Critical Factors influencing the English reading achievement of Matthayom Sueksa six students at schools in Bangkok Metropolis
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Abstract
This research article examines (1) the levels at which critical factors influencing English reading achievement of Matthayom Sueksa six students of schools in Bangkok Metropolis are; (2) correlations between these critical factors; and (3) the direct, indirect, and total influence of these factors. Utilizing the multi-stage sampling method, the researcher selected a sample population consisting of 1,000 Matthayom Sueksa six students. The research instruments for test and a questionnaire. Data analysis was carried out by means of successive applications of the SPSS computer software program for determining basic statistical relationships in addition to the employment of Pearson’s product moment correlation coefficient (PPMCC) method. (CFA) and structural equation modeling (SEM) were used .
Findings are as follows: (1) All factors exhibited means and percentages at a high level. (2) All factors exhibited positive relationships with the critical factors governing English reading achievement at the statistically significant level of .01. The correlation coefficient (CC) fell at the highest level at between 0.63 and 0.98. And (3) The correlation coefficient model had congruency with the empirical data with factor showing the highest level of direct influence was the factor of aptitudes and learning capabilities (0.98). The factor exhibiting the highest level of indirect influence was the factor of attitudes (0.41).
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Academic articles, research articles, and book reviews in the Ph.D. in Social Sciences Journal are author’s opinions, and not the publisher’s, and is not the responsibility of the Ph.D. in Social Sciences Journal Philosophy Association, Ramkhamhaeng University. (In the case that research is done on human, the researcher has to be trained in Ethics for Doing Research on Human Training and has to produce the evidence of the training).
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