A Comparison of Self-Awareness from Using a Set of Guidance Activities Based on Existential Theory and a Set of Conventional Guidance Activities to Develop Self-Awareness of Grade 9 Students at Rattanakosin Somphot Ladkrabang School in Bangkok

Abstract

                  This research aimed to 1) compare the self-awareness of students before and after using the existential theory guidance activity package to develop self-awareness, and 2) compare the self-awareness of students who used the existential theory guidance activity package to develop self-awareness with students who received conventional guidance. The sample group was Mathayom 3 students of Rattanakosin Somphot Ladkrabang School, Bangkok, who had the lowest average self-awareness scores in the two classrooms. They were then selected by simple random sampling to be the experimental and control groups. The instruments used were the self-awareness test, the guidance activities package based on the existentialism theory to develop self-awareness, and the regular guidance activities. The statistics used for analysis were the mean, standard deviation, and Dependent t-test, Independent t-test.

                  The research results found that 1) after using the guidance activity set based on existential theory to develop self-awareness, the experimental group students had a self-awareness score that was significantly higher than before the experiment at a statistical level of .01, and 2) after using the guidance activity set based on existential theory to develop self-awareness, the experimental group students had a self-awareness score that was significantly higher than the control group that received regular guidance activities at a statistical level of .01.