale banking services delivered particular type of input or more than one input. Banking is
electronically.” the mental labour-based industry, as it is completely
Basel Committee on Banking Supervision (1998) depending upon its employees working. Some parameters
are specially developed for the analysis of the productivity
Most significant feature of the alternate channels is of employees of the banking sector, such as Business Per
availability on 24 X 7 with a focus on delivering the higher Employee (BPE), Revenues Per Employee (RPE), Profit Per
quality of service across the multiple channels like phone Employee (PPE) etc. With the analysis and interpretation of
banking, internet banking, Mobile banking, Business these parameters we can easily compare and assess their
Correspondents (BCs), call centers, Automated Teller performance in a systematic manner.
Machine (ATM), Cash Deposit Machine (CDM), Point of
Sale (POS) terminal, credit cards, debit cards, EFT, RTGS, 1.3 State Bank of India (SBI):
MICR clearing and Passbook Kiosk. Reserve Bank of India
(RBI) instructed all the banks to focus on the alternative SBI is oldest and largest commercial bank of India.
banking channels in order to retain loyalty among the The origin of SBI dates back to 2nd June1806, when Bank
customers. of Kolkata was established in Kolkata. Later on, the bank of
Bombay was established on15thApril 1840 and the Bank of
Advantages of the alternate banking channels: Madras on 1st July1843. These banks amalgamated as the
Imperial Bank of India (IBI)on 27th January1921.The
Paperless and eco-friendly Banking Government of independent India decided to take over the
Reduction in establishment and operating cost for imperial Bank of India and State Bank of India (SBI)was
banks. constituted on 1stJuly,1955.
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Table1: A Brief Profile Of State Bank Of India (As On 31st They further said that the POS devices' ability to print
receipts with the bank's name on them quickly authenticates
March 2021) the transactions and can be checked at any moment in the
future Davis F.D. (2016)., The use of ABC has increased the
1 Name State Bank of India branch productivity, per employee productivity of public
sector banks and SBI at constant price Singh (1990). But
2 Industry Commercial Bank employees have had certain difficulties as a result of the
usage of (ATM, POS, and latest ABCs), as it necessitates
3 Sector Public Sector (State Owned) constant learning to cope with technology. It has also
resulted in job overload, as employees are required to deal
4 Establishment Year 1st July 1955 with a variety of tasks that change on a regular basis Bik et
al. (2016). Digital technology adoption will almost certainly
5 Registered Office Mumbai, Maharashtra take time to adapt workplace organisation and personnel
capabilities Boskin et al., (1997). banking needs to upgrade
(India) the technology to improve operating efficiency and better
customer service B. Janki (2002). SBI Group Banks must
6 Promoter Government of India organize training and development programmes to have
more efficiency and better productivity Shashi (2015).
7 Promoter’s Holding (In 57%
%)
8 Total No. of Branches 22,219
9 Total No. of Business 71,968
correspondent Outlets
10 Total No. of ATMs 62,617
11 Total No. of Employees 0.25 Million
12 Total No. of Customers 459.2 Million
13 Paid Up Share Capital INR 8924.6 Million
14 Total Assets INR 45,34,4300 Million
15 Total Deposits INR 36,81,2770.8 Million
16 Total Advances INR 24,49,4977.9 Million
2. Literature Review: 3. Objectives:
Internet banking increases the bank profitability as It is necessary to determine objectives before
measured by return on equity. Additionally, online banking starting any research study. There are four main objectives
enhances a bank's customer base by attracting new of this study:
customers and improving the bank's service quality. The
results of previous research suggest that online banking has To analyse the services provided by SBI through
a substantial impact on bank performance. Policymakers, Alternative Banking Channels.
regulators, legislators, bankers, and other financial services
providers are paying more attention to internet banking To measure the productivity of the employees of
Ngubia (2017). Widespread of information technology SBI
shows the favourable relationship between IT investments,
manufacturing process reorganisations, and labour force To analyse the impact of alternative banking
human capital Bugamelli and Pagano (2001). Productivity channels on employee’s productivity of SBI.
and growth of the banks adopting the best practices in the
industry is likely to be correlated with technical change 4. Limitations
Ferrier and Lovell, (1990), Berger, (1993), Berger, Hunter
and Timme, (1993), Berger and Mester, (1997). ABC This research study is based on the alternative
Channels establishes the positive correlation between banking channels and employees’ productivity of
electronic banking and deposit money bank liquidity in SBI for last 10 financial years (2011-12 to 2020-
Nigeria Abubakar et al. (2015). Financial institutions serve 21) The financial performance of the banks is
as middlemen between banking services and clients, shown just for the last ten years, ending 2021.
lowering the cost of acquiring financial services Barney Hence, any uneven trend before or beyond the set
(2011). The capacity of agency banking machines to period will be the limitations of the study.
transact quicker spreads the expenses to a merchant across a
larger number of transactions, lowering costs Kent (2013). This analysis is based on only monetary
POS transactions are safer since the business owners' information, analysis of the non-monetary factors
machines are linked to their bank accounts, allowing are ignored.
payments to be credited in a paperless and real-time way.
As per the requirement of the study some data have
been grouped and sub grouped.
5. Hypothesis
H1: There is no significant impact of ATM on the
productivity of SBI's employees (considering Business per
Employees).
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H2: There is no significant impact of POS on the Public sector banks. At the end of the financial year 2020-
productivity of SBI's employees (considering Business per 21, 229 offices of SBI are functional across all Time Zones.
Employees).
In the last two decades, due to an increasingly
6. Research Methodology competitive and dynamic banking industry, SBI has adopted
customer-driven ideas to address the swift and changing
6.1 Research Period and Sample Size: requirements of their customers. The SBI is using
alternative banking channels not only to improve their own
This research study is based on the alternative internal processes but also to increase facilities and services
banking channels and its impact on employee’s productivity to their customers. The process of bank digitalization was
of SBI during the period of last ten financial years from 1st started since 1985 in SBI. However, some private sector
April 2011 to 31st March 2021. banks have started the same prior to the public sector banks
in India. Now State Bank of India, is a market leader in
6.2 Data Sources: providing almost of alternative banking services.
This quantitative and analytical research study is SBI has been continuously focussing on improving
mainly based on secondary or published data. The main digital platforms to cater to the increasing ambitions of our
source of data is the Annual Reports of SBI for last ten customers. The mobile app of SBI, ‘YONO’ is now
financial years, along with reports and publications of operational with total registered user base of 37.1 Million.
Reserve Bank of India. Now this app has more than 10 million logins per day. With
the largest network in the country, on an average, over 11.2
6.3 Analytical Method and Tools: Million transactions per day are routed through ATMs.
During the financial year 2019-20, out of the total
For the Analysis or interpretation of data and transaction 91% are through alternative banking channels,
testing the hypothesis it is essential to use statistical and while in 2020-21 this is increased to 93%. These alternative
accounting methods or research tools. The study used an banking channels includes BCs outlets, ATMs/CDMs,
ordinary least square regression (OLS) model with internet banking, mobile banking, POS terminal and kiosk.
dependant variable being ATM and POS. So, following
formulae, and tools are used in this study:
(a) Business Per Employee (BPE) =
.
Total Business: Total Deposits + Total Advances
(b) Revenue Per Employee (RPE) =
.
(c ) Profit Per Employee (PPE) =
.
7. SBI: Alternative Banking Channels: Figure 01: percentage share of alternative banking channels and
branch in total transactions of SBI (for financial year 2020-21)
In the terms of number of branches, ATMs,
Business Correspondents (BCs) and number of employees,
the SBI is largest commercial bank in India. It holds 23.29% Source: Annual Report, SBI
market share in total deposits and 19.77% market share in At the end of the financial year 2020-21, with
total advances of Indian banking industry. It also holds
162.3 million financial inclusion accounts and facilitate 7,47,205 POS terminal SBI holds 13.19% market share in
total transaction value of INR 2,52,4700Million through this segment of alternative banking channels. In the terms of
these accounts in the financial year 2020-21. SBI is a the debit cards spending, it holds 29.23% market share with
pioneer of International Banking among all the Indian more than 290 Million card holders. In order to provide
basic banking facilities to the rural and semi-urban areas of
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the country SBI use to appoint Business Correspondents BCs outlets facilitate 587.8 Million transactions under
financial inclusion account.
(BCs). In the financial year 2019-20, 61,102 BCs outlets
were working, but in financial year 2020-21 it’s increased
to 71,968. It reflects a remarkable growth of 17.78%. These
Table 01: alternative banking channels applied by SBI (from F.Y. 2011-12 to 2020-21)
TYPES OF ABC CREDIT CARDS DEBIT CARDS
Cards Monthly Cards Monthly
ATMs Outstanding (In Transactions (In Outstanding (In Transactions (In
F.Y. /CDMs POS Millions) Millions) Millions) Millions)
2012 22141 0 2.225 3.547 90.978 179.688
2013 27175 65514 2.573 4.748 110.444 200.664
2014 43515 135853 2.858 5.778 122.223 245.676
2015 45502 200878 3.158 7.696 160.668 274.693
2016 49724 302119 3.620 10.217 189.342 338.754
2017 50188 509113 4.569 14.698 218.880 376.899
2018 59541 609789 6.258 20.370 278.468 458.702
2019 58415 575358 8.271 26.666 316.263 534.784
2020 58555 672862 10.548 31.357 278.134 275.879
2021 62617 747205 11.821 37.430 293.313 307.420
CAGR 10.96% 31.05% 18.18% 26.57% 12.42% 5.52%
955.35%
%
GROWTH 182.81 1040.53% 431.27% 222.4% 71.09%
Source: Annual Reports of SBI & own computations.
Analysis: times. In order to provide 24X7 cash withdrawal facility
and to promote cash less payments, during this period SBI
With the reference to the above table, it is evident has successfully issued about 130 Million new debit cards
that in this period of ten years, SBI has an outstanding to their customers. On an average per year 14.4 Million new
growth (CAGR of 31.05%) in the installation of POS debit cards were issued by the SBI. With the help of these
terminal. These terminals are for providing quick and safe new cards, there is a significant increase in monthly
mode to the traders for cashless collection from their transaction.
customers. The installation of new POS terminal is also
increased due to the demonetization (2016) and the Covid- 8. SBI: Employees Productivity:
19 pandemic (2020). This type of growth is also visible in
the case of the installation of new ATMs and CDMs. On an SBI is not only the backbone of our banking
average per year 4,500 new ATMs/CDMs and 74,720 new industry, but it is also playing a leading role in the process
POS terminals were installed by the SBI. of social and economic welfare of the millions of the people.
With the strength of 0.245Million employees, bank is
In order to provide credit facility and to promote working with an objective of providing fast and secure
cash less payments, during this period SBI has successfully financial services to the mass population of the country.
issued about ten million new credit cards to their customers.
On an average per year 1.066 Million new credit cards were
issued by the SBI. With the help of these millions of new
cards, the monthly transaction increased by almost ten
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Table 02: Employees Productivity of SBI (from F.Y.2011-12 to 2020-21)
NO. OF BPE RPE PPE
(In INR Millions) (In INR Millions)
FINANCIAL YEAR EMPLOYEES (In INR Million) 5.609 0.858
5.944 0.874
2012 2,15,481 88.696 6.952 0.732
8.206 0.907
2013 2,28,296 98.484 9.235 0.663
10.067 0.709
2014 2,22,809 116.882 10.040 -0.588
10.809 0.062
2015 2,13,238 134.911 11.879 0.994
12.564 1.121
2016 2,07,739 153.771 8.4% 2.71%
123.99% 30.6%
2017 2,09,567 172.538
2018 2,64,041 175.777
2019 2,57,252 198.143
2020 2,49,448 223.169
2021 2,45,652 249.572
CAGR 1.32% 10.9%
% GROWTH 14% 181.38%
Source: Annual Reports of SBI & own computations
Analysis: The study used an ordinary least square regression
(OLS) model with the dependent variable being Business
With the reference to the above table, it is marked per Employee (BPE) and the independent variables being
that in this period of ten years, there is a noteworthy growth ATM and POS.
in the productivity of employees of SBI. In the terms of
Business Per Employee (BPE), a strong growth (CAGR of Regression Model:
10.9%) is clearly visible in SBI. BPE of SBI is increase to BPEt = α0 + β1ATMt + β2POSt + et
almost three times in this decade. On an average per year
BPE is increased by INR 17.875Million, representing a
healthy growth in the deposits and advances of the bank.
This type of growth is also visible in the case of Revenue
Per Employee (RPE). It is also showing a remarkable CAGR
8.4% and RPE is just double in this period. On an average
per year RPE is increased by INR 0.773 Million,
representing a positive growth in the interest and other
incomes of the bank.
On other hand, the Profit Per Employee (PPE) is
not up to the mark, it continuously fluctuating during this
decade. In the financial year 2017-18 there was a loss and in
the next year a nominal amount of PPE was also visible. The
increasing Non-Performing Assets (NPAs) of the bank is the
main reason of this variation. However, during the research
period, the there is a nominal increase in the number of
employees of the bank. It means with the nominal increase
in the workforce, SBI is able to generate more business and
more revenue in this decade.
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Table No 3 Results of Ordinary Linear Regression (OLS)
Dependent Variable: BPE
Method: Least Squares
Sample: 2012 2021
Included observations: 10
Variable Coefficient Std. Error t-Statistic Prob.
0.0291
C 79.74686 29.14541 2.736172 0.7427
0.0078
ATM 0.000319 0.000934 0.341630 161.1943
52.97390
POS 0.000173 4.71E-05 3.681290 8.451875
8.542651
R-squared 0.940408 Mean dependent var 8.352295
1.116708
Adjusted R-squared 0.923382 S.D. dependent var
S.E. of regression 14.66314 Akaike info criterion
Sum squared resid 1505.053 Schwarz criterion
Log likelihood -39.25938 Hannan-Quinn criter.
F-statistic 55.23306 Durbin-Watson stat
Prob(F-statistic) 0.000052
With the help of regression model, an attempt has 9. Findings And Conclusion
been made to analyse the impact of alternative banking
channels on the productivity of SBI's employees. On the left SBI is not only the backbone of our banking
side of the equation BPE is the dependent variable and on industry, but it is also playing a leading role in the process
the right side there are multiple variables,α (alpha) is the of social and economic welfare of the millions of the people.
intercept, β (beta) is the slope coefficient, the change, ATM With the strength of 0.245 Million employees, bank is
is one of the dependent variables, POS is the other working with an objective of providing fast and secure
dependent variable and e represents error term, subscript t financial services to the mass population of the country.
represents that the data is time series data. Results of the There was the time when once SBI was ranked low in
regression analysis highlighted that P < 0.05 (0.0078) in employee’s productivity but with the increased competitive
case of POS indicating that there is significant impact of and dynamic banking environment, SBI has adopted
POS on BPE on the other hand P > 0.05 (0.7427) in case of customer-driven ideas to address the swift and changing
ATM indicating insignificant impact of ATM on BPE requirements of their customers. The SBI is using
following the rule of thumb which states that if the p-value alternative banking channels not only to improve their own
is greater than 5%, the relationship is said to be insignificant internal processes but also to increase facilities and services
if it is lesser than 5%, it is significant. to their customers. The mobile app of SBI, ‘YONO’ is now
operational with total registered user base of 37.1 Million
On interpreting the results of the coefficient, it can with more than 10 million logins per day. With the largest
be concluded that if ATM increases by one unit, BPE will network in the country, on an average, over 11.2 Million
increase by 0.000319 INR and if POS increases by one unit, transactions per day are routed through ATMs. In the current
BPE will increase by 0.000173 INR. The values of R-square scenario out of the total transactions 93% are operating
or R-square adjusted are almost the same and tell us how through ABC only. These alternative banking channels
much independent variables are predicting (impacting) includes BCs outlets, ATMs/CDMs, internet banking,
dependent variables. In this case, the value of r square is mobile banking, POS terminal and kiosk. SBI has an
94.04%, so 94.04% of independent variables are predicting outstanding growth in the installation of POS terminal. The
BPE. F statistics tell us the overall combined effect, the installation of new POS terminal is also increased due to the
overall fitness of the model. Since the probability estimates demonetization (2016) and the Covid-19 pandemic (2020).
of F-statistics is less than 5% (P 0.05) (0.000052), it means This type of growth is also visible in the case of the
the model is fit. installation of new ATMs and CDMs. In order to provide
credit facility and to promote cash less payments, during this
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Vikas, S. (2007). Alternative banking: The Emerging Trend,
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The impact of Political Events and Covid-19 pandemic on Return
Volatilities of 3 Sectors in the Stock Exchange of
Thailand during 2019 to 2021
Samitanan Dumdoung1, Witsaroot Pariyaprasert2 and Nawaporn Vimolphattanatham3
Graduate School of Business and Advanced Technology
Assumption University, Bangkok, 10240, Thailand
Email: [email protected], [email protected], [email protected]
Abstract
The objective of this paper is to study the impact of political events and Covid-19 pandemic on return volatilities of the sectorial stock market
in Thailand. The researcher specifically used ARMA model for main equation and one EGARCH model for the volatility equation. This model
is applied to the daily returns relevant to three selected sector indexes of stock exchange of Thailand from 25 March 2019 to 24 March 2021.
To test the impact of political events and Covid-19 on banking, consumer product, and service sectors indexes stock market return volatility.
The results show that both political events and Covid-19 pandemic have significant impact on return volatility of the selected sector indexes.
However, the return volatilities of Service sector are not impact by Covid-19 pandemic. In part of political events, student’s protest has impact
continuously 3 days. And other political events have significant impact on second and third day after the situation. Meanwhile, all of situations
have negative impact, except student’s protest. Furthermore, results confirm that main three political events and Covid-19 pandemic have
stronger impact on return volatility of selected sector index stock market in Thailand.
Keywords: Political events, Covid-19 pandemic, Stock market return volatility, EGARCH, Granger Causality analysis.
1. Introduction perspectives on many different things of voters also play an
1.1. Introduction of the study important role in causing political risk in Thailand. The
weakness of political system is caused decline in the
Political events are a situation of uncertainty and economic performance and less development of the
unrest in the political system. Thailand has a long history of countries. Moreover, instable political conditions and
political protests since 2004, but now a new protest starting different political events could affect the stock market in
again in early 2020. Which the main cause of the protesting Thailand and also affect investors’ decision to invest in the
in Thailand is anti-government of Prime Minister Prayut stock market (Pástor & Veronesi, 2013).
Chan-o-cha by university students are leaders for call-out
for major democratic reforms1. Demonstrations started in It could bring the investors in part of raising capital
university campuses at the beginning of the year 2020 in of firm and generating earnings. Therefore, this study
response to a court decision to dissolve the Future Forward investigates on how much stock market will fluctuate due to
party. This political party was popular among young different political events which can also affect the economy
generation people and support the return of Thailand to in both positive or negative way (Suleman, 2012).
democracy following a 2014 military coup. The protests
have become an unprecedented event over recent month. In The ongoing global, COVID-19 pandemic has
Thailand today, it was the most damaging situations to created new economic and social disruption around the
economic growth. world including Thailand. The pandemic was initially
identified in Wuhan, China in December 2019. The most
General elections are one of political impact from the Covid-19 is business and financial attitudes,
events. It is the major role in political development of which this situation made several business shutdowns and
Thailand. The voters are the keys for changing in the in part of financial market also has negative impact2.
outcome and in the composition of the government, which
is the result in policy change through elections. The As a result, investors and traders are more
demonstrations by all groups of people both for and against concerned about market situation. Moreover, the COVID-
the government could be affected economy. Many 19 pandemic has continued to be a source of volatility in
financial markets, for example, stock markets, exchange rate
markets, and credit markets. Therefore, this crisis might
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affect the relationship between Covid-19 pandemic and Chau et al. (2014) studied the case of the “Arab
return volatilities on stock market. Spring” on stock market volatility in six MENA countries.
This research determined the influence by using different
This study aims to analyses the political events GARCH models on stock market volatility in six MENA
including students’ protest, violent protest, Thai general countries. In this study, they found that the volatility of
election and Covid-19 pandemic. For stock market return Islamic indices increases during the period of political
volatility is Bank sector, Consumer Product sector and turmoil while there was little or no impact on the volatility
Services sector. This study is used daily time series data for of conventional indices.
the period March 2019 to March 2021. Moreover, this study
using GARCH models in order to determine the influence Laverde et al. (2009) tested the impact of crime,
of these factors among the selected sectors on stock market. political events to market returns volatility in Colombia.
They adopted daily data during July 2001 to October 2006
1.1 Research Objectives to confirm a link between variables. Their results show that
the uncertainty in politics and crime are important
The objective of this paper is to test the impact of determinants of market returns volatility. Market returns are
the political events and Covid-19 pandemic and three also partly influenced by crime while political uncertainty
selected index sectors including Bank sector, Customer has negative impact on market returns of Colombia.
product sector, and Service sector. The study used daily data Therefore, political stability could affect the growth in long
between March 2019 to March 2021 and employed the run period.
Generalized Autoregressive Conditional Heteroscedasticity
(GARCH) to forecast the return volatility of stock market of Aggarwal et al., (1999) studied the volatilities in
Thailand. The full detail of research objective is as follow: developing stock markets and tested internal and external
events to check the impact events to the volatility. The
To test whether student’s protest, violent protest, different political events become the main source of
Thai general election, and Covid-19 pandemic have volatility in stock market in different countries. The result
significant impact the return volatilities of Bank, Consumer also shows that domestic reforms generate more impact than
Product, and Service sector index of the Stock Exchange of international events such as Mexican exchange rate crises,
Thailand. high inflation at Latin America, etc. The stock markets
become volatile for ten years period with only single
1.2 Scope of the research international event.
This financial research used the three political Döpke & Pierdzioch, (2006) conducted the
events including, students’ protest, violent protest, and Thai research to watch how stock market depends on political
general election and Covid-19 pandemic which may have events. They used VAR-based and popularity functions to
the impact on three selected sector indexes of the Stock test the relationship between variables. The results suggest
Market of Thailand including, Banking, Consumer product, that there is a weak relationship between political events and
and Services. The daily data was collected from the Stock stock market. It also concludes that exchange of government
Exchange of Thailand from 25 March 2019 to 24 March between political parties does not make the stock market
2021 only on operating days of each stock. The researcher more volatile. Moreover, in the voting period, they did not
used ARMA and EGARCH-typed models for testing the find the effect on the German Stock Exchange. Political
relationship. events have strong impact on stock returns.
2. Review of Related Literature Hussain and Qasim (2007) studied the effect of
social unrest on the economic situation by using the stock
Ahmed (2017) studied the impact of political market as indicator of economic development. They used
instability on daily data of the EGX market index with eight the data during 1960 to 2002. Results of this study shows
sectorial stock market indexes during the period 2011 to that stock market was at normal condition around 1980s but
2014. Ahmed used a VAR-EGARCH mode with selected gained energy after the liberalization during 1990s. The
events to determine the result. The result showed that the result supports that the stock returns was fluctuated with
political instability is affected the risk returns of the major different political events.
market sectors.
Qureshi et al. (2010) investigated the effect of
political instability on growth of country by using stock
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market returns as the indicator for economy. This research product sector, Service sector in the Stock Exchange of
adopted the political instability index. This study also used Thailand between year 2019 and 2021.
data from 1971 to 2012 and find out that the average
economic growth rate in the past is good at 5%
approximately. The result shows that, the volatility in stock
returns and economic development was high during the
period of high political instability.
Ramelli and Wagner (2020) tested the relationship
among cross-sectional reactions to COVID-19 in the U.S.
stock market by using the Russell 3000 index. The result
shows the strong evidence for the role of international trade
and value chains on company value, especially with China.
That is, investors perceived companies in the U.S. more
favorably when the COVID-19 situation in China was
better. Figure 1: Conceptual Framework of the study
Davis et al. (2020) investigated the impact of the
market to the news about COVID-19 pandemic by using the 3.2 Research Models
risk factors of U.S. companies. The result shows that the bad
news generate significant negative abnormal return for firms According to the factors which were investigated
with high exposures to COVID-19 pandemic such as firms previously, the researcher designed the model for this
in travel and lodging sectors. research to test whether the impact by using the selected
factors which are include students’ protest, violent protest,
Baker et al. (2020) studied the impact of the U.S. Thai general election, and Covid-19 pandemic on bank
stock market on daily stock movements. This paper found sectors, consumer product sectors, and service sectors stock
that an unprecedented pandemic of COVID-119 on daily market return volatility. Dummy variables representing the
stock movements being more severe compared to the events of political events and Number of Covid-19
Spanish Flu of 1918–1919 and the influenza pandemic of pandemic infection people were inserted in the conditional
1957–1958. variance equation of the best EGARCH-typed model for
each stock sector index as follow:
Roberts (1990) studied the impact of the US
presidential election outcome in 1980, and the victory of
Ronald Reagan on the change in stock prices of military σ_t^2 = [selected EGARCH typed model] + β 1 Pol1 t-
related companies. The result showed that there was a k + β 2 Pol2 t-k + β 3 Pol3 t-k + β 4 Covid t-k
positive effect on stock prices.
Niederhoffer et al.(1970) analyzed the reaction of where σ_t^2 = volatility of the selected sectorial stock
stock market to the results of the presidential election over market index return
a long period of time. It shows that the stock market reaction Pol1 = dummy variable of Political Event 1 (day of student
on the first day and first week after the election can be protest = 1, day of no protest = 0)
different depending on who is the winner candidate. The Pol2 = dummy variable of Political Event 2 (day of violent
results show that, the market increases after the victory of protest = 1, day of no protest = 0)
the Republican candidate and decreases after victory of the Pol3 = dummy variable of Political Event 3 (day of general
Democratic candidate. election = 1, day of no general election = 0)
3. Conceptual Framework Covid = Number of Covid Infected people in Thailand on a
3.1 Research Conceptual Framework specific date
t = day t
As the Figure 1 shows, based on the several k = number of lag day (1,2, or 3)
previous studies. There are five variables in the conceptual
framework. Which separate to two independent variables 3.3 Research Hypotheses
are political events and Covid-19 pandemic. There are three
dependent variables which include Bank sector, Consumer
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This study has 12 hypotheses to present the collected the data from
relationships between the political events and Covid-19 https://covid19.thaipbs.or.th/timeline/.
pandemic impact on the three selected stock market indexes
sector in Thailand on return volatilities during 25 March 4.2 Unit Root Test
2019 to 24 March 2021. The null hypotheses for testing are
listed as following. As seen in Table 1, the unit root test based on the
Augmented Dickey-Fuller (ADF) was applied. All of the
H1o: Students’ protest doesn’t significant impact the return sector indexes were trnasformed into the log returns and are
volatility of Bank sector index. stationary. It means that all variables can be used to estimate
H2o: Violent protest doesn’t significant impact the return the ARMA and EGARCH model in the next step.
volatility of Bank sector index.
H3o: Thai general election doesn’t significant impact the Table 1: Results of Unit Root Test on Sector Index Returns
return volatility of Bank sector index.
H4o: Covid-19 pandemic doesn’t significant impact the 4.3 Statistical Treatment of Data
return volatility of Bank sector index.
H5o: Students’ protest doesn’t significant impact the return First step of the research, the Augmented Dickey-
volatility of Consumer product sector index. Fuller (ADF) test was being used in order to detect the
H6o: Violent protest doesn’t significant impact the return stationary of data. After finished tested about the unit root
volatility of Consumer product sector index of the stock test, all sectoral stock market indexes can be used with
market of Thailand. ARMA and EGARCH models to estimate variances in this
H7o: Thai general election doesn’t significant impact the step. The autoregressive moving average (ARMA) linear
return volatility of Consumer product sector index. models, is widely used in many fields of time series
H8o: Covid-19 pandemic doesn’t significant impact the forecasting. There is strong evidence that suggests that
return volatility of Consumer product sector index. EGARCH model is strong in volatility forecasting than
H9o: Students’ protest doesn’t significant impact the return other historical models (Liu and Morley, 2009). Therefore,
volatility of Service sector index. the event variables will be tested with the most fitted
H10o: Violent protest doesn’t significant impact the return EGARCH model. The best ARMA and EGARCH model of
volatility of Service sector index. each sector stock index are listed in table 2.
H11o: Thai general election doesn’t significant impact the
return volatility of Service sector index.
H12o: Covid-19 pandemic doesn’t significant impact the
return volatility of Service sector index of the stock market
of Thailand.
4. Data Analysis and Results
4.1 Data Collection
In order to do the research, the wide range of the
data was collected to test the hypothesis. There are all
together five variables tested in this research. All data are
gathered in term of daily data. The three selected sectors
were collected from the Stock Exchange of Thailand (SET)
through https://www.setsmart.com. Daily observations used
in this study are from the period of March 2019 to March
2021. For the main factors of Political events were collected
from https://www.wikipedia.org and the number of infected
people from Covid-19 pandemic, the researcher used the
data during 13 January 2020 to 24 March 2021 which
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Table 2: The best ARMA and EGARCH model for Sectoral Stock
Market Index
5. Research Results
Table 3: The hypothesis tesing results
Table 3 shows that the null hypothesis 1 to 11 are rejected because the p-value of at least one lag test is less than 0.05. Therefore,
there are significant impacts of the events to the volatilities of the selected sectorial stock indexes, except the last hypothesis.
There is no significant impact of Covid-19 to the volatility of service sector stock index.
6. Discussions, Conclusion and Thai general election on second day lag (or previous 2 days).
Recommendation It can be explained that on Bank sectors stock market in
Thailand, the investors are sensitive to every situation. In
6.1 Discussion and Conclusion addition, violent protest and Thai general election have
positive impact on return volatility. It refers that the stock
The study indicates that bank indexes sectors was was more volatized, so the investors face higher risk and can
significant impact by three political events and Covid-19
pandemic for almost every lag, except political event from 245
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October 19, 2021
Co-hosted by
possibly get more chances to get higher (or lower) return There are several directions for future research.
from investment. Firstly, the researchers could add more related event
While in consumer product indexes sector has been variables or factors and use different types of event data. For
volatized by both political events and Covid-19 pandemic. example, the changes of regulatory, taxes, interest rates, and
Interestingly, for student’s protest has impact for all 3 days. natural disasters. Secondly, this study had focus only
Other political events have significant impact on second and economic condition in Thailand only which result from this
third day after the situation. It is possible that the political research is unable to interpret the result of other countries,
events play an important role in consumer product sector so the further studies are suggested to extend investments to
stock market in Thailand, and these situations will attract other countries and compare the difference such as ASEAN,
more attention of investors. However, only student’s protest Japan, and Korea. Moreover, the researcher will study
which have more volatize because it is positive impact. For furthermore on other indexes sectors such as industry
the Covid-19 and election on 3-day lag, there are negative sectors, tourism sectors, and agriculture sectors. Lastly, the
impacts. So, it may refer to less trades in those sectors of future research can choose the different time period and use
investors. The Covid also seems to have the weak impact to wider time lag period for testing.
this consumer product sector, because the sales and profits
of companies in this sector may not receive much impact References:
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247
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October 19, 2021
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A Comparative Study of Grades 10 and 11 Students’ Motivation for
Learning English as a Foreign Language under Gamification and
Teacher-Centered Activities at a Private School in Bangkok
Natnapa Polsan
Abstract
The purpose of the study was to compare motivation for learning English as a foreign language under gamification and teacher-centered activity
of Grade 10 and Grade 11 students at a private school in Bangkok, Thailand. The study was included seven objectives and was conducted
during September 2020 to August 2021. 24 of Grade 10 and 32 of Grade 11 students of the second semester in the academic year 2020 at a
private school were sample of the study. Both grade level students were divided into two groups; experimental group and control group. A pre-
post quasi-experimental study was conducted for eight weeks. The data were analyzed by means, dependent samples t-test, and independent
samples t-test. According to the findings, there was no significant difference between Grade 10 and Grade 11 students’ motivation for learning
English as a foreign language under gamification activity and teacher-centered activity at a significant level of .05. From the eight weeks of the
experiment with two different activities, the students who participated in experimental group which participate in class that used gamification
activity were not significantly different compared to the students who participated in control group which participate in class that used teacher-
centered activity.
Keywords : Gamification activity, Teacher-centered activity, Grade 10, Grade 11, Motivation for learning English as a foreign language
JEL Classification Code : I20
1. Introduction with less stress as well as increase students’ motivation and
engagement (Dicheva, 2017; Maloney, 2019).
English is one of the most widely spoken foreign
language in the world (Teixeira, 2021). Thai students must As a result, the researcher sought to see if
learn English as a foreign language from the first year of the gamification may help students become more motivated in
study (MOE, 2008). In comparison to other countries, their their English as a foreign language class. This study looked
English ratings are extremely low (ETS TOEIC, 2020). into the Grade 10 and Grade 11 students at a private school
However, gamification trend has gained popularity as on their motivation for learning English as a foreign
learning advanced technology, resulting in a new method of language under the gamification activity and teacher-
teaching in the classroom (Wang, 2015) Gamification can centered activity.
be used at every subject, every level, students of every age 2. Research Objectives
could enjoy gamified lessons (Maloney, 2019).
The researcher was an English as a foreign There were seven research objectives:
language teacher at the private school. Many of the students 1. To determine the level of Grade 10 students’
confronted with the problem of English as a foreign motivation for learning English as a foreign language under
language learning in the school. They showed anxieties and gamification activity at a private school in Bangkok,
demotivation in learning. On the other hand, some studies Thailand
suggested problems in English as a foreign language 2. To determine the level of Grade 10 students’
learning in Thailand. One of the problems in English motivation for learning English as a foreign language under
language learning in Thailand mentioned in those studies teacher-centered activity at a private school in Bangkok,
was the lack of motivation (Chunsuvimol et al., 2021; Thailand
Darasawang, 2007; Imsa-ard, 2020; Noom-ura, 2013; 3. To determine if there a significant different
Simpson, 2011). As the researcher found there are studies between Grade 10 students’ motivation for learning English
mentioned gamification can be used in English language as a foreign language under gamification activity and
learning to help in students’ autonomy development quickly teacher-centered activity at a private school in Bangkok,
Thailand
248
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