Thai Undergraduates’ Explanation of their Learning and Performance Behavior: A Case in Educational Management

Authors

  • Ravee Art Phoewhawm Social Research Institute, Chiang Mai University

Keywords:

development, fear, image, learning, mastery, performance, policies, practices, procrastination, understanding

Abstract

This study examines the level of Thai undergraduate students’ learning and performance behavior and to provide an in-depth deep explanation on their phenomenon.  Due to a very high percentage of response from a questionnaire revealing that most of these students tend to have an avoidance behavior in learning and performance this paper is ardent in offering an explanation on the performance and learning behavior of Thai undergraduates.  The work is focused on finding the students’ causes of ‘mastery and performance avoidance goal’. The work also proposes the policies, practices and development in management for improving their learning and performance.  A total of 240 undergraduate students took part in filling out the questionnaire.  Findings reveal that mastery avoidance comes from a “difficulty of understanding, fear of asking questions, protecting the image, and feeling of shyness”.  Performance avoidance is based on “shyness, protecting one’s image, procrastination, and just maintaining a certain grade”.    

Author Biography

Ravee Art Phoewhawm, Social Research Institute, Chiang Mai University

Dr. Ravee Art Phoewhawm is a freelance researcher with an interest in the study of team learning, organizational performance, and human resource development.

References

Alauddin, M., Ashman, A., Nghiem, S. and Lovell, K. (2017). What determines students’ expectations and preferences in university teaching and learning? An instrumental variable approach. Economic Analysis and Policy, 56, December, 18-27.

Amsler, S. (2014). By ones and twos and tens: pedagogies of possibility for democratizing higher education. Pedagogy, Culture and Society, 22(2), 275-294.

Avidov-Ungar, O. and Arviv-Elyashiv, R. (2018). Teacher perceptions of empowerment and promotion during reforms. International Journal of Educational Management, 32(1), 155-170.

Baygin M., Yetis H., Karakose M., Akin E. (2016). An effect analysis of industry 4.0 to higher education. 15th International Conference on Information Technology Based Higher Education and Training (ITHET), 1-4.

Brophy, J. (2005). Goal theorists should move on from performance goals. Educational Psychologist, 40(3), 167–176.

Baumann, C. and Harvey, M. (2018). Competitiveness vis-à-vis motivation and personality as drivers of academic performance: introducing the MCP model. International Journal of Educational Management, 32(1), 185-202.

Budworth, M. (2011). Individual learning and group performance: the role of collective efficacy. Journal of Workplace Learning, 23(6), 391-401.

Bui, H.T., Kam Fung So, K., Kwek, A. and Rynne, J. (2017). The impacts of self-efficacy on academic performance: an investigation of domestic and international undergraduate students in hospitality and tourism. Journal of Hospitality, Leisure, Sport & Tourism Education, 20, June, 47-54.

Cannavacciuolo, L., Iandoli, L., Ponsiglione, C. and Zollo, G. (2017). Learning by failure vs learning by habits: entrepreneurial learning micro-strategies as determinants of the emergence of co-located entrepreneurial networks. International Journal of Entrepreneurial Behavior & Research, 23(3), 524-546.

Channon, S. B., Davis, R. C. and Goode, N. T. (2016). What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups. Advances in Health Science Education, 21(2), 3-27.

Bartram, B. (2016). Career and money aside, what's the point of university? A comparison of students non-economic entry motives in three European countries. Higher Education Quarterly, 70(3), July, 281–300.

Deem R. and Eggins H. (2017). The university as a critical institution? An introduction. Higher Education Research in the 21st Century Series, Sense Publishers, Rotterdam, 3-14.

Elliot, A. and Murayama, K. (2008). On the measurement of achievement goals: critique, illustration, and application. Journal of Educational Psychology, 100(3), 613–628.

Folorunso, B.A., Aremo, A.G. and Abogan, P.O. (2010). Family characteristics, students' reading habits, environment and students' academic performance in Nigeria. Int. J. of Education Economics and Development, 1(4), 366 - 383.

Harrison, D. (2017). The role of higher education in the changing world of work. EDUCAUSE Review, 52(6), November/December, 8-9.

Hewitt, S., Buxton, S. and Thomas, A. (2017). A new way of learning: how can an understanding of self-efficacy and emotional resilience be used to develop successful teaching and learning strategies for students in initial teacher education? Teacher Education Advancement Network Journal (TEAN), 9(1), 22-35.

Kalfa, S. and Taksa, L. (2015). Cultural capital in business higher education: reconsidering the graduate attributes movement and the focus on employability. Studies in Higher Education, 40(4), 580-595.

Kahn, H. E., & Agnew, M. (2017). Global learning through difference: considerations for teaching, learning, and the internationalization of higher education. Journal of Studies in International Education, 21, 52-64.

King, M. (2015). Why higher education and business need to work together. (accessed 2 Jan 2018) https://hbr.org/2015/07/why-higher-ed-and-business-need-to-work-together

Kinash, S, Crane, L, Judd, M-M. & Knight, C. (2016). Discrepant stakeholder perspectives on graduate employability strategies. Higher Education Research and Development, 35(5), 951–967.

Krause, R.S., Eickholt, A.L. and Otto, J.L. (2018). Creative collaboration: student creative works in the institutional repository. Digital Library Perspectives, 34(1), 20-31.

MacAllister, J, MacLeod, G & Pirrie, A (2013). Searching for excellence in education: knowledge, virtue and presence. Ethics and Education, 8(2), 153-165.

Masouleh, Z.D. and Allahyari, M.S. (2017). The predictability of organisational culture for commitment among faculty members: evidence from Iran higher education. Int. J. Management in Education, 11(10, 94–109.

Orawiwatnakul, W. and Wichadee, S. (2017). An investigation of undergraduate students’ beliefs about autonomous language learning. International Journal of Instruction, 10(1), 117-132.

Phoewhawm, R. (2017). Educational management and the extent of Thai undergraduates’ learning and performance behaviour: an international view. International Journal of Management in Education, 11(1), 59-76.

Reinig, B., Horowitz, I. and Whittenburg, G.E. (2012). Does attitude towards one's group impact student performance in a team-exam environment? A longitudinal analysis. Int. J. of Applied Decision Sciences, 5(1), 77 - 96.

Smith, A. and Smith, H. (2017). An international survey of the wellbeing of employees in the business process outsourcing industry. Psychology, 8, 160-167.

Teichler, U. (2015). Changing perspectives: the professional relevance of higher education on the way towards the highly-educated society. European Journal of Education, 50(4), 461–477. Tomlinson, M. (2008). The degree is not enough: students’ perceptions of the role of higher education credentials for graduate work and employability. British Journal of Sociology of Education, 29(1), 49–61.

Thorsteinsson, G. and Page, T. (2015). How do practising teachers understand creativity? International Journal of Teaching and Case Studies, 6(1), 61 - 77.

Wu, D., Chen, Y., Zhang, W. and Xing, X. (2018). How peer monitoring and punishment affect the performance of the group contract: an experimental study on the control of non-point source pollution. China Agricultural Economic Review, 10(1), 119-134.

Wongwanich, S., Sakolrak, S. and Piromsombat, C. (2014). Needs for Thai teachers to become a reflective teacher: mixed methods needs assessment. 5th World Conference on Educational Sciences –WCES 2013, Procedia – Social and Behavioral Sciences, 116, 1645-1650.

Downloads

Published

2019-01-31