Investigate students motivation and attitude towards learning

Published:

The aim of this study is to investigate students' motivation and attitude towards learning Thai. The study has been concluded with 274 students; 152 males student and 122 females student who are studying in Matthayom Suksa 3, Prapathom Witthayalai School, Nakorn Pathom in the first semester of 2551.

The research findings are presented in three sections. The first section presents the statistical description. The second section is hypotheses testing. The final section is qualitative data from open-ended questions and interviews as outlined below:

The Statistical Description

4.1 The response rate

4.2 The demographic characteristics of respondents

4.2.1 Gender

4.2.2 Students' grades in Thai subject

4.3 The descriptive statistics between gender to motivation and attitude towards learning Thai

4.3.1 Students' attitude towards learning Thai

4.3.2 Students' motivation towards learning Thai

4.4 The descriptive statistics between the students' grades in the Thai subject to motivation and attitude towards learning Thai

- Students' motivation and attitude; classified by grade of Thai subject

Lady using a tablet
Lady using a tablet

Professional

Essay Writers

Lady Using Tablet

Get your grade
or your money back

using our Essay Writing Service!

Essay Writing Service

4.5 The descriptive statistics of students' attitude towards Thai teachers

4.6 The descriptive statistics of students' attitude towards media/teaching techniques

Hypotheses Testing

4.7 Hypothesis 1: The group differences between students' motivation and

attitude by gender.

4.8 Hypothesis 2: The group differences between students' motivation and attitude by students' grades in Thai subject.

The Qualitative Data

4.9 The open- ended question data

4.9.1 Attitude: the Thai teachers

4.9.2 Attitude: media/teaching techniques

4.9.3 Attitude: the Thai content

4.9.4 Attitude: the role of the Thai subject

4.9.5 Attitude: the significance of the Thai subject

4.9.6 Attitude: the benefits of the Thai subject

4.9.7 Motivation in learning Thai

4.10 The interview data

- The summary of in-depth interviews

The Statistical Description

4.1 The Response Rate

Table 1 presents the response rate from Matthayom Suksa 3 students, Prapathom Witthayalai School. The table shows a high rate of response. A total 300 questionnaires (100%) were distributed to the sample group by the researcher; 298 questionnaires (99.33%) were returned. Some errors occured during completion of some questionnaires; namely, some students did not completely fill all items in the questionnaires, such as gender and, Thai grade. After checking the completeness of the returned surveys, 274 questionnaires (91.95%) were valid and able to be used.

Table 1 The response rate

Frequency

Percentage (%)

Distributed

300

100

Returned

298

99.33

Invalid

24

8.05

Valid

274

91.95

4.2 The Demographic Characteristics of Respondents

The demographic data of the sample group is classified by gender and students' grades in the Thai subject. The demographic statistics of the respondents are shown in Table 2 and the Table 3 in the form of frequency and percentage.

4.2.1 Gender

Table 2 presents the genders of respondents. The majority of respondents are male (55.5%). The minority of respondents are female (44.5%). The genders of respondents were divided by selecting valid questionnaires.

Table 2 The frequency distribution of respondents by gender

Gender

Frequency

Percentage (%)

Male

152

55.5

Female

122

44.5

Total

274

100

4.2.2 Students' grades in Thai subject

Table 3 presents the grade in Thai subject of respondents. The 47.8% of the respondents are students who received grade of 4 in the Thai subject. Secondly, the 15% of the respondents are students who received grade of 3.5 in the Thai subject. Thirdly, the 22.6% of the respondents are students who received grade of 3 in the Thai subject. Fourthly, the 9.1% of the respondents are students who received grade of 2.5 in the Thai subject. Fifthly, the 2.9% of the respondents are students who received grade of 2 in the Thai subject. Sixthly, the 2.2% of the respondents are students who received grade of 1.5 in the Thai subject. Lastly, the 0.4% of the respondents are students who received grade of 1 in the Thai subject. In this study, the researcher divided students into three groups; that is, group 1 is students who received 1-1.5 in Thai subject, group two is students who received 2-3 in Thai subject and group three is students who receive 3.5 -4 in Thai subject.

Table 3 the frequency distribution of respondents by the Students' Grades in Thai Subject

Grade

Frequency

Percent (%)

Valid

1.0

1

.4

1.5

6

2.2

Lady using a tablet
Lady using a tablet

Comprehensive

Writing Services

Lady Using Tablet

Plagiarism-free
Always on Time

Marked to Standard

Order Now

2.0

8

2.9

2.5

25

9.1

3.0

62

22.6

3.5

41

15.0

4.0

131

47.8

Total

274

100.0

4.3 The Descriptive Statistics between Gender to Motivation and Attitude towards Learning Thai

Students' attitude towards learning Thai, classified by gender, has been acquired from the second section of the questionnaire. There are six parts of attitude aspects; the teachers who are teaching the Thai subject; the media/ teaching techniques; the content of the Thai subject; the role; the significance; and the benefits of the Thai subject. Additionally, the third section of the questionnaire contains two parts of motivation questions; the extrinsic motivation and the intrinsic motivation. There are five levels for frequency of attitude to determine the answer of the respondents from "1 = strongly disagree to 5 = strongly agree". The descriptive statistics of students' motivation and attitude towards learning Thai; classified by gender were shown in Figure 1, Figure 2, Table 4 and Table 5 in the form of mean and standard deviation.

4.3.1 Students' attitude towards learning Thai

A comparison of mean scores of six issues of student's attitude in this study is presented in Figure 1 and Table 4.

Figure 1 Mean scores () of male and female's attitude towards 6 issues

Table 4 Descriptive statistics of male and female's attitude towards 6 issues (Male's n = 152, female's n = 122)

Gender (%)/Attitude

Teacher

Media

/teaching techniques

Content

Role

Significance

Benefits

(SD)

(SD)

(SD)

(SD)

(SD)

(SD)

Male (55.5%)

3.72

(.413)

3.39

(.597)

3.59

(.497)

3.78 (.583)

4.06

(.658)

3.76 (.603)

Female (44.5%)

3.65

(.467)

3.24

(.634)

3.43

(.546)

3.81 (.514)

4.07

(.607)

3.71 (.532)

As shown on Table 4, males have more positive attitude towards teachers, media/teaching techniques, content of the Thai subject and benefits of the Thai subject than that of females (in the numeric boldfaces). On the contrary, females' attitude towards role of the Thai subject and significance of the Thai subject is more positive than males' attitude (female; = 3.81, 4.07 and male; = 3.78, 4.06 respectively)

Additionally, the researcher left an open-ended question for each part, 37 of respondents answer those questions. The answer would be reported in the section of the qualitative data of this chapter.

4.3.2 Students' motivation towards learning Thai

Figure 2 and Table 5 shows students' motivation both of extrinsic and intrinsic motivation in the descriptive statistics. The results, based on their responses to the motivation part in the questionnaire, are presented by mean scores () and standard deviation (S.D.). This section is designed to find out their motivation towards the Thai subject as follows:

Figure 2 Mean scores () of male and female's motivations

Table 5 Descriptive statistics of male and female extrinsic and intrinsic motivations

Genders' n (%) /Motivation

Extrinsic :: (S.D.)

Intrinsic :: (S.D.)

Male 152 (55.5%)

3.98 (.644)

3.84 (.734)

Female 122 (44.5%)

3.76 (.638)

3.67 (.700)

As shown on Table 5, males' extrinsic and intrinsic motivations are more positive than females' ones (in the numeric boldfaces). Nonetheless, there are descriptive statistics which are classified by Students' grades in Thai subject. It will be described in the following section.

4.4 The Descriptive Statistics between the Students' Grades in Thai Subject to Motivation and Attitude towards learning Thai

Students' attitude towards learning Thai, classified by the grade in Thai subject which students received in the previous semester, 2551 academic years, was acquired from the second section of the questionnaire. There are 6 parts of attitude aspects; teachers who are teaching the Thai subject, the media/ teaching techniques, the content of the Thai subject, the role, the significance, and the benefits of the Thai subject. Additionally, the third section of the questionnaire contains two parts of motivation questions; the extrinsic motivation, and the intrinsic motivation. There are 5 levels for frequency of attitude to determine the answer of the respondents from "1 = strongly disagree to 5 = strongly agree". The descriptive statistics of students' motivation and attitude towards learning Thai; classified by students' grades in Thai subject were shown in Figure 3, Figure 4 and Table 6 in the form of mean and standard deviation.

4.4.1 Students' motivation and attitude; classified by Grade in Thai Subject

Figure 3, Figure 4 and Table 6 show students' motivation and attitude that were classified by Students' Grades in Thai Subject they received in the previous semester, 2551 academic years.

Figure 3 Mean scores ( ) of student's attitude; classified by grade in Thai subject

Figure 4 Mean scores ( ) of student's motivation; classified by grade in Thai subject

Table 6 Descriptive statistics of students' motivation and attitude by grade in Thai subject (N = 274, n = group 1; 7 group 2; 95 group 3; 172)

Attitudes

Lady using a tablet
Lady using a tablet

This Essay is

a Student's Work

Lady Using Tablet

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

Examples of our work

Group 1

(S.D.)

Group 2

(S.D.)

Group 3

(S.D.)

Teacher

3.44 (.374)

3.73 (.420)

3.68 (.449)

Media

3.21 (.200)

3.39 (.614)

3.29 (.628)

Content

3.21 (.504)

3.56 (.501)

3.50 (.536)

Role

3.64 (.556)

3.62 (.548)

3.90 (.531)

Significance

3.86 (.690)

4.02 (.676)

4.09 (.610)

Benefits

3.54 (.562)

3.75 (.556)

3.75 (.583)

Motivations

Extrinsic

3.43 (.751)

3.89 (.639)

3.90 (.650)

Intrinsic

3.11 (.409)

3.77 (.722)

3.78 (.733)

(* Grade group; 1 = students who received 1.0, 1.5 Grade group 2 = students who received 2.0, 2.5,3.0 Grade group 3 = students who received 3.5,4.0 in the Thai subject)

As shown above, the standard mean scores of students in group 2 indicates that students in this group have a more positive attitude towards the teachers, media/ teaching techniques, and the content of the Thai subject than students in group 1 and 3 (= 3.73, 3.39, 3.56 respectively). On the contrary, students in group 3 have a more positive attitude towards the role, the significance, and the benefits of the Thai subject than students in group 1 and 2 ( =3.90, 4.09, 3.75 respectively).

In relation to the students' motivation, both extrinsic and intrinsic, the results reveal that students in group 3 also have more positive extrinsic and intrinsic motivation than students in group 1 and 2 ( = 3.90, 3.78 respectively).

4.5 The Descriptive Statistics of Students' Attitude towards Thai Teachers

The purpose of this section is to show the result of the descriptive statistics of students' attitude towards Thai teachers. The frequency, the percentage, the standard mean scores and the standard deviation are used to show the result in the form of tables with details. There are eight items; each item indicates the personalities and characteristics of teachers. The results are shown in the Table 7 and Table 8 as follows:

The eight items concerning the Thai teachers;

1. The Thai teachers are too strict.

2. The Thai teachers are well-dressed (in working dresses that are good-looking, suitable but might not be fashionable).

3. The Thai teachers should have more knowledge in Thai subject.

4. The Thai teachers speak nicely and attract students' attention.

5. The Thai teachers have fairness.

6. The Thai teachers are often smiling and cheerful.

7. The Thai teachers' thoughts are too old.

8. The Thai teachers are not allowing students ask questions.

Table 7 The descriptive statistics of students' attitude towards Thai teachers in each item.

1

Strongly Disagree

(%)

2

Disagree

(%)

3

Average

(%)

4

Agree

(%)

5

Strongly Agree

(%)

Mean

1. Thai teachers are too strict

5

(1.8%)

28

(10.2%)

166

(60.6%)

54

(19.7%)

21

(7.7%)

3.21

2. Thai teachers are well-dressed

1

(0.4%)

4

(1.5%)

16

(5.8%)

115

(42 %)

138

(50.4 %)

4.40

3. Should have more knowledge in the Thai subject

34

(12.4%)

67

(24.5%)

104

(38%)

45

(16.4%)

24

(8.8%)

2.85

4. Nice voices

3

(1.1%)

11

(4%)

78

(28.5%)

111

(40.5)

71

(25.9%)

3.86

5. The fairness

2

(0.7%)

4

(1.5%)

61

(22.3%)

115

(42%)

92

(33.6%)

4.06

6. Being cheerful

1

(0.4%)

3

(1.1%)

43

(15.7%)

121

(44.2%)

106

(38.7%)

4.20

7. Being old-fashioned

13

(4.7%)

32

(11.7%)

111

(40.5%)

77

(28.1%)

41

(15%)

3.37

8. Ignore questions

23

(8.4%)

44

(16.1%)

48

(17.5%)

74

(27%)

85

(31%)

3.56

From the results of students' attitude toward their teachers shown above, most of students (moderate = 60.6%, agree = 19.7%) think that teachers are too strict, but are well-dressed (strongly agree = 50.4%, agree = 42%). In addition, students thinks that teachers have sufficient knowledge in the Thai subject (moderate = 38%, disagree = 24.5%). As for the teachers' personalities, students agree that their teachers have nice tone of voices and can motivate their learning (agree = 40.5%). Moreover, their teachers also show fairness (agree = 42%, strongly agree = 33.6%). Additionally, being cheerful is one of the teachers' good personalities that students agreed upon (agree = 44.2%, strongly agree = 38.7%). On the one hand, teachers' thoughts are still too old (moderate = 40.5%, agree = 28.1%) and do not let students asking (strongly agree = 31%, agree = 27%) about what they consider important.

Table 8 The standard mean scores and the standard deviation of students' attitude toward Thai teachers in each item (n = 274)

Teachers

S.D.

1. Too strict

3.21

.798

2. Well-dressed

4.41

.701

3. Should have more knowledge in the Thai subject

2.85

1.11

4. Nice voices

3.86

.887

5. The fairness

4.06

.825

6. Being cheerful

4.20

.764

7. Being old-fashioned

3.37

1.02

8. Ignore questions

3.56

1.30

Regarding the above results, the best characteristic of Thai teachers is well-dressed ( = 4.41). The second best characteristic is being cheerful ( = 4.20) and students also think that their Thai teachers are fair ( = 4.06) and possess nice a tone of voices ( = 3.86). They think that the teachers do not need to obtain more knowledge in the Thai subject ( = 2.85). The results show, however, that students think that Thai teachers are too old, too strict, and do not give them an opportunity to ask questions ( = 3.37, 3.21 and 3.56 respectively).

4.6 The Descriptive Statistics of Students' Attitude towards Media/Teaching Techniques

The purpose of this section is to show the results of the descriptive statistics of students' attitude towards media/teaching techniques. The frequency, the percentage, the standard mean scores and the standard deviation are used to show the results in the form of tables with details. There are eight items. Each item indicates the media/teaching techniques used by the teachers. The results are shown in the Table 9 and Table 10 as follows:

The eight items concerning media/teaching techniques are;

1. The Thai teachers teach outside the classroom.

2. The Thai teachers use various kinds of teaching aids/media.

3. The Thai teachers use interesting teaching aids/media.

4. The Thai teachers are good at describing the Thai contents and make them easy to understand.

5. The Thai teachers use the same teaching techniques, being a boring method.

6. The Thai teachers use a textbook as the main teaching aid.

7. The Thai teachers use the lecture method as the main teaching, being a boring method.

8. Teaching of the Thai teachers make student tired.

Table 9 The descriptive statistics of students' attitude towards media/teaching techniques in each item.

1

Strongly Disagree

(%)

2

Disagree

(%)

3

Average

(%)

4

Agree

(%)

5

Strongly Agree

(%)

Means

1. Outside classroom study

80

(29.2%)

77

(28.1%)

81

(29.6%)

27

(9.9%)

9

(3.3%)

2.30

2. Various teaching aids

18

(6.6%)

52

(19%)

110

(40.1%)

67

(24.5%)

27

(9.9%)

3.12

3. Using interesting teaching aids

11

(4%)

38

(13.9%)

102

(37.2%)

89

(32.5%)

34

(12.4%)

3.35

4. Make content easy to understand

4

(1.5%)

10

(3.6%)

79

(28.8%)

113

(41.2%)

68

(24.8%)

3.84

5. Using the same teaching method

7

(2.6%)

26

(9.5%)

86

(31.4%)

105

(38.3%)

50

(18.2%)

3.60

6. Using only textbook as a major tool

8

(2.9%)

36

(13.1%)

102

(37.2%)

96

(35%)

32

(11.7%)

3.40

7. Using lecture as a major tool

12

(4.4%)

26

(9.5%)

89

(32.5%)

98

(35.8%)

49

(17.9%)

3.53

8. Students are tired when teachers teach

22

(8%)

32

(11.7%)

81

(29.6%)

81

(29.6%)

58

(21.2%)

3.44

The above result shows the frequency and the percentage of students' attitude towards media/teaching techniques for each item. Most students responded that their teachers use several teaching aids (moderate = 40.1%, agree = 24.5%) and they are interesting (moderate = 37.2%, agree = 32.5%). Moreover, 113 (agree = 41.2%) students indicates that their teachers are able to well describe the materials and make them easy to understand. Whereas, teachers hardly assign outside classroom study to students (moderate = 29.6%). Teachers often use the same teaching method (moderate = 38.3%). The textbook is usually only the main teaching tool (moderate = 37.2%, agree = 35%). Also, the lecture is used as the main teaching method (agree = 35.8%). Furthermore, most students feel that teachers' methods make them feel sleepy, tired and bored (moderate = 29.6%, agree = 29.6%).

Table 10 The standard mean scores and the standard deviation of students' attitude toward media/teaching techniques in each item ( n = 274)

Media/teaching techniques

S.D.

1. Outside classroom study

2.30

1.02

2. Various teaching aids

3.12

1.04

3. Using interesting teaching aids

3.35

1.00

4. make stuff easy to understand

3.84

.890

5. Using the same teaching method

3.60

.975

6. Using only textbook as a major tool

3.40

.956

7. Using lecture as a major tool

3.53

1.03

8. Students are sleepy when teachers teach

3.44

1.18

Considering the results shown above, the teachers not only seldom give outside classroom study for students ( = 2.30), but they also use the same teaching aids over and over again ( = 3.12). In spite of the fact the teachers are good at making materials easy to understand ( = 3.84), using the same teaching method

( = 3.60) might lose students' interest ( = 3.44), especially when the lecture is the main teaching tool ( = 3.53), or when the teachers do not frequency use other interesting tools ( = 3.35) to help persuade students' learning motivation, and when they use only textbook as the main teaching aid ( = 3.40).

Hypotheses Testing

Hypothesis 1

Regarding the differences between students' motivation and attitude by gender, females student have higher motivation and attitude than male students. This hypothesis is tested by two-tails t-test.

The Table 11 and Table12 show the results of two tails t-test for the dependents (motivation and attitude) and independent (male and female) variables. The confidence level for the analysis is 95%.

4.7 The Group Differences between Students' Motivation and Attitude by Gender

Table 11 Group differences between students' attitude by gender

Gender (n/ percent) Attitude 4 issues

Male

152 (55.5%)

(S.D.)

Female 122(44.5%)

(S.D.)

t

p*

Teacher

3.72

(.413)

3.65

(.467)

1.311

.191

Role

3.78

(.583)

3.82

(.514)

-.535

.593

Significance

4.06

(.658)

4.07

(.607)

-.228

.820

Benefits

3.77

(.603)

3.71

(.533)

.728

.467

(*p ≤ 0.05 = sig)

In order to find out the differences between genders' attitude towards those aspects, two-tails t-test is developed and applied in this study. In the Table 11, the results shows that teachers, the role, the significance and the benefits of the Thai subject reveal no significant differences-being; .191, .593, .820 and .467 respectively. However, there is a significant difference in the genders' attitude towards the media/teaching techniques and the content of the Thai subject at the level .043 and .013 respectively. It indicates that males have a stronger attitude towards both of the media/teaching techniques (= 3.39) and the content of the Thai subject (= 3.59) than females. The results are shown in the Table 12.

Table 12 Group differences between students' attitudes by gender (continue)

Gender (n/ percent) Attitude

Media/teaching techniques

Content of the Thai subject

(S.D.)

t

p*

(S.D.)

t

p*

Male 152 (55.5%)

3.39

(.597)

2.034

.043

3.59

(.497)

2.511

.013

Female 122 (44.5%)

3.24

(.634)

3.43

(.546)

(*p ≤ 0.05 = sig)

Apart from the results shown above, the two-tails t-test is applied to analyze the differences between genders towards extrinsic and intrinsic motivation. Concerning the differences between males and females' extrinsic motivation, there is a positive significant difference at .004 level which is shown in the Table 13.

Table 13 The differences between gender's extrinsic motivation

Gender (n/ percent) Extrinsic Motivation

(S.D.)

T

p*

Male 152 (55.5%)

3.98 (.644)

2.921

.004

Female 122 (44.5%)

3.76 (.638)

(*p ≤ 0.05 = sig)

Regarding the differences between males and females' intrinsic motivation, there is no significant difference as shown in Table 14:

Table 14 The differences between gender's intrinsic motivation

Gender (n/ percent) Intrinsic Motivation

(S.D.)

t

p*

Male 152 (55.5%)

3.84 (.734)

1.909

.057

Female 122 (44.5%)

3.67 (.699)

(*p ≤ 0.05 = sig)

To conclude the hypothesis 1 testing results, male students have more positive motivation and attitude covered more issues than females. So hypothesis 1 is rejected. The discussion about the result will be in chapter VI

Hypothesis 2

According to the differences between students motivation and attitude classified by students' grades in Thai subject, students who have higher motivation and attitude in the Thai subject have better grades than students who have lower motivation and attitude. F-test by ANOVA and Scheffé is applied for testing this hypothesis.

The Table 15 and Table16 show the results of F-test by ANOVA for the dependents (motivation and attitude) and independent (high the Thai grade, average the Thai grade and low the Thai grade) variables. The confidence level for the analysis is 95%.

4.8 The Group Differences between Students' Motivation and Attitude by students' grades in Thai subject

Regarding the students' motivation and attitude classified by students' grades in the Thai subject, the results are shown as follows:

Table 15 The group differences between students' attitude by the Thai grade towards 5 issues

Attitude issues

Groups

df

F

p*

Teacher

Between groups

2

1.437

.239

Within groups

271

Media

Between groups

2

1.018

.363

Within groups

271

Content

Between groups

2

1.595

.205

Within groups

271

Significance

Between groups

2

.763

.467

Within groups

271

Benefits

Between groups

2

.467

.628

(*p ≤ 0.05 = sig)

According to students' attitude classified by the students' grades in Thai subject, the result show that there are no significance differences between attitude towards five issues: the teachers; the media/teaching techniques; the content of the Thai subject; the significance of the Thai subject; and the benefits of the Thai subject (.239, .363, .205, .467, .628, respectively).

Whereas, there is significant difference between attitude towards the role of the Thai subject (.000) shown in the Table 16.

Table 16 The group differences between students' attitude by the Thai grade toward the role of the Thai subject

Attitude issues

Groups

df

F

p*

Role

Between groups

2

8.541

.000

Within groups

271

Total

273

(*p ≤ 0.05 = sig)

When the results show that there is significant difference between attitude towards the role of the Thai subject, the researcher has to identify which pairs of the groups differentiate significantly by using the test of comparison of Scheffé.

Table 17 Pairs of differences among 3 groups

Dependent Variable

Groups

Mean Difference

(I-J)

Std. Error

Sig

Role

1

2

.02312

.21060

.994

3

-.25613

.20734

.467

2

1

-.02312

.21060

.994

3

-.27925(*)

.06874

.000

3

1

.25613

.20734

.467

2

.27925(*)

.06874

.000

(*) = Sig

Table 17 shows that there is significant difference between group 2 and group 3 according to the test.

For the students' motivation, the results show that there is no significant difference between students' motivation, both extrinsic and intrinsic, as shown in Table 18.

Table 18 The group differences between students' motivation by the Thai grade

Motivation

Groups

df

F

p*

Extrinsic

Between groups

2

1.762

.174

Within groups

271

Total

273

Intrinsic

Between groups

2

2.923

.055

Within groups

271

Total

273

(*p ≤ 0.05 = sig)

To conclude the results of hypothesis testing, there are no significant differences. Therefore, hypothesis 2 is rejected. The discussion about the result will be in chapter VI.

The Qualitative Data

4.9 The Open-ended Question Data

The bottom of each part of questionnaire is divided into seven detailed parts: the Thai teachers; media/teaching techniques; the Thai content; the role of the Thai subject; the significance of the Thai subject; the benefits of the Thai subject; and learning motivation. The open-ended questions are used as an optional for students to add more comments or opinions in each issue.

All in all, there are not many students giving their opinions (37 out of 274 students), but several opinions are useful to be indicated as qualitative data.

There are 12 males and 25 females giving their opinions as follows:

4.9.1 Attitude: the Thai teachers

Twenty four students gave their opinions on the issue of the Thai teachers. It is shown that teachers play an important role of encouraging students' motivation and attitude.

Regarding the positive characteristics, students indicated that their teachers teach them to use Thai language accurately. Furthermore, the Thai teachers were cheerful, merciful, good-humored, neat, good at teaching, and easy to approach.

On the other hand, some negative characteristics were indicated too. Students said they want their teachers to be stricter in order to be earn students' respect, particularly, male students. As for teaching, teachers sometimes teach too fast and they give too many assignments, give too much note-taking, and provide less interesting activities to encourage students' motivation to learn.

4.9.2 Attitude: media/teaching techniques

The second most received response is the issue of media and teaching techniques. The Eleven out of 15 had the negative attitude towards media and teaching methods. Most of them said the Thai teaching method lacks the interesting technique to positively persuade or motivate students. Consequently, students' boredom and sleepiness are set among the boring lecture and noisy environment.

Due to the reduction of learning motivation; students tend to ignore the subject they are learning. Teachers cannot handle this situation well enough throughout a class. What the students want is more interesting teaching aids. For instance, they want a game to be used to assist teaching and aid learning. Besides, a computer is another interesting teaching aid for them as well. They want to learn by using some gadgets. This would results in a more interesting and enjoyable class than just sitting and listening to the lecture until a class finishes. Apart from this, the Thai teachers should give students the opportunity to have some activities out of their classroom sometimes. One reason for this is that where class sizes are large, students would prefer to work outside of a small classroom. Moreover, lots of note taking during the lectures, and receiving too many assignments make students bored and tired.

However, there were three male students and a female student agreed that their teachers use interesting teaching methods that make them understand the materials easier. One student said that she is not bored when she learns the Thai subject.

4.9.3 Attitude: the Thai content

For the Thai content, both positive comments and negative comments were given. Some students said the Thai content is good enough. There are plenty of short stories and valuable literatures that are interesting to learn. Besides, the Thai content is fun and useful. It can be applied to daily lives.

On the contrary, some students mentioned that the Thai content is very hard. There are so many consonants and vowels to remember. They also said that it is harder than English or Korean. Some indicated that the Thai content cannot be applied to their daily lives. For some, they learn it because Thai language is valuable and they want to be knowledgeable. Moreover, the Thai content should be more fun. Additionally, because there is too much content to learn, students have too many assignments as well.

4.9.4 Attitude: the role of the Thai subject

According to the role of the Thai subject, some students said they paid attention to every subject including the Thai subject because it is equally important compared with others. Furthermore, the Thai subject is their mother tongue. It is the uniqueness of Thailand so Thai people must use it accurately. One student gave an interesting idea that; the Thai subject, more learning, more interesting. Every word to be written means the future of the Thai language.

4.9.5 Attitude: the significance of the Thai subject

Regarding the significance of the Thai subject, most of students realized that Thai is important and good in terms of academia and culture. They agreed that even though we can speak Thai, we need to learn it. It is not only our language, but also our valuable culture, the uniqueness of Thailand and Thai people. Hence, being Thai, we must use Thai language accurately and maintain it for future generations. Besides, some students mentioned that Thai is easy, although some students said it is hard. One student indicated that he had no idea about learning Thai because he knew nothing when he had learnt Thai, but just the grade. Additionally, another student said Thai students know what they should but they do not pay any attention to it because they are lazy. One student indicated that Thai students cannot remember the order of Thai consonants and Thai vowels because they are not interested and also lack of practising for long time.

4.9.6 Attitude: the benefits of the Thai subject

Only three students gave their opinions in this issue. They said the Thai subject is good so that every student should care more about Thai and maintain it by using Thai accurately. The Thai subject always provides the students some benefits in the event of higher education.

4.9.7 Motivation

There are nine students (five males and four females) who gave their opinion about learning motivation. Most of students thought that Thai language is the best. It is good and valuable. Some students learn Thai because they love Thai language, but some male students learn Thai hoping for getting a good grade. Moreover, students agreed that presently people use Thai language incorrectly. One student wants to introduce Thai language and Thai culture other countries in order to let the foreigners know that Thailand is one of good and interesting countries. Apart from those opinions, a student accepted he prefers watching Taiwanese, Japanese, and Korean television series than Thai soap operas. The same was said for music, in that he prefers English songs than Thai songs.

Summarizing all given responses by the students, most of them provided their opinions about their teachers (23 students). That means they think teachers play an important role in learning and teaching. Second, media and teaching techniques are students' given opinions (17 students). They think that media and teaching techniques are important as well. Thirdly, students realize the significance of the Thai subject (seven students). They recognize that the Thai subject is the a serious matter for them. Fourthly, the Thai content is also defined as the key element for teaching and learning Thai (six students). The students pay less attention to the last two topics which are the role of the Thai subject (four students) and the benefit of the Thai subject (three students), respectively.

4.10 Data Interview

The data were given by three Thai teachers, namely, Mister Nareth Kongsombud, Missis Alisa Sarod, Missis Prakong Watthanakorn, and the principle of Prapathom Witthayalai school, Mister Chairath Padermroth. The interview data is summarized and presented by followings:

4.10.1 The summary of in-depth interviews

According to the interviews, the three Thai teachers were interviewed concerning the pedagogical process, teaching techniques and methodology, teaching preparation, teaching aids/media, teaching and learning problems and resolution. As for the principal, the questions are also the general information of the school, human resource administration, financial administration, the teaching and curriculums management, the problems relating to teachers, students, the general problems, and the resolution.

To summarize, regarding the interview data, it is shown that most of teachers' opinion tends to be unified that having too many students in a classroom is the major problem of failure in teaching. Additionally, three years ago, students' proficiency and capability were higher than they are today; namely, students have more problems in keeping attention than before and seem to be gradually and continually worsen. Besides, for teaching techniques and teaching aids, most of teachers gave emphasis to lectures. They often used the books, cassettes, and academic sheets as teaching aids. They also mentioned that the classroom's condition is not suitable for using hi-tech media.

Regarding the principal, he stated that the school is considered to be good in both human resources and location since it is named as the Provincial secondary school of Nakorn Pathom. Most teachers are assigned to teach in their degrees' majors. Furthermore, the classroom research is required as the annual activity for every teacher to develop their teaching performance. On other hand, the teachers' deficiency on particular fields, Sciences, for example, are still problems.