ASSESSING THE IMPACT OF SCHOOL AND FAMILY EDUCATIONAL RESOURCE INEQUALITY ON ACADEMIC OUTCOMES OF LOWER PRIMARY SCHOOL STUDENTS IN TAK PROVINCE
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Abstract
The purposes of this research were to (1) examine characters of family and school educational resource inequality among lower primary school students in Tak province; (2) assess the impact of family educational resource inequality on academic outcomes of students in Tak province; (3) assess the impact of school educational resource inequality on academic outcomes of students in Tak province. The samples used in the research were 3,021 third grade students in 173 schools under the Tak primary educational service area office 1 and 2, where students were selected through two-stage sampling. The research tool comprised questionnaire measuring educational resources in families (α=0.743) and schools (α=0.746). Which were responded by student's parent and class instructor, respectively. Data was analyzed through latent class analysis and multi-level analysis. The results were as follows (1) family educational resource inequality was classified into 4 distinct groups. The majority of students (38.83%) were classified in group with low family educational resources. School educational resource inequality was classified into 3 distinct groups. Most of the schools (42.78%) were classified in group with greater amount of educational resources (2) family educational resource inequality had a significantly affected on student academic outcomes. Students with high level of family educational resources and female students were more likely to achieve high academic outcomes (3) school educational resource inequality had a significantly affected on student academic outcomes. Students in school with high level of school educational resources were more likely to achieve high academic outcomes.
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