A CAUSAL RELATIONSHIP MODEL OF FACTORS INFLUENCING TO LEARNING ACHIEVEMENT IN RESEARCH FOR LEARNING DEVELOPMENT OF GRADUATE DIPLOMA IN TEACHER PROFESSION CURRICULUM

Abstract

The purposes of this research were to: 1) to create the causal relationship model of influencing factors to learning achievement in research for learning development of the graduate diploma in teacher profesion and 2) to examine the congruence with the causal relationship model of influencing factors on learning achievement in research for learning development by developing with the empirical data.The study was conducted in
2 phases. The first phase was the conceptual framework construction by a study of document involved, researches and focus group discussion of specialists.The second phase was the hypothesis examination by using questionnaire with five rating scale at the reliability of 0.96.The research was carried out with 327 student samples of graduate diploma in teacher profession which were obtained by purposive sampling. The statistic used for analyzing basic data and Confirmatory Factor Analysis: CFA and Congruence Analysis between hypothesis model and empirical data was computer program.

                        The research findings found as follows: 1) to create the causal relationship model of influencing factors learning achievement in research for learning development of the graduate diploma in teacher profesion consisted of instructor characteristics, learning management, learner characteristics and learning atmosphere.      2) The results of examining the model developed was congruent with empirical data by considering to
X² = 220.18 df value = 117 p-value = 0.15 GFI value = 0.97 AGFI value = 0.95 and RMSEA value = 0.02. It revealed that the factor of learner characteristics had directly influenced significantly to learning achievement in research for learning development in “very much” and followed by instructor characteristics. However, the factor of learning management had indirectly influenced significantly to learning achievement in research for learning development “very much” level.  And all variables of model developed could explain a variance of the influencing factors on learning achievement in research for learning development of the graduate diploma in teacher profession curriculum at 68.00 % and the level of significance is at 0.05