Main Article Content
The purposes of this research were to study and compare Chinese language learning conditions of students in Chinese schools in Northern Thailand with regard to 6 aspects including
curriculum, instructors, leaners, learning activities, supporting factors, and evaluation; and to study and compare conditions of Chinese language instruction management of teachers in Chinese schools in Northern Thailand with regard to fve aspects including curriculum management, educational supervision, instructional management, academic activities management, and learning measurement and evaluation. The research sample which was obtained by convenience sampling technique consisted of two groups: (1) a group of 342 students in 89 schools offering Chinese language instruction in Northern Thailand and (2) a group of 206 teachers in 89 schools offering Chinese language instruction in Northern Thailand. The sample size was determined based on Taro Yamane’s formula. The employed research instrument was a 5-scale Likert questionnaire. Statistics employed for data analysis and hypothesis testing were the percentage, mean, standard deviation, t-test (independent samples), and F-test (one-way ANOVA).
The research results were as follows:
1. The majority of students in schools offering Chinese language instruction in Northern Thailand had opinions that the current overall condition of Chinese language learning was practiced at the high level. When specifc aspects of Chinese language learning were considered, it was found that all aspects were practiced at the high level and could be ranked based on their rating means from top to bottom as follows: the leaners, the curriculum, the learning activities, the supporting factors, the evaluation, and the instructors, respectively.
2. Students in schools offering Chinese language instruction in Northern Thailand, who were of different genders and who were in different provinces did not signifcantly differ in their
opinions toward the overall and by-aspect practices of Chinese language learning. Meanwhile, a signifcant difference at the .05 level was found between opinions of the students in different class years toward the evaluation aspect. However, no signifcant difference was found in their opinions toward both the overall and other aspects.
3. The overall condition of Chinese language instruction management of teachers in schools offering Chinese language instruction in Northern Thailand was practiced at the high level. When specifc aspects of Chinese language instruction management were considered, it was found that all aspects were practiced at the high level and could be ranked based on their rating means from top to bottom as follows: the instructional management, the curriculum management, the educational supervision, the learning measurement and evaluation, and the academic activities management, respectively.
4. Teachers in Chinese schools in Northern Thailand with different statuses, ages, and educational qualifcations did not differ signifcantly in their overall and by-aspect practices of
Chinese language instruction management.
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