The Causal Factors Influencing English Achievement Of Matthayomsuksa 2 Students Under The Office Of The Secondary Educational Service Area Office 31

Abstract

The main purposes of this research were to 1) study level of factors affecting and the English achievement of students, 2) develop a model of causal factors and the English Learning Achievement of Matthayomsuksa 2 Students Under the Office of the Secondary Educational Service Area Office 31. The samples were 387 of Matthayomsuksa 2 students in academic year 2016. The instruments used in the study were the test of English aptitude, background knowledge, English achievement, the scale of attitude toward English, achievement motivation, learning intention, self concept, teacher’s teaching quality and parents’ care. The reliability of these tests was .85, .90, .85, .85, .83, .90, .89, .89 and .81. The data was analyzed by using path analysis with the use of packet software.

            The results of study revealed that

1. Level of causal factors influencing English achievement of students all factors were medium level. Parents’ care showed mean of 3.34 while the factors with less were self concept care had mean was 3.32, 3.19, 3.18 and 3.04 respectively. English aptitude showed mean of 16.03 was at high level, while the factors with less were background knowledge showed mean of 23.01, teacher’s teaching quality showed mean of 3.57 and English learning achievement showed mean of 24.32 was at the medium level. The Causal factors consisting of English aptitude and parents’ care had positive relationship with English achievement, with a statistical significance of .01 was revealed. Their correlation coefficients were in the range of .141 -.228. The attitude toward English had positive relationship with English achievement with a statistical significance of .05. The correlation coefficient was .127. Achievement of motivation had positive relationship to English learning with a statistical significance of .05. The correlation coefficients was .123. And background knowledge had positive relationship to English learning achievement with a statistical significance of .05. The correlation coefficients were .121.


2. Relationship model of causal factors influencing of English achievement on students fitted with the empirical data by considering Chi-square = 13.50, df = 19, p = 1.00, GFI = .99, AGFI = .98 and RMSEA = .00