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The purpose of this study was to examine group meeting behaviours of community learining center teachers in non-formal general education, The study investigated by distance learning at the lower secondary education level in Buriram Province in these adpects:personal characteristics, teaching preparation, learning motivtion and reinforcement, discipline control and climate creation, and intetactions between teachers and students, and to compare geoup meeting behaviors of community learning center teachers in non-formal general education by distance learning at the lower secondary education level in Buriram province, as classified according to the educational attainment, teaching experience, and training experience in the program for the community learning center teachers. The sample for this study consisted of 60 community learning center teachers performing their tasks in meeting with groups of general education disrance learning students at the lower secondary education level at Buriram provicial Non-formal Education Center in the first semester of the academic year 2001. This number was obtained through the multi-stage random sampling technique. The instrument used for collecting data was a group meeting behavior observation form (sing system).This form was divided into two parts. Part 1 was the observer's starus in the aspects of level of education, teaching experience, and training experience in the program for the community learining center teacher. Part 2 was the group meeting behavior observation form in different aspects. The statistics used for analyzing data were percentages and mean, and for resting, the hyportheses Mann-Whitney U test was employed. The study findings were as follows. 1. Group-meeting behaviors of community learning center teachers as a whole were at 93.63% When each aspect was considered, the following data was found. The group meeting behaviors in the aspersonal characheristics were used the most, at 97.50%. Next highest figure was in the aspect of discipline control and climate creations, at 96.68%; interactions between the teacher and learners, at 96.34%; learning motivation and reinforcement, at 92.98%; and teaching proparation, at 89.67% respectively 2. For group meeting behaviors of community learning center teachers when each aspect was considered, the following data was found: 2.1 Group meeting behaviors of community learning center teachers in the aspect of personal characteristics were at 97.50%. That was, the group meeting behavior used most was "The verbal language is appropriate for the level of learners'experiences", at 100 percent. Nex was: "The teacher has an appropriate presonality for local conditions", at 99.20%; "The teacher has an appropriate personality for teaching his/her general esucation distance learning students", at 96.70%; and the last otder was 'The teacher is interested in bringing new information to learners to seek knowledge" at 95.40% .2 Group meeting behaviors of community learning center teachers in the aspect of teaching preparation were at 89.67%. That was, the group meeting bekhaviors used mest were "The teacher swlects telects teaching methods appropriate for learning/teaching comditions", at 98.30%. Nex highest was: "The teacher selects teaching activities appropriate for learning/teaching conditions", at 95.80%; "The teacher reviews previous contents" at 93.80%; and the last order "The teacher uses the inquiry method of teaching at 67.10%. 2.3 Group meeting behaviors of community learning center teachers in the aspect of learning motivation and reinforcement were at 92.98%. That was, the group meeting behavior used most was " The teacher listens to learners'answers and options with interest, and the teacher persuades learners to show their experiences in the classroom", at 95.00%. Nex highest was: "The teacher admires and encourages learners ro express of ideas and participate in different acrivities concerning teaching", at 94.60%; "The teachet rakes students opinion assignments to associate with learning/teaching in the classroom, and the teacher uses techniques to motivate leachers uses gags or strategies to keep the attention of learners at 88.80%.2.4 Group meeting behaviors of community learning center teacher in the aspect of doscipline control and climate creation were at 96.68%. That was, the group meeting behavior used most was "The was, the group meeting behavior used most was "The reacher provides opportunities for learners to express their objections in order to present options about arranging the learning/teaching conditions, and the teacher organizes the classroom appropriately for learning/teaching conditions", 98.80%. Nex was: "The teacher advises, teains or warners learners to pay attention while studying", at 96.30%; "The teacher warns learners to understand their own roles and functions correctly", at 95.40%; and the last order was "The teacher uses motivating reasons and suggestions for learners to follow" at 95.00%.2.5 Group meeting behaviors of community learning center teachers in the aspect of interactions between the teacher and learners were at 96.34%. That was, the group of interactions behaviors used most was "The teacher encourages learners to have willpower to study, and teacher gives suggestions to leatners about how to do their work", at 97.90%. Nex highest form was: "The teacher asks questions and has leaerners answer by using reasonable thinking", at 97.50%; "The teacher greets and creates familiarity with learners, and the teacher provides opprtunities for learners to express their opinions and to ask questions", at 96.70%; and the lowest was "The teacher has learners cooperatively organize activities, with the teacher being available to give asvice" at 95.80%. 3. The findings of comparing behaviors of community learning center teachers were as follows: 3.1 Community learning center teacher with their education attainment at lower level than a bachelor's degree and those with a bachelor's degree had different group meeting behaviors as a whole at the .05 level of statistical significance. When each aspect was considered, the following was found. The two groups of community learning center teachers and different group meeting behaviors in the aspect of reaching preparation at the .05 level of statistical significance. However, in the aspects of personal characteristics, learning motivation and reinforcement, discipline control and climate creation, and intheactions between the teacher and learners, the two groups did not have different group meeting behaviors. 3.2 Commuity learning center teachers with less than three years of teaching experience had different group meeting behaviors as a whole at the .05 level of statistical significance. When each aspect was considered, the following were found. The two group of community learning center teachers had different group-meeting behaviors in the aspects of personal characteristics, teaching preparation, and learning motivation and reinforcement at the .05 level of statistical significance. Whereas, in the aspects of discipline control and climate creations between the teacher and learmers, the two groups of teachers did not have different group meeting behaviors. 3.3 Community learning center teachers with training experience, and those without training experience in the program for the community learning center teacher did not have different group meeting behaviors as a whole. When each aspect was considered, it was dound that the two groups of teachers did not have different group meeting behaviors in all aspects. |
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