Master Project:

A STUDY OF LEVELS OF AUTONOMY OF STUDENTS AT

SANTIRAT WITTAYALAI SCHOOL

Advisor: Jutarat Vibulphol, ph.D.

Presenter: Miss Shi Xiaowei

• Contexts of the Study• Methods• Findings

Overview

Contexts of the Study

• Autonomy is one of the desirable characteristics required by Thai national curriculum (Ministry of Education, 2008).

• Challenge: Thai students are familiar with knowledge-oriented and teacher-centered instructions (Rukthong, 2008; Vansteemkiste, et al, 2005).

Santirat Wittayalai School • Santirat Wittayalai School is a large-

sized high school in central Bangkok.– Grade 7-12– Approx. 2,400 students– Co-ed school

• It promotes learner autonomy– School curriculum– Extra-curricula activity– Facilities

School Curriculum

Grades 7-9: Ss search information to complete tasks outside classroom.

School Curriculum (Cont’)

Grades 10-12: Ss share & discuss topics based on their own interests.

Extra-curricula Activity

English Club: Ss work in groups then share knowledge and come up with a project.

• E-learning center• E-classroom• English Resource Instruction Center

(ERIC center) • School library

School Facilities

Research Questions

1. What are the levels of autonomy of students in different grades?

2. Do the levels of autonomy of students in different grades vary?

Significance of the Study

• The school can provide appropriate support such as materials & facilities.

• The school can help to enhance T’s capabilities to support Ss’ self learning.

• The instructors can adjust their instruction to enhance learner autonomy.

Methods

Population: Ss in grades 7-12 at Santirat Wittayalai School in the academic year 2010.

Participants: 345 Ss (149 male, 196 female)

Instrument: Autonomous Learning Scale (Macaskill & Taylor’s, 2010)

Validity & Reliability check• Back translation• Pilot study

1. I enjoy finding information about new topics on my own. 2. I frequently find excuses for not getting down to work. 3. I am good at meeting deadlines. 4. My time management is good. 5. I am happy working on my own.6. Even when tasks are difficult I try to stick with them. 7. I am open to new ways of doing familiar things.

8. I enjoy being set a challenge. 9. I plan my time for study effectively. 10.I tend to be motivated to work by assessment deadlines. 11. I take responsibility for my learning experiences. 12. I enjoy new learning experiences.

Criterion for Interpreting the Data

1.00-1.50very low

1.51-2.50low level

2.51-3.50moderate

3.51-4.50high level

4.51-5.00very high

Findings: Research Question 1

Year of Study x S.D.Levels of Autonomous

Learning

Grade 7 3.33 0.52 Moderate

Grade 8 3.34 0.37 Moderate

Grade 9 3.22 0.42 Moderate

Grade 10 3.27 0.46 Moderate

Grade 11 3.12 0.38 Moderate

Grade 12 3.56 0.41 High

Overall 3.30 0.45 Moderate

Discussion

Most Ss showed autonomy at the moderate levels.

- Asian culture may affect learner’s autonomy (Rukthong, 2008).

Findings: Research Question 2

Sum of

Squaresdf Mean Square F Sig.

Between Groups 5.280 5 1.056 5.663 .000

Within Groups 63.218 339 .186

Total 68.498 344

The levels of autonomy of students in each grade were significantly different.

The results from ANOVA:

Findings: Research Question 2(Cont’)

Twelfth grade students showed the level of autonomy significantly varied from students in grade 9, 10 and 11.

The results from Post Hoc Tests:

(I) GRADE (J) GRADEMean Difference

(I-J) Std. Error Sig. 95% Confidence Interval 

Lower Bound

Upper Bound

 

grade12 grade7 .2334 .08218 .156 -.0417 .5085  

grade8 .2230 .08274 .205 -.0539 .5000  

grade9 .3368(*) .08116 .005 .0651 .6085  

grade10 .2905(*) .08566 .045 .0038 .5772  

grade11 .4377(*) .08910 .000 .1394 .7359  

*. The mean difference is significant at the .05 level.

Discussion

Ss of grade 12 showed autonomy at the high level.

- Motivation may affect autonomy of Ss in grade 12.

Limitation

• Some participants might not pay adequate attention when they completed the questionnaire.

Further Study

• Study the factors that may affect high level of autonomy of Ss in grade 12.

• Collect data from English language instructors to investigate how they conceptualize and support autonomy in their instruction.

References

Ministry of Education. (2008). The Basic Education Core Curriculum

of 2008. Bangkok: Ministry of Education.

Rukthong, A. (2008). Readiness for Autonomous Language Learning-

Thai University Learners' Beliefs about EFL Learning & Use of

Learning Strategies. Bangkok: Mahidol University.

Vansteenkiste, M., Zhou, M.M., Lens, W., & Soenens, B. (2005).

Experiences of Autonomy and Control Among Chinese Learners:

Vitalizing or Immobilizing? Journal of Educational Psychology, 97

(3), 468-483.